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EBSN CBS on EPALE promoting adult basic skills policy and practice - Conference EBSN

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As the challenges around basic skills development intensified in the past years, EBSN has been tirelessly seeking new ways to contribute to its promotion both in terms of policy and practice. The Capacity Building Series on EPALE is a tool to support diverse needs in different topics using multiple forms of media and designed to be used by a broad range of stakeholders and experts working on the national implementation of Upskilling Pathways.

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EBSN Capacity Building Series interactive BOoklet

A collection of CBS episodes 2019 – 2021

As the challenges around basic skills development intensified in the past years, EBSN has been tirelessly seeking new ways to contribute to its promotion both in terms of policy and practice. The Capacity Building Series on EPALE is a tool to support diverse needs in different topics using multiple forms of media and designed to be used by a broad range of stakeholders and experts working on the national implementation of Upskilling Pathways. We are proud to present this compilation of selected resources created throughout 2019-2021, including OERs, MOOCs, podcasts, Epale conference contributions and blogposts.

Benefits of the interactive booklet



To a unique compilation Of EBSN resources

This is an interactive booklet which navigates you through a collection of selected media resources like OERs, podcasts or blogposts.

Please search for the icons

or click on the headlines or pictures to get to the specific resource.

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EBSN CBS on EPALE promoting adult basic skills policy and practice - Conference EBSN

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EBSN Capacity Building Series interactive BOoklet A collection of CBS episodes 2019 – 2021 As the challenges around basic skills development intensified in the past years, EBSN has been tirelessly seeking new ways to contribute to its promotion both in terms of policy and practice. The Capacity Buil…

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A new EBSN initiative is seeking the ways of awarding microcredentials to basic skill teachers, tutors and other professionals which also can be recognised into their CPD and further training programme.

Would you be curious about the thematic scopes of the MOOCs as future participant? Would you be interested to become our cooperation partner as higher education institute or national or regional institute providing teacher training?

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What we do?

EBSN Professional Development Series for Basic Skills Teachers. Our PDS Project's main goal is to strengthen existing transnational networks of adult education providers, by providing specific innovative pedagogical approaches in adult education.

Our Project offers a tool to mitigate the challenges posed toward European societies by the ever-increasing pace of digitalisation by preparing teachers to understand and better address the training needs of adults who are most exposed to losing jobs due to automatization. The training content accounts for the 3-step approach of the Upskilling Pathways.

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EBSN Professional Development Series for Basic Skills Teachers. Our PDS Project's main goal is to strengthen existing transnational networks of adult education providers, by providing specific innovative pedagogical approaches in adult education.

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EBSN Secretariat is initiating a new action for promoting interaction and a sense of cooperation and belonging to EBSN Members!

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You can find the elements of our program that are shared online too!
Zoom links to be shared on the Conference website on 8 June the latest.

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This stream is dedicated to presenting the program and sharing information about the speakers.

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One of the usual elements of EBSN conferences is the Marketplace, where participants can present the latest results, resources and developments of their organisation freely. Share your bit by adding a new padlet post below and engage with others' materials too!

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You can find the second day's presentations in this section.

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You can find the first day's presentations in this section.

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One of EBSN's interactivity tool is the Project Generation Facility. Let us know about any relevant projects that you are implementing, or planning to launch! Find partners, connect ideas and join efforts here!

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All conference declaration sessions will be broadcasted online (9 June 13.40 – 13.50; 10 June 12.20 - 12.40; 13.40 - 13.50) with an online discussion group on 9 June 13.50 - 14.30

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9 June, 11.20 – 12.20
W1: Policy and research (Plenary zoom link)
W3 - Learning from experience and from each other (Workshop zoom link)

9 June, 15.30 – 16.30
W4: Lessons learnt (Plenary zoom link)
W5: Life Skills (Workshop zoom link)

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Find the link to the final program for more information and scroll down for reading about the speakers!

