Blog Educpros de Bruno Dufour. « I love to learn, I hate to be taught ». W. Churchill
La France s’adapte tardivement, mais quand cela arrive cela devient massif, tel un effet de mode.
Il y a une vingtaine d’années nos amis anglo-saxons ont opéré la bascule teaching versus learning. Les raisons en sont multiples. Suite...
The Council for Adult and Experiential Learning (CAEL), a national leader in adult education advocacy, has been awarded a grant by Texas-based TG for a research study on the experiences of Latino college students with prior learning assessment (PLA), an evaluation process which measures the collegiate-level learning that adults have received outside of a traditional classroom for college credit. For the project, CAEL is collaborating with Excelencia in Education, a national leader in the advocacy of Latino student success, and the organization will help inform and support the research, reach out to potential institutional participants and disseminate the findings. In the project, CAEL will work with ten postsecondary institutions that offer PLA services and have a sizable Latino student population. CAEL will analyze each institution’s student record data to understand the PLA experiences of Latino students, and this analysis will be supplemented with information from student interviews and PLA program staff interviews. More...
By . Colleges should take new approaches to adult education in order to ensure that workers’ skills can keep pace with employers’ needs in a changing economy, according to a report released on Wednesday by the American Council on Education. The report examines the findings of a study, released last fall, that found American adults were lagging behind many of their global peers in areas such as reading, mathematics, and problem-solving skills. More...
It will take significant cooperation among state and federal policy makers, traditional educational institutions and others to improve American adults' work force and literacy skills, the American Council on Education argues in a new report. The report examines data released last year as part of Survey of Adult Skills from the Organization for Economic Cooperation and Development, which showed U.S. adults lagging behind those in many other countries on literacy and numeracy, and asserts that colleges and others will need to adopt new approaches to change that picture. Read more...
The strengthening of institutional and organisational capacities will be crucial to achieve the literacy and adult education goals of the Strategic Plan of the Education Sector 2012–2016 in Mozambique. The UNESCO Capacity for EFA Programme Mozambique therefore includes a training component to equip staff members of the Directorate of Literacy and Adult Education (DINAEA) at central and provincial levels with improved management capacities. More...
By Ioanna Opidee. With funding cuts, falling enrollments and increased competition from MOOCs and other low-cost online programs, higher education has been under enormous pressure in recent years. But pressure often leads to positive change, and many schools are looking at continuing education as an ideal area for that change.
Approached strategically, CE offers an untapped opportunity to drive revenue, boost enrollment and further an institutional mission by serving part-time adult students. But approached ad-hoc, without a thorough understanding of its history and dynamics, efforts to reorganize CE can backfire, costing money, time and resources schools don’t have to spare. More...
On 27 January the European Association for the Education of Adults (EAEA) and the German Institute for Adult Education (DIE) organised in the European Parliament a policy debate hosted by MEP Mitro Repo (S&D, FI) to present the research results of the BeLL – Benefits of Lifelong Learning project showing why investing in adult education makes good sense for individuals, communities and economies as a whole (see also LLinE article). The project outcomes were also linked to PIAAC results and in this line, policy-makers, project partners and key educational stakeholders reflected on how to invest in and increase the visibility of adult education on the European political stage. See the media release on the event and take the opportunity to visit the new EAEA website!
The 16th Forum of the Leibniz Centre for Lifelong Learning at the German Institute for Adult Education (DIE) took place in Bonn, Germany on 2–3 December 2013. More than 150 participants, including UIL representative Dr Madhu Singh, discussed “Competence Orientation in Adult Continuing Education” and its relation to the EU’s priority agenda on national qualifications frameworks and the recognition and validation of non-formal and informal learning. Suite...
How can the distance education offered by European higher education institutions be better matched to the needs of adult learners? ICDE is proud to announce its partnership with the UNESCO Institute for Lifelong Learning and StudyPortals in the Impact of Distance Education on Adult Learning project. The project will run until 2015 with financial support from the EU Lifelong Learning Programme.
The IDEAL project will seek to achieve better understanding of distance education offered by higher education institutions and to examine how higher education institutions can contribute to adult learning by way of distance education. More...
L'OCDE (Organisation de Coopération et de Développement Economiques), vient de publier les résultats de son "Evaluation sur les compétences des adultes" (PIACC).
Cette enquête, menée depuis 2006 dans 24 pays porte sur 166.000 adultes âgés de 16 à 65 ans.
L'évaluation met l'accent sur une sélection de compétences-clés, à savoir la littératie, la numératie et la résolution de problèmes dans des environnements à forte composante technologique, et leur utilisation dans la vie professionnelle et privée.
L'étude révèle une corrélation saisissante entre le niveau de compétences des personnes et leur situation économique ou le risque de chômage.
La France se situe à une place peu enviable du classement dans l'ensemble des domaines de compétences-clés précédemment cités.
Il semblerait en effet que "seuls, 7,7% des Français se situent dans les niveaux les plus élevés de compétences en littératie, et 34% au *niveau 3, -(se reporter aux graphiques)-, contre respectivement 11,8 et 38,2% en moyenne dans les pays participant à l'étude".
Sources : FFP, OCDE.
Télécharger la synthèse de l'étude.
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