Lifelong guidance policy and practice in the EU

A study on lifelong guidance (LLG) policy and practice in the EU focusing on trends, challenges and opportunities. Lifelong guidance aims to provide career development support for individuals of all ages, at all career stages. It includes careers information, advice, counselling, assessment of skills and mentoring

Pedagogic approaches to using technology for learning: literature review

This literature review is intended to address and support teaching qualifications and CPD through identifying new and emerging pedagogies; "determining what constitutes effective use of technology in teaching and learning; looking at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice and making suggestions as to how teachers can continually update their skills." - Page 4

Lifelong learning and partnerships: rethinking the boundaries of the university in the digital age

Higher education (HE) in Scotland has some very specific characteristics: a relatively small number of HE institutions (HEIs), nineteen at the time of writing; a strong college sector, which makes a significant contribution to the provision of HE; an all through credit and qualifications framework, designed to support transitions between different parts of the education system and through the lifecourse; no fees for full-time HE and more than fifteen years of policy initiatives aimed at (WP). Despite all this, unequal access between different socio-economic groups has remained stubbornly persistent. Moreover, the numbers of mature and part-time students in both the university and college sectors have declined. This paper looks at some of the evidence from the Opening Educational Practices in Scotland project, which is exploring the interface between open education and WP. In the context of the widespread availability of digital devices and the rapid increase in free, open online resources, are there new strategies to promote WP and lifelong learning

Overview and Analysis of Practices with Open Educational Resources in Adult Education in Europe

OER4Adults aimed to provide an overview of Open Educational Practices in adult learning in Europe, identifying enablers and barriers to successful implementation of practices with OER. The project was conducted in 2012-2013 by a team from the Caledonian Academy, Glasgow Caledonian University, funded by The Institute for Prospective Technological Studies (IPTS). The project drew on data from four main sources: • OER4Adults inventory of over 150 OER initiatives relevant to adult learning in Europe • Responses from the leaders of 36 OER initiatives to a detailed SWOT survey • Responses from 89 lifelong learners and adult educators to a short poll • The Vision Papers on Open Education 2030: Lifelong Learning published by IPTS Interpretation was informed by interviews with OER and adult education experts, discussion at the IPTS Foresight Workshop on Open Education and Lifelong Learning 2030, and evaluation of the UKOER programme. Analysis revealed 6 tensions that drive developing practices around OER in adult learning as well 6 summary recommendations for the further development of such practices

Online consultation on experts’ views on digital competence

The objective of this investigation was to provide another perspective on what it means to be digitally competent today, in addition to reviews of literature and current frameworks for the development of digital competence, 5 all of which constitute part of the wider IPTS Digital Competence Project (DIGCOMP). Some common ground exists at a general level in defining digital competence in terms of knowledge, skills, and attitudes, which may be hierarchically organised. However, this does not provide the clarity needed by teachers, employers, citizens – all those who are responsible for digital competence development, be it their own or other people’s ‐ to make informed decisions. Further work is needed to create a common language that helps to enhance understanding across the worlds of research, education, training, and work. This will make it easier for citizens and employers to see what digital competence entails and how it is relevant to their jobs and more generally, their lives

Life long learning in rural areas: a report to the Countryside Agency

Lifelong Learning is a broad umbrella term which includes many different kinds of provision and different forms of learning. At its heart is formal learning, often classroom based, or involving paper and electronic media, undertaken within educational institutions such as colleges and universities. It may or may not lead to an award and it includes learning undertaken for vocational reasons as well as for general interest. It encompasses what are sometimes also known as adult education, continuing education, continuing professional development (cpd), vocational training and the acquisition of basic skills. It may also include work-based learning, and may overlap with post compulsory (post 16) education, i.e. with further education and higher education, but normally applies to all ‘adult learning’ i.e. by people over the age of 19, in particular those who are returning to study after completing their initial education. From the perspective of the individual learner, however, non-formal learning (organised, systematic study carried on outside the framework of the formal system) is also important. This forms a continuum with informal learning that occurs frequently in the process of daily living, sometimes coincidentally for example through information media or through interpretive provision (such as at museums or heritage sites ). This report focuses on those aspects of adult learning which are directly affected by government policies, and thus of prime concern for rural proofing