10 projets européens trouvés
Recherche sur 125080 projets européens
TERMINÉ
The development of a programme of identification, new teaching methods and a chain oriented approach to prevent underachievement of gifted and talented
Date du début: 1 sept. 2015, Date de fin: 31 août 2018,
The students of The Netherlands, Slovenia and the Czech Republic perform low level on an international level with other countries. Just 5% of the Dutch primary students will obtain the highest level. For Slovenia and the Czech Republic this is 4%. Singapore (43%), England (18%) and Belgium (10%) are far beyond our level (GfK Intomart, 2014).
Talented students do not excel at this time during educ ...
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18
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TERMINÉ
Professional learning in complex settings thru reflection and portfolio
Date du début: 1 sept. 2015, Date de fin: 31 août 2018,
The objective of the transnational project PROLEA is to develop, test, adapt and implement innovative practices in teacher professional learning based on a wide knowledge and experience of different European partners to face common challenges in teacher education in Europe. The project support the achievement of the European objectives formulated in the strategic framework for European cooperation ...
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7
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TERMINÉ
Sinbad - a journey to promote key competences in early childhood education through storytelling
Date du début: 1 sept. 2014, Date de fin: 31 août 2016,
...lended learning. An elearning course will contain training about methodologies and techniques as well as materials and different resources about storytelling in education. In order to provide a platform for practicing the acquired knowledge and skills, storytelling practice sessions will be organized in all implementing partner countries. Guidelines how to organise storytelling practice will make ...
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7
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TERMINÉ
GINCO TOOLS & TRAINING
Date du début: 1 oct. 2012,
Professional development of adult education staff is a key element in raising the quality of non-vocational adult education throughout Europe and has been promoted and supported by the Grundtvig programme for many years. The activities of the Grundtvig International Network of Course Organisers (GINCO) revealed a number of needs coming from Grundtvig course organisers. These GINCO findings are con ...
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6
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TERMINÉ
Heritage Interpretation for Adult Learning
Date du début: 1 déc. 2013,
“Interpretation is an educational activity which aims to reveal meanings and relationships through the use of original objects, by first-hand experience, and by illustrative media, rather than simply to communicate factual information", (Tilden, 1957).Every year millions of people visit natural and cultural heritage sites. This is a great opportunity for informal and non-formal learning. InHerit ...
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9
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TERMINÉ
online tool for self eValuatIoN of key competences in adult AGE
Date du début: 1 janv. 2013,
Key competences, assumed as a reference model for education and training in Europe (2010 Joint Progress Report ), are often acquired and developed in non-formal and informal contexts; this makes them not assessed nor recognized and consequently not used by adults for their personal and professional improvement. It lacks a culture of key competences, and their value is not enough valorised. This ...
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7
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TERMINÉ
TRANSversal key competences for lifelong learning: TraIning teachers in competence based education
Date du début: 1 nov. 2012,
The aim of the project is to have a positive impact on the development of students’ key competencies through building teachers capacity on competence oriented education. To achieve this, a pilot teacher training methodology will be developed on the didactics and e-assessment of key transversal competences, which could be adopted by interested stakeholders promoting educational change. The methods ...
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7
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TERMINÉ
AQUEDUCT: Acquiring key competences through heritage education
Date du début: 1 nov. 2009,
Acquiring Key Competences through heritage education RationaleThe European Commission has pointed out that more efforts are needed to achieve the Lisbon strategy targets. In this the need for key competence development is imperative in order to reach these targets. Also the “European agenda for culture in a globalised world” wants to “build on the potential of culture as a concrete input/tool for ...
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9
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TERMINÉ
Schools in Europe are supposed to play increasingly prominent roles in initial teachereducation, in induction of teachers in their professions and in the continuing professionaldevelopment of teaching staff. Effective school organizations are those that are able:• to keep up with changes in society;• to innovate and thus provide an inspiring professional environment to their staff;• to signal or e ...
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8
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TERMINÉ
PROVIDE aimed to merge two approaches, i.e. LEVEL5 and KCAE, and to transfer the emerging approach to the professional practice of educational staff in vocational training (teachers, trainers, tutors and school/institution managers etc.) More precisely, a competence based learning system for educational professionals was developed that allows for acquiring and validating key competences in differe ...
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