Nominations are now open for the 2012 Adult Learners' Week Awards. People can nominate someone they teach, a colleague, a relative or a friend and give them the recognition they deserve for their outstanding learning achievements.
Every year, NIACE receives around 1,500 nominations from colleges, workplaces and other adult education providers.
Adult Learners' Week (12 - 18 May 2012) Awards identify people who have used learning to help them transform their lives, often beyond what they ever thought was possible. Awards are also given to innovative projects that give adults the opportunity to learn and improve their lives and the lives of their families and communities.
Neil Scales, OBE, Chief Executive and Director General of Merseytravel, said:
"Merseytravel is passionate about learning, because we know that it has so many diverse benefits for the individuals and for the organisation as a whole. When people learn new skills they also gain confidence, improve their job prospects, develop new insights into the world around them and can take great pride in their achievement. Other people around them become motivated by this example, and so one person's success can inspire many others to follow a similar path. This is one of the reasons Merseytravel is always keen to nominate learners for awards - their success is a beacon to others both inside and outside the organisation."
John Curry, Course Leader, BSc Computing, City of Bath College, said:
"As a lecturer I often feel humbled by the sheer determination of some students to strive to achieve. To these individuals, each setback is merely another challenge to be overcome. I nominated such an outstanding student, Fran Bunce, in 2011. The short video clip of her story in her own words has been used hundreds of times as part of the recruitment process for our computing course and we believe it has helped inspire some non-traditional learners to make that leap of faith and enter higher education."
David Hughes, NIACE Chief Executive, said:
"The nominations we receive each and every year tell the many and varied stories of adults who have the motivation, desire and dedication to improve their lives through learning. Whether that's for a new job or career, to help their children or grandchildren with their schoolwork or simply to learn more about something they're interested in."
"The Adult Learners' Week Awards celebrate the remarkable achievements of adults, giving them the recognition they deserve. And, in turn, the winners become inspirational role models, encouraging many more people to take up learning. So, if you know an outstanding adult learner, nominate them for an Adult Learners' Week Award."
All awards categories are open to learners living in England only.
The closing date for nominations is 5pm, Friday 27 January 2012.
FinMan - Financial management in EU projects is a two-years project on the Financial Management of EU projects co-financed by the European Commission through the LLP Grundtvig Multilateral Projects.
FinMan aims at developing an efficient and effective financial guide for the management of the entire cycle of a EU project in lifelong learning.
- IF you are involved in EU projects,
- IF you are not familiar with the financial management of such projects,
- IF you have difficulties with the planning of a project budget, internal financial reporting systems and the general reporting of project expenses, either as coordinator or as project partner,
FinMan will provide support to you ensuring training materials relevant to your needs and simplify dealing with the financial and administrative rules that complicate project delivery and reporting.
Michela Calabrese (project manager)
The aim of the project is to improve the effectiveness and efficiency of the project management of LLOs (Lifelong Learning Organizations), providing administrators and financial staff with skills needed to successfully implement those projects.
- Creating a common framework for EU financial management in LLOs
- Designing and delivering of a training course related to the EU administrative and financial management
- Elaboration of a Financial Guide
- Improving the exchange of materials, ideas and knowledge and collecting the exiting financial guidelines and documents in a common “Financial Guide”
- Fostering good practices at EU level on administration and financial topics.
- Financial Guide translated in all partners languages
- Grundtvig In-Service Training Course
- Website translated in all partners languages
- Dissemination materials in all partners languages
- Six Local seminars
- Final Conference.
(for general inquires regarding the project)
TK FORMAZIONE SRL - Italy
Viale Gramsci n.73, 50121 Firenze
Tel. 0039 055 2466005 fax. 0039 055 2260696
Michela Calabrese (project manager)
This report presents the findings of a comparative study on ICT use for L2 acquisition by adult migrants in the Netherlands and Sweden. For both countries, it provides information on their policy context and the requirements regarding L2 knowledge by adult migrants, on the ICT provision for L2 education and a qualitative snapshot of the role of ICTs for L2 education for adult migrants according to some key informants in both countries. Moreover, it supplies 5 case studies (3 for the Netherlands, 2 for Sweden), where the impact of ICTs for L2 acquisition has been investigated through ethnographic research, highlighting driving factors and barriers for the integration of selected ICT tools in the L2 provision for adult migrants.
The Action Plan on Adult Learning "It is always a good time to learn" (2008-2010) provided for the first time a set of common priorities to be encouraged in the adult learning sector, introduced the sector to the Open Method of Coordination and thus initiated intensified European cooperation between its diverse actors.
Those country report have been carried out, on behalf of the European Commission, by GHK in cooperation with Research voor Beleid. on the basis of country-experts' analysis of existing national literature and the Confintea IV-report and were used as background reports in the Final Conference on Adult Learning Action Plan in Budapest, 7-9 March 2011.
World political and corporate leaders today launched a major new Global Partnership for Girls’ and Women’s Education during a High-Level Forum held at UNESCO Headquarters. UNESCO Director-General Irina Bokova welcomed the participants to the Forum which aimed to galvanize support from the private and public sectors to make quality education available for girls and women everywhere.
Globally, some 39 million girls of lower secondary age are currently not enrolled in either primary or secondary education, while two thirds of the world’s 796 million illiterate adults are women. Only about one third of countries have achieved gender parity at secondary level.
The Global Partnership for Girls’ and Women’s education will focus mainly on secondary education and adult literacy, especially in Africa and Asia.
Gli ambienti di apprendimento personale per superare i limiti della conoscenza tra i sistemi di attività durante l'emergenza dell'età adulta
Questo percorso teorico inizia con la definizione dell'emergenza dell'età adulta come periodo vagamente situato tra l'adolescenza e l'età adulta, durante il quale gli individui devono fronteggiare diversi tipi di transizioni. Un aspetto fondamentale di questo periodo di transizione è la rete personale di relazioni e, in particolare, il concetto di "capitale sociale che apre (bridging)" formando reti unite da collegamenti deboli. Vengono anche presentate le ricerche condotte sull'uso delle tecnologie Web durante l'emergenza dell'età adulta, dato che i risultati mostrano l'importanza di tali strumenti per mantenere e rinforzare il capitale sociale che apre (bridging). Le conclusioni derivate da questo percorso teorico insistono sulla pertinenza degli oggetti Web 2.0, in particolare gli SNS, che apportano agli adulti emergenti numerose possibilità e un sostegno:
- mantenendo e sviluppando il loro capitale sociale;
- costruendo un bagaglio di conoscenze che possono aiutarli durante le transizioni tra i vari sistemi di attività.
Queste conclusioni conducono inoltre a una nuova concezione delle strategie di e-learning impiegate in contesti come le università, caratterizzati fino ad ora da un forte utilizzo degli artefatti Web 1.0 in cui gli studenti svolgono un ruolo passivo. Riteniamo che sistemi di e-learning più flessibili, quali gli SNS, dovrebbero essere presi in considerazione, perché possono rispondere meglio alle esigenze degli adulti emergenti di oggi in materia di informazione e di conoscenza.The full text of this article is available in English and Spanish. The Spanish version is made possible our partner, the Organisation of Ibero-American States for Education, Science and Culture (OEI). // El texto integro de este artículo está disponible en inglés y castellano. La versión castellana ha sido posible gracias a nuestro socio, la Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI).