The NON-FOR-LESL project aims to address the challenge of Early School Leaving (ESL) at the stage of intervention at the school level and to contribute to the efforts of EU countries to meet the headline target set in the Europe 2020 Strategy by reducing ESL to less than 10%. In doing so the project proposes to draw on three main initiatives of the EC: the E.C.’s initiative (2013) for “Opening Up Education” through the use of ICT tools, OER and open practices, the E.C.’s Recommendation (2012/C 398/01) for the validation of non-formal and informal learning and the E.C.’s Communication (COM/2012) titled “Rethinking Education” for the acquisition of transversal skills for the new work-force to meet the market’s needs.
The NON-FOR-LESL project aims to develop and pilot-test, a new innovative multi-dimensional method – an OER validation tool which will be used additionally to the assessment procedures thus contributing to the efforts for reducing ESL and improving students’ performance in schools. The NON-FOR-LESL tool will be based on a holistic view of students’ learning, drawn away from subject boundaries that will present and validate skills, knowledge and competences acquired through non-formal and informal learning related to the key competences and transversal skills, as described by the EU, and in accordance with the EQF and NQF of each country.
The OER will also incorporate aspects of an ‘e-portfolio’ providing students with the opportunity to showcase their progress and achievement towards a specific learning outcome by presenting artifact evidence of their work in and out of school, while being engaged in a continuous reflection process towards their own learning, as well as their personal, academic and career development planning.
The consortium of the project which attended the agenda meeting includes the following partners:
• Hannover University (Germany)
• PLATON Private School (Greece)
• Pixel Non Profit Association (Italy)
• Ingenious Knowledge Private Company (Germany)
• Fundatia EuroEd Non-Governmental Organisation (Romania)
• Emphasys Centre (Cyprus).NON-FOR-LESL - Non-Formal Learning Can Prevent Early School Leaving
The NON-FOR-LESL project aims to address the challenge of Early School Leaving (ESL) at the stage of intervention at the school level and to contribute to the efforts of EU countries to meet the headline target set in the Europe 2020 Strategy by reducing ESL to less than 10%. In doing so the project proposes to draw on three main initiatives of the EC: the E.C.’s initiative (2013) for “Opening Up Education” through the use of ICT tools, OER and open practices, the E.C.’s Recommendation (2012/C 398/01) for the validation of non-formal and informal learning and the E.C.’s Communication (COM/2012) titled “Rethinking Education” for the acquisition of transversal skills for the new work-force to meet the market’s needs.
The NON-FOR-LESL project aims to develop and pilot-test, a new innovative multi-dimensional method – an OER validation tool which will be used additionally to the assessment procedures thus contributing to the efforts for reducing ESL and improving students’ performance in schools. The NON-FOR-LESL tool will be based on a holistic view of students’ learning, drawn away from subject boundaries that will present and validate skills, knowledge and competences acquired through non-formal and informal learning related to the key competences and transversal skills, as described by the EU, and in accordance with the EQF and NQF of each country.
The OER will also incorporate aspects of an ‘e-portfolio’ providing students with the opportunity to showcase their progress and achievement towards a specific learning outcome by presenting artifact evidence of their work in and out of school, while being engaged in a continuous reflection process towards their own learning, as well as their personal, academic and career development planning.
The consortium of the project which attended the agenda meeting includes the following partners:
• Hannover University (Germany)
• PLATON Private School (Greece)
• Pixel Non Profit Association (Italy)
• Ingenious Knowledge Private Company (Germany)
• Fundatia EuroEd Non-Governmental Organisation (Romania)
• Emphasys Centre (Cyprus).
NON-FOR-LESL - Non-Formal Learning Can Prevent Early School Leaving
The NON-FOR-LESL project aims to address the challenge of Early School Leaving (ESL) at the stage of intervention at the school level and to contribute to the efforts of EU countries to meet the headline target set in the Europe 2020 Strategy by reducing ESL to less than 10%. In doing so the project proposes to draw on three main initiatives of the EC: the E.C.’s initiative (2013) for “Opening Up Education” through the use of ICT tools, OER and open practices, the E.C.’s Recommendation (2012/C 398/01) for the validation of non-formal and informal learning and the E.C.’s Communication (COM/2012) titled “Rethinking Education” for the acquisition of transversal skills for the new work-force to meet the market’s needs.
The NON-FOR-LESL project aims to develop and pilot-test, a new innovative multi-dimensional method – an OER validation tool which will be used additionally to the assessment procedures thus contributing to the efforts for reducing ESL and improving students’ performance in schools. The NON-FOR-LESL tool will be based on a holistic view of students’ learning, drawn away from subject boundaries that will present and validate skills, knowledge and competences acquired through non-formal and informal learning related to the key competences and transversal skills, as described by the EU, and in accordance with the EQF and NQF of each country.
The OER will also incorporate aspects of an ‘e-portfolio’ providing students with the opportunity to showcase their progress and achievement towards a specific learning outcome by presenting artifact evidence of their work in and out of school, while being engaged in a continuous reflection process towards their own learning, as well as their personal, academic and career development planning.
The consortium of the project which attended the agenda meeting includes the following partners:
• Hannover University (Germany)
