Showing posts with label Outcomes. Show all posts
Showing posts with label Outcomes. Show all posts
6/24/12
6/17/12
CiLLL papers for project dissemination
We have elaborated some papers about CiLLL project, you can download them here.
- CiLLL paper: Spanish National Agency (OAPEE) publication (Spanish, pages 27-31)
- CiLLL paper: "The Development of the New Approach to Guidance in Life-Long Education within the Grundtvig Project Counselling in Life Long Learning" (English)
- CiLLL paper: Zpravodaj paper - Euro Guidence (Czech, page 14)
- CiLLL paper: Euro Guidance website (Czech)
6/5/12
Second CiLLL Summary Document
Second Summary document: Good practices in Life Long Learning
Experiences to improve the training and counselling (especially for people in need: foreign, adults, drop out young people, migrants, disabled...)
In this second summary document, we are going to show different experiences and good practices which were identified and rounded up by the partners institutions of this European project. We have been searching for characteristic examples of the lifelong learning (LLL) in the partner countries.
The examples were identified in different institutions with certain level of relationship with the project partners. Thank to our gathering, these examples have increased the value of this work, and we hope to contribute to its diffusion in the framework of Europe. Owing to the European dimension of this project, new ways of interchange and cooperation are open.
More information and download
4/15/12
CiLLL presentations
Now, all CiLLL presentations are together in the same folder in our website. You can download them here
We will add new presentations here.
We will add new presentations here.
4/1/12
First CiLLL Summary Document
We have publicated our First CiLLL Summary Document:
Comparison of education system, the job market, formal, non-formal and informal curricula in each country, exchange information.
Download and more information
Comparison of education system, the job market, formal, non-formal and informal curricula in each country, exchange information.
Download and more information
1/15/12
New CiLLL outcome: Translation to Czech and Turkey of education glossary
Translation to Czech and Turkey of publication: “Terminology of European education and training policy”
Based on publication: Terminology of European education and training policy. A selection of 100 key terms Multilingual glossary (EN, ES, DE, FR, IT, PT). © European Centre for the Development of Vocational Training (CEDEFOP) 2008
More information and downloads
7/1/11
Partners Symbols: world's personalities
World's personality representing each partner:
Partners |
Symbols |
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Turkey |
Mevlana Rumi (1207 – 1273) was a Persian poet, jurist, theologian, and Sufi mystic. Being a product of the Islamic Persian culture that dominated the 'whole of eastern lands of Islam', the present day Iranians, Turks, Afghans, Tajiks, and other Central Asian Muslims as well as the Muslims of the Indian subcontinent have greatly appreciated his spiritual legacy in the past seven centuries. His poems have been widely translated into many of the world's languages and transposed into various formats.
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Czech Republic |
John Amos Comenius (1592 – 1670) was a Czech speaking Moravian teacher, educator and writer. He served as the last bishop of Unity of the Brethren and became a religious refugee and one of the earliest champions of universal education, a concept eventually set forth in his book Didactica Magna. He is considered the father of modern education. He lived and worked in many different countries in Europe, including Sweden, the Polish-Lithuanian Commonwealth, Transylvania, the Holy Roman Empire, England, the Netherlands and Royal Hungary.
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Spain |
Carmen de Burgos was born in Almeria (Spain) in 1867. Writer of novels, essays, biographies, translations, travel books, conferences , journalist and teacher. She is one of the most interesting personalities of the first third of this century. Was Republican activist, a woman concerned about education and advocate for women's rights. Carmen traveled a lot for different countries, Switzerland, Denmark, Sweden, Norway, Germany, England, Portugal, Italy and France. She wrote the novel "Dagger of carnations" about a crime that took place in 1928 in Cortijo del Fraile (Almeria), that was a inspiration for the Spanish poet Federico García Lorca in his "Blood wedding" play.
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5/10/11
Spanish partner Presentation for Karvina Meeting
CiLLL Second Summary document
Good practices in Life Long Learning
Experiences in Almería (Spain) to improve the training and counselling (especially for people in need: foreign, adults, drop out young people, migrants, disabled...)
See presentation
5/2/11
Draft Turkish Summary Doc
In Turkey, most pupils or students are enrolled in public institutions at all levels of education (pre-school education 91.2%; primary schools 98.3%, secondary education 97.4% and higher education 94%).
Private primary and secondary schools are funded independently. Pre-school education is optional for children under six years of age. Therefore, approximately a-fourth students are attending the preschools (nursery schools or classes).
Compulsory education begins at the age of six years. Educational administration is centralised under the Department of Education.
Educational activities in the eighty one Turkish provinces are organised by the directors of education (Local Education Authorities-LEAs) who are appointed by the Ministry of National Education.
Assessment of children with special educational needs is provided in guidance and research centres under the Department of Education (LEAs).
Teacher training for primary and secondary teachers is to bachelor’s degree level and takes place over four years.
All teachers who work for the Ministry of National Education are civil servants whose salaries are paid by the state.
5/1/11
Spanish draft First Summary Doc
Comparison of education system, the job market, formal, non-formal and informal curricula in each country, exchange information.
Orientation in the labyrinth of new offers of education is possible above all by means of carefully formulated advisory instruments, especially within career counselling. Since counselling is based on data on formal education (courses, schools) and its informal direction is not yet arranged into a system, we suggest that there must first be made up or better be creating an image and structure of informal occasions of education. Subsequently or parallely to this process it is necessary to form a new field or section of counselling as follows: life education counselling.
Download a draft version for CiLLL first summary doc
Orientation in the labyrinth of new offers of education is possible above all by means of carefully formulated advisory instruments, especially within career counselling. Since counselling is based on data on formal education (courses, schools) and its informal direction is not yet arranged into a system, we suggest that there must first be made up or better be creating an image and structure of informal occasions of education. Subsequently or parallely to this process it is necessary to form a new field or section of counselling as follows: life education counselling.
Download a draft version for CiLLL first summary doc
4/24/11
11/28/10
Turkish Presentatıon of Education system
It provides diplomas. It is not possible to find a job without a diploma given by these schools. They are very important.
Necessary attandance is one day a week. Rest of the week days they work.
See presentation
11/10/10
Spanish Partner Presentation for Konya meeting
Today, Almeria is one of the provinces in Spain with the largest increase in their rates of economic development.
The economic drivers have been:
- Intensive agriculture (greenhouses)
- Tourism
- Extraction of natural stone (marble)
See presentation
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