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9 June
09:50 - 10:10 (Plenary session)

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9 June
09:50 - 10:10 (Plenary session)

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9 June
10:10 - 10:30 (Plenary session)

10 June
11:10 - 11:50 (Roundtable session)

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9 June
10:40 - 11:00 (Plenary session)

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9 June
11:20 - 12:20 (Workshop 1)

10 June
11:10 - 11:50 (Roundtable session)

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9 June
11:20 - 12:20 (Workshop 1)

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9 June
11:20 - 12:20 (Workshop 2)

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9 June
11:20 - 12:20 (Workshop 2)

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9 June
11:20 - 12:20 (Workshop 3)

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9 June
11:20 - 12:20 (Workshop 3)

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9 June
14:30 - 15:00 (Plenary session)

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9 June
15:30 - 16:30 (Workshop 4)

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9 June
15:30 - 16:30 (Workshop 4)

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9 June
15:30 - 16:30 (Workshop 5)

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9 June
15:30 - 16:30 (Workshop 5)

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9 June
15:30 - 16:30 (Workshop 6)

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9 June
15:30 - 16:30 (Workshop 6)

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10 June
09:30 - 10:00 (Plenary session)

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10 June
10:00 - 10:30 (Plenary session)

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10 June
10:00 - 10:30 (Plenary session)
11:10 - 11:50 (Roundtable session)

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10 June
11:10 - 11:50 (Roundtable session)

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10 June
11:50 - 12:20 (Plenary session)

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10 June
09:30 - 10:00 (Plenary session)

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10 June
11:50 - 12:20 (Plenary session)

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Here you will see the latest updates of the Conference Declaration.
Feel encouraged to read through and think about it, prior to discussing it together at the conference. You can also leave comments!

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Innovation for resilience: New perspectives for the professionalisation of basic skills practitioners

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Innovation for resilience: New perspectives for the professionalisation of basic skills practitioners

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Read our blog post on the key takeaways from the 2021 Conference in Malta!

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"Innovation for Resilience - New approaches to basic skills provision in the Post-COVID era" was the calling title for the annual conference of the European Basic Skills Network held in Valetta, Malta on 28-29 October 2021. For the first time, the conference took place as a hybrid online and on-site event. A total of 77 education experts from 23 countries attended the conference, 47 of whom were present. The conference highlighted some trends of innovation in the field of basic skills provision by presenting initiatives of member organisations from different European countries (including Malta, UK, Norway, Slovakia, Switzerland, Ireland, the Netherlands, Germany) as well as by inviting contributors from the USA and the UNESCO Global Alliance for Literacy.

Many of the presentations addressed professionalisation and competence development of basic skills practitioners, which is a crucial intervention area in responding to the challenges, but also an essential enabling factor in promoting innovation in the field.

Sam Duncan (UCL Institute of Education) took a very fundamental approach toward understanding the needs for professionalisation by informing the audience about her research in progress which is about exploring what expertise is actually needed for adult literacy practitioners, how can it be reconceived what they need to know/understand and able to do these days. A series of interviews with experienced literacy practitioners gave exciting insights into the range of most often demanded competences and their developments, including how expertise around language (and specifically literacy) relates to expertise around understanding where learners are coming from, what they want and why. The investigation is continuing by inviting practitioners from the international community, and the new understanding of expert knowledge and competence profile of basic skills trainers/ teachers can be a valuable source of designing new approaches to professional development in the future.

Another research-based program on professionalisation was introduced by Eva Steinheimer from 3s, Austria, titled "Bridging Barriers - Competence development of teachers in adult basic education". The project developed innovative approaches to make visible, evaluate and systematise the specific skills and competences applied successfully in practice by educators mostly by intuition. For this purpose, the concept of 'deliberate practice' was used for explaining how educators succeed in helping learners to finally overcome persisting learning barriers. It was concluded that educators' tacit knowledge about the ways to bring up change where learners previously could not make any progress can both form the core of their professional competences. Identifying the gaps and the available approaches for overcoming learning barriers is an important field for future development.

Two of the presentations highlighted that mobile phones, being the most accessible devices for the target groups, can be used to deliver and access remote learning. Mobile learning is also highly flexible, can be personalised and scaled sustainably. In certain contexts, these are crucial factors to reach out and involve basic skills learners. However, mobile learning for learners with low basic skills also has its serious limitations and challenges that educators need to be aware of. The Swiss initiative "Webinars for CPD" presented by Cäcilia Märki (Swiss Federation of Adult Education, SVEB) supports teachers/trainers to adapt existing learning offers to the pandemic situation and deliver them via remote learning format. Key learnings from the experiment were:

Mobile learning offers a unique opportunity to provide access to literacy learning for hard to reach groups like refugees, migrants and internally displaced persons. Annapurna Ayyappan (UNESCO Institute for Lifelong Learning, UIL) highlighted that in 2019 82.4 million people were forcibly displaced worldwide, and the number of refugees was 272 million. The involvement of the target group is also heavily affected by factors such as effects of trauma and stressors on learning, isolation and disorientation in new environments. Understanding technology-supported literacy programmes is crucial for teaching staff and facilitators in those distant learning programmes. Key competences to develop for maintaining learner-centric approach are:

Another UNESCO initiative presented by Jian Xi Teng , Programme Specialist at UIL, is aimed at improving digital skills of literacy educators in GAL countries. A set of training modules are to be developed to train 100,000 literacy educators in the effective use of technologies in literacy teaching and learning. The competency framework created for the programme identified the following areas for development to be addressed by the training modules:

Michael Thiel (The German Adult Education Association, DVV) introduced the role of their already functioning digital learning portal, the VHS LernPortal in coping with the COVID-19 challenges. Between March 2020 and September 2021, the number of basic skills learners steadily rose from 10,000 to 45,000 on the portal. This extraordinary raise in a very short period demanded to increase the number of online tutors from 1000 to 5000 and sufficiently train them for their role. What is really interesting is that the participation rate of basic skills learners remained at the same level. At national level, this experience proves how important it is to provide access to basic skills learning via a user-friendly and high-quality platform of online learning, supported by a well-trained group of tutors. Identifying success criteria is critical when thinking ahead for the future delivery of basic skills learning:

Capacity building for an innovative future

EBSN initiatives to support capacity building and professionalisation were also introduced. Among other means e.g. podcasts, online expert discussions, blog posts, further digital contents and learning resources (such as OERs, MOOCs) were developed to offer introduction to innovative approaches for basic skills professionals.

MOOC: Strengthening Resilience through Basic Skills Training: A Design Thinking Approach

MOOC: Supporting Teachers to Design Digital Basic Skills Programs for Adults

The presented interventions were the examples focused on new approaches in supporting professionalisation and competence development of basic skills practitioners. For other types of innovative initiatives as well as for the conference declaration please visit the conference's and .

New challenges and recent developments in basic skills policies and provision will be presented and discussed on the upcoming EBSN conference on 9-10 June, 2022. Registration is still open for on-line participation as well as for joining on-site in Vienna, Austria. Program is available on https://conference.basicskills.eu. For further information pleaser subscribe to or follow on .

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Innovation for resilience: New perspectives for the professionalisation of basic skills practitioners - EPALE - European Commission

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2022 EBSN conference is held in Vienna, accessible also on-line on June 9-10! This blogpost looks back to the key takeaways from the 2021 Conference! | Adult Learning in Europe

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Klyo, inside VHS Urania (conference venue)

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also auf unserer Website! Noch lieber würden wir dich persönlich in einem unserer Lokale in Wien oder in Graz begrüßen! Das KLYO findest du in zentraler Lage in der Urania am Wiener Donaukanal oder in der Alten Münze in der Grazer Altstadt. Einen wunderschönen Ausblick gibt´s bei beiden Locations - da machen wir keine Kompromisse!

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Top-Lokal (Fleischmarkt 18, 1010 Wien)
The aim of the Top-Lokal is to enable long-term
job seekers to re-enter the regular labour market with the help of transit jobs in the hospitality industry
through professional qualification in theory and practice. One of their most important principles is the
appreciation and recognition of the knowledge and experience of each individual. The project is funded
by the labour market service (AMS).

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Initiative for Adult Education (IEB)and Curriculum Basic Skills

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Initiative for Adult Education (IEB)and Curriculum Basic Skills

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Ingrid Kemper, Project Coordination Accreditation, Initiative for Adult Education (IEB) and Friederike Weber, Senior Expert, Prospect Management Consultancy GmbH

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Basic Skills in the New Agenda forAdult Learning

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Basic Skills in the New Agenda forAdult Learning

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Sofie Doškářová, Policy Assistant, European Commission, DirectorateGeneral for Employment, Social Affairs and Inclusion

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The EBSN is looking for potential new members of the network. We know our current activities, particularly those related to the production and upkeep of the Capacity Building Series, will benefit f…

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Restaurant 12 Apostelkeller (Sonnenfelsgasse 3, 1010
Wien)
The restaurant is traditional in terms of both cuisine and historical setting.

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Zwölf Apostelkeller Restaurant und Heuriger in Wien

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Zwölf Apostelkeller Stadtheuriger und Restaurant in Wien, österreichische Küche und Weine, einfallsreiche Heurigenbuffets

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These will only be accessible to participants present in Vienna, but the recordings will be made available after the Conference!

9 June, 11.20 – 12.20
W2: Numeracy and Financial Literacy

9 June, 15.30 – 16.30
W6: Self-directed learning and self-assessment

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Workplace Basic Skills: Dealing withdigitalisation and automatization atthe Workplaces

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Workplace Basic Skills: Dealing withdigitalisation and automatization atthe Workplaces

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Cäcilia Märki, Head of Basic Skills at the Swiss Association of Adult Education, Switzerland

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9 June
15:30 - 16:30 (Workshop 5)

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A cooperation of the Ministry of Education and the 9 Austrian provinces to enable adults with basic skill needs to continue their education.

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Reframing policy and pedagogy: the ‘Post16 Phonics Toolkit’ as a model for futurework.

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Reframing policy and pedagogy: the ‘Post16 Phonics Toolkit’ as a model for futurework.

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Sam Duncan - UCL Institute of Education, UK

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CEIPES (www.ceipes.org) - International Centre for the Promotion of Education and Development is an International non-profit association founded in Palermo, Sicily island in 2007.

Vision: Empower people, organisations, and communities.

Mission: Developing potential by promoting innovation, education, work and experience.

We are looking partners for developing project activities and actions concerning the growth, the development and training of young people and adults, using educational methodologies related to formal, informal and non-formal education to promote personal development and enhance soft skills.

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CEIPES - 2022 - Art, Culture, Design and Gamification Unit_PIF.docx

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Expanding the Research Base on UsingTechnology in Adult Basic Skills Programs:Current Efforts and Future Directions

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Expanding the Research Base on UsingTechnology in Adult Basic Skills Programs:Current Efforts and Future Directions

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Judith Alamprese - Abt Associates, USA

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2022 06 08 ESBN2022 numeracy basic skills framework_Hoogland

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MONETTO – Financial Literacy and GameBased Learning GBL

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MONETTO – Financial Literacy and GameBased Learning GBL

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Monika Tröster - German Institute for Adult Education, DIE, DE

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Qualified Basic Skills Training https://qubast.eu/ 

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Qualified Basic Skills Training https://qubast.eu/ 

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The educator is the most important factor to create quality in adult training and education. Today, there are no formal regulations in the partner countries regarding adult education. Almost anyone can enter a training session and teach basic skills. The project will work to improve quality assurance of adult learning and better track the progress of adult learners, by develop criteria’s for transparency and recognition of skills and qualifications for educators.

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CEIPES - International Centre for the promotion of Education and Development

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CEIPES - International Centre for the promotion of Education and Development

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CEIPES is a non-profit association founded in Palermo in 2007.

The organisation aims to empower people, organisations, and communities by developing potential through the promotion of innovation, education, work and experience.

The main topics we address are:

ICT innovation and STEAM

Health, Food, Sport and Outdoor Education

Special Educational Needs (SEN)

Local development and social inclusion

Human rights Education and raising awareness, advocacy and anti - discrimination

Art, Culture and Creativity

Sustainability, Environment and Climate Change

Capacity building of third sector organizations, educational institutes and public sector.

CEIPES has 15 years of experience in developing and implementing projects within several programmes, such as Erasmus+, ESC, AMIF, REC, Europe for Citizens, EU4Health, Europe Aid, CERV, Creative Europe, Horizon, etc.
CEIPES website: www.ceipes.org
CEIPES PIF: http://evn.im/zAYqBV
Contact: partnership@ceipes.org

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Literacy classes - Interactive and hybrid teaching? 

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Literacy classes - Interactive and hybrid teaching? 

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The department of adult education of Luxembourg wants to present to you its new interactive method of French literacy for non-French speaking learners. Built to provide the possibility of hybrid teaching, the learner’s autonomy is placed in the centre.
The contents were tested in the classroom and currently completed on the site:

- 12 literacy booklets, containing QR codes that open videos,
- games and practical activities,
- online exercises,

- Audio-visual vocabulary booklets,
- individual assessment tools,
- teacher’s guidelines.

The complete method is freely available :
www.sfadocs.lu

Feel free to discover and use those resources and your feedback is most welcome 😊

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Taith - Wales’ New International ExchangeProgramme

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Taith - Wales’ New International ExchangeProgramme

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Calvin Lees - L&W Cymru

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National Adult Literacy Agency (Ireland)

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National Adult Literacy Agency (Ireland)

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The National Adult Literacy Agency (NALA) is a charity and membership based organisation working in Ireland. We work to support adults with unmet literacy and numeracy needs to take part fully in society and to have access to learning opportunities that meet their needs. NALA does this by raising awareness of the importance of literacy, doing research and sharing good practice, providing online learning courses, providing a tutoring service and by lobbying for further investment to improve adult literacy, numeracy and digital skills.

Please find some of recent research reports below and you can find out more about our work on our website at https://www.nala.ie/

You can also view our eLearning website at https://www.learnwithnala.ie/

We provide a range of resources for adult literacy students: https://www.nala.ie/publications/?_publications_categories=literacy-and-numeracy-workbooks and tutors: https://www.nala.ie/tutors/

Leading the way in online learning - This report tells you about WriteOn.ie, NALA’s eLearning website that provided learning and certification for many adults from 2008 to 2019.

https://www.nala.ie/publications/leading-the-way-in-online-learning/

Here to help – This case study shares the story behind a pilot of the NALA Peer-to-Peer Literacy Ambassadors’ and Tutors’ programme in Portlaoise Prison. https://www.nala.ie/publications/peer-literacy-portlaoise-prison/

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A charity committed to making sure people with unmet literacy and numeracy needs have access to learning opportunities and can fully take part in society.

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Educators Qualification of  Basic Skills recognition as a” commendable qualified individual” for adult education

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Educators Qualification of  Basic Skills recognition as a” commendable qualified individual” for adult education

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See the answers here:
https://ahaslides.com/G7YZK

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CEIPES (Italy) - insights on some projects and results

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CEIPES (Italy) - insights on some projects and results

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SWING 2 project, by following the steps of the successful SWING project, facilitates the innovative and free own developed tools, the acquisition and use of basic sign language in different work environments where its use could enhance the integration of deaf community at different levels.

Results: Video-dictionaries and other features of selected words in 5 sign languages and 4 spoken languages; Innovative training course with practical activities to learn 5 sign languages (IS, LIS, LSE, DGS and ÖGS) in 5 work environments

https://www.swing.infoproject.eu/publications/

Brave New Words project provides proper tools to teachers, trainers and other staff members for working with people with SpLD.

Results: A guideline for teachers and trainers about the use of 3DPrinting and Augmented Reality; a set of exercises for using the 3DP and AR with people with SpLD; a pilot phase; a set of webinar to maximize the impact of the final training version

https://www.bravenewwords.infoproject.eu/

3D4Elderly project aims to increase the quality of the educational and caregiving process of staff working with people with Alzheimer and elderly people with dementia as well as to create tools for local and Europe-wide usage to assist in the improvement of memory in Alzheimer’s patients and those with early onset dementia.

Results: A guideline for caregivers about the use of 3D Printing; A set of memory exercises created with 3DP for helping people with Alzheimer and elderly people with dementia; A web platform to collect exercises created with 3DP to be used with people with Alzheimer and dementia; A Training for experts, caregivers and other staff involved in the work with people with Alzheimer and elderly people with dementia; Creation of a methodological guideline (therapy guide) to assist in the improvement of memory in Alzheimer’s patients and those with early onset dementia accessible to all Alzheimer centers.

https://www.3d4elderly.infoproject.eu/

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Common European Numeracy Framework (under construction).

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Common European Numeracy Framework (under construction).

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Learn with us on EPALE: OER & MOOC on Numeracy by EBSN

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Numeracy MOOC in collaboration between HU University of applied sciences Utrecht, EBSN, EPALE

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Although numeracy has always been an essential element in basic skills training programs, it is often not in the forefront for basic skills policies and practice. Therefore, one of our OER collections and MOOCs this year aim to provide an introduction to adult numeracy training.

The OER collection on Adult Numeracy presents a fundamental overview on:

the reasons why numeracy should be emphasised more in basic skills programs for adults,

different views and perspectives on the concept of numeracy,

key actors, stakeholders and tools for policy and practice.

The MOOC will start on 30 November and finish on 18 December and it will give the opportunity for participants to go deeper into the materials of the respective OER collection. The MOOC will be moderated by Dr. Kees Hoogland, Professor of Numeracy and Mathematics in Vocational and Adult Education, Knowledge Center Learning and Innovation, Utrecht University of Applied Sciences from the Netherlands.

During the course participants will:

gradually work with the OER's materials

attend short weekly webinars with Dr Hoogland who is presenting additional aspects to the theme of the week

have access to forum discussions moderated by Dr Hoogland

engage in peer discussions with other participants from different countries

engage in written reflection on how numeracy could be addressed in the organisation of the participants.

have the chance to acquire EBSN's open badge.

Important dates:

Registration & self-enrolment status: open

Start date of the course: 30 November

Week 1's webinar: 10:30 - 11:00 CET 4 December (Friday)

Week 2's webinar: 10:30 - 11:00 CET 10 December (Thursday)

Week 3's webinar: 10:30 - 11:00 CET 16 December (Wednesday)

Submitting written reflection: 23:59 CET 18 December (Friday)

Read more about the registration and self-enrolment here!

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Learn with us on EPALE: OER & MOOC on Numeracy by EBSN

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Although numeracy has always been an essential element in basic skills training programs, it is often not in the forefront for basic skills policies and practice. Therefore, one of our OER collections and MOOCs this year aim to provide an introduction to adult numeracy training.

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Satya Brink, Independent researcher, Canada. Affiliated with ENCELL Centre for Lifelong Learning, Jönköping University, Sweden

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The impact of the COVID-19 pandemic onVET teachers. Challenges and lessonslearned. What we can do to help teachersbecome confident users of a hybridapproach to learning provision?

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The impact of the COVID-19 pandemic onVET teachers. Challenges and lessonslearned. What we can do to help teachersbecome confident users of a hybridapproach to learning provision?

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Entela Gjyla - Albanian Skills, AL

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Educators Qualification of the Basic Skills -recognition as a “commendable qualifiedindividual” for adult education

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Educators Qualification of the Basic Skills -recognition as a “commendable qualifiedindividual” for adult education

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Adi Konedareva - Prios Kompetanse, NO

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“Life skills at the focus of adult education”– A follow up of the Austrian EPALEConference 2022

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“Life skills at the focus of adult education”– A follow up of the Austrian EPALEConference 2022

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Andreas Koreimann - Austria’s Agency for Education and Internationalisation and EPALE Austria, AT

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D1_W5_1_ Koreimann_Life skills at the focus of

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Social justice in working with migrantadults

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Social justice in working with migrantadults

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Simona Herczeg - IREA - Romanian Institute of Adult Education, RO

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Research insights into online skills checks,self-assessment and screening tools

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Research insights into online skills checks,self-assessment and screening tools

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Alex Stevenson - L&W, UK

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Presentation on the Check-In, Take-Off project from Elaine Cohalan, National Adult Literacy Agency (NALA), Ireland.

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CITO EBSN conference presentation V2 09-06-2022

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Irmgard Stieglmayer, Senior Expert, Austrian Academy of Continuing Education (wba) and Dr. Giselheid Wagner, Senior Expert, Austrian Academy of Continuing Education (wba)

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Basic skills education and its practicein the Context of Distance andDigitalization

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Basic skills education and its practicein the Context of Distance andDigitalization

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Angelika Hrubesch and Dr. John Evers, - VHS Austria

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Professional Development for BasicSkills Teachers’ - EBSN on-line coursesfor micro-credentials

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Professional Development for BasicSkills Teachers’ - EBSN on-line coursesfor micro-credentials

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Zoltán Várkonyi Project Leader, EBSN Professional Development Series and Dr. Helen Murphy Head, School of Education and Lifelong Learning, SETU – South-East Technical University, Waterford, Ireland

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D2_P_3 EBSN PDS Erasmus+ project ZV HM_FINAL