Low skilled take their qualifications 'one step up' / / edited by Paolo Federighi, Francesca Torlone.

• Superior document: Proceedings e report ; 65
• TeilnehmendeR: Federighi, Paolo,; Torlone, Francesca,
• Place / Publishing House: Firenze : : Firenze University Press,, 2010
• Year of Publication: 2010
• Language: English
• Series: Proceedings e report ; 65.
• Physical Description: 1 online resource (120 pages) :; digital, PDF file(s).

Adult learning is recognized as a key component of lifelong learning and Member States are required to remove barriers to participation, to increase overall quality and efficiency in adult learning, to speed up the process of validation and recognition and to ensure sufficient investment in and moni...

Table of Contents

• FOREWORD
• INTRODUCTION / Paolo Federighi and Francesca Torlone
• 1. THE CHALLENGES WHICH THE GOOD PRACTICES WERE DESIGNED TO MEET
• 1.1. Reaching the low skilled in active employment
• 1.2. Upgrading the educational level of the workforce
• 1.3. Including the lower educated population in learning processes and educational activities
• 1.4. The obstacles to be overcome: family responsibilities, cost of education and training, lack of prerequisites, lack of employer support
• 2. ANALYSIS OF THE KEY FACTORS UNDERPINNING THE GOOD PRACTICES
• 2.1. Areas and issues addressed by the key factors selected / Paolo Federighi
• 2.2. Political and institutional framework orientation / Paolo Federighi and Francesca Torlone
• 2.2.1. The strategic idea of one step up
• 2.2.2. Putting in place policies and infrastructure
• 2.2.3. Models of policies for the development of basic education
• 2.3. Integrated strategic action / Simona Sava
• 2.3.1. Identifying and involving all relevant players
• 2.3.2. Combining different measures
• 2.3.3. Defining of a realistic objective for programmes and projects
• 2.3.4. Defining responsibilities clearly
• 2.3.5. Basing strategy on sufficient and empirical data
• 2.4. Organisational components / Vanna Boffo
• 2.4.1. Promoting the demand for education and training centred around the individual
• VI Low skilled take their qualifications "one step up"
• 2.4.2. Operational consequences
• 2.5. Didactical design / Ekkehard Nuissl von Rein
• 2.5.1. Integrative aspects of the teaching-learning process
• 2.5.2. Individualisation and Flexibility
• 2.5.3. Participation
• 2.5.4. Competences of Teaching Staff
• 2.5.5. Conclusions
• 2.6. Evaluation and monitoring / Ekkehard Nuissl von Rein
• 2.6.1. Monitoring and evaluation of the learners
• 2.6.2. Evaluation of projects and programmes
• 2.6.3. Impact evaluation
• 2.6.4. Observations and conclusions
• 3. FINAL RECOMMENDATIONS
• 3.1. Political and institutional framework orientation / Paolo Federighi
• 3.2. Integrated strategic action / Simona Sava
• 3.3. Organisational components / Vanna Boffo
• 3.4. Didactical design / Ekkehard Nuissl von Rein
• 3.5. Evaluation and monitoring / Ekkehard Nuissl von Rein
• 4. METHODOLOGY / Paolo Federighi and Francesca Torlone
• 4.1. The notion of good practice
• 4.2. Criteria for the identification of good practices
• 4.3. Study tools
• LIST OF SOURCES RELATED TO THE GOOD PRACTICES INCLUDED IN THE EU INVENTORY
• ANNEXES
• Statistical Tables (Paola Naddeo)
• List of the 65 good practices included in the European Inventory
• List of the 14 Case Studies selected
• Abbreviations
• List of Boxes.