17 projets européens trouvés
Recherche sur 125080 projets européens
TERMINÉ
Early Learn to Learn Environment
Date du début: 1 sept. 2014, Date de fin: 31 août 2016,
In our project, we mainly aim, through project’s topic and activities, to increase the quality of ECEC services and contribute to decrease the number of early school leavers in parallel with 2020 targets from the Communication from the Commission (2011).This is general aim and starting point for carrying out this project.The specific focus on the project is developing“learn to learn” competence in ...
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7
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TERMINÉ
CERF – Certification Standard for European Reference Framework Key Competences
Date de fin: 6 août 2015,
The European Reference Framework (ERF) identifies and defines, for the first time at the European level, those eight (8) Key Competences (KC) that citizens require for their personal fulfillment, social inclusion, active citizenship and employability in our knowledge-based society. The Member States’ initial education and training systems should support the development of these Key competences fo ...
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7
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TERMINÉ
Empowerment kit for Immigrant Women with Low Educational/Working Experience
Date du début: 1 oct. 2010,
EU has lately experienced large inflow of immigrants from non-European countries where women account for 45 % of migrants with an employment rate 16.9% lower than of women of EU nationality (Employment in Europe 2008). Among this group there is a large number of women with low educational/working experience, dependent on social welfare (Eurostat, 98/2008). During several years this partnership ha ...
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6
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TERMINÉ
Expero4care aims to create an international standard and to certify Healthcare trainings to assess the quality of the learning outcome. Thanks to two previous EU projects (Expero and Expero2eu, both choosen as best practices by LLP), Expero became a quality standard to certify vocational schools. Expero4Care aims to assess the quality of the learning outcome in training programms dedicated to prof ...
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13
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TERMINÉ
The European Reference Framework (ERF, 2007) identifies and defines, for the first time at the European level, the Key Competences (KC) that all citizens require for their personal fulfillment, social inclusion, active citizenship and employability in our knowledge-based society. The acquisition of KCs is of particular importance in VET to facilitate individual pathways from VET to constantly chan ...
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5
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TERMINÉ
...d practices on better use of forecast for education and training offer(Action Now- at www.cedefop.europa.eu)Regarding the first aspect, namely adjusting VET to the needs of labour market, in 2000 Folkuniversitetet Uppsala (2006 other partners) created a Forum in form of management/peer groups with PES and employer. A joint evaluation showed that creation of forums contributed to a more adjusted vo ...
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5
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TERMINÉ
...l objective was adaptation of an existing QA model in VET to the standards and criteria of CQAF. The proposed project aimed to adapt the Swedish QA-model, which is based on ISO 9001-2000 at Folkuniversitetet Uppsala, to CQAF. The model was supposed to be a practical tool consisting of a set of operational documents based on a list of criteria for QA in VET according to ISO 9001-2000. The Swedish m ...
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5
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TERMINÉ
The project was aimed on parents with problems in education of their children.The project was aimed especially on parents, who come from disadvantages families with lack of good learning experience in education of the children. The main goal of the project was to provide conditions for personal development and to increase knowledge and competences in parents education area (how to be a better par ...
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5
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TERMINÉ
Opening new doors for innovative women : Reports on the technology available to SMEs, current implementation levels and the situation of women in SMEs contributed to the creation of the innovation agent professional profile and the training of a group of women to fit this profile. The creation of this profile will help to even out the distribution of men and women in the field of technological inn ...
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11
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TERMINÉ
Validation of Formal, Non-Formal and Informal Learning: The case study of Personal Assistants
Date du début: 1 oct. 2009,
Based on the EU policies related to the recognition of qualifications, EUPA's main objective is to develop a model for the recognition & validation of the qualifications of a sector based on learning outcomes. The sector of Personal Assistants (PAs) has been selected (as a case study) for the following reasons: 1. PAs often do not have academic qualifications which makes the validation of other sk ...
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8
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TERMINÉ
SMART LANGUAGES (NEEDS ORIENTED) TOOLBOX FOR EUROPEANS
Date du début: 1 nov. 2009,
Objective is to create a language learning tool that is based on USER NEEDS. The tool will use a structure of a pyramid with 4 levels:Language-Need-Thematic Section-Methodological tool. The philosophy of the tool is that the user has a specific need to satisfy in a specific language eg going on holiday or doing business with another country or watching a documentary. Once this need is identified, ...
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9
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TERMINÉ
European Manager of Intelligent and Responsable Territories
Date du début: 1 janv. 2011,
Emerging and fast institutional validation at EU level of models of Socially Responsible Territory (TSR) and Intelligent Territory (IT), joint to the definition and development by DOCUMENTA of Intelligent and Responsible Territories (TIR), means a deep redefinition of the old theory and practice of Local Development (LD), and shows the obsolescence & need of redefining present profile of those tho ...
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5
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TERMINÉ
Learning through Innovative management concepts to ensure transfer of Knowledge of Elderly people
Date du début: 1 oct. 2011,
The project is intended to deepen a key issue of the European knowledge society: the inclusion of the ageing workforce which is an important priority of the European social agenda. The project aims at combating age barriers in employment and promoting the adaptability of the older workforce to the changing business and social environment. Its main scope is to develop innovative age management conc ...
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5
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TERMINÉ
Leveraging the Digital & ICT Competences of senior women to extenuate the knowledge divide
Date du début: 1 nov. 2013,
LIST stands for “Leveraging the Digital & ICT Competencies of senior women to extenuate the knowledge divide” & aims to address women that for age, level of education or participation to economic life, lack sound digital competencies & skills necessary to benefit from the services of the ICT Society nowadays. LIST challenges the possibility to leverage the current ICT skills set through a new appr ...
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5
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TERMINÉ
"EU Integration Agent" - development of the European Professional Standard for effective counselling of the low-skilled into labour market through adult education
Date du début: 1 janv. 2014,
National market research in partner countries has indicated that (except for the Netherlands) all partner countries lack higher (professional) education in counselling. Generally, there is neither demand nor professional standard for this kind of work. Consequently, the counsellor is usually a person with any education in social sciences and probably completed short training course. Those counsell ...
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5
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TERMINÉ
In 2006, the Helsinki Communiqué underlined the need to further develop and implement common European tools specifically aimed at VET, with regards to Common Quality Assurance Framework (CQAF) in VET. The framework contributes to quality improvement in VET and to increased transparency of VET policy developments between Member States, thereby promoting mutual trust, mobility of workers and learner ...
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6
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TERMINÉ
"EU Integration Agent" - innovative guidance methodology for integration of low-skilled immigrants into adult education
Date du début: 1 déc. 2011,
77 million of people in Europe are low-skilled and those with the lowest educational attainments are the least likely to participate in learning. Immigrants are overrepresented in this group, which decreases their chance for integration. Many studies on the low-skilled in the EU claim that the most effective way for guidance to adult education/labour market is through mobilizing all relevant stake ...
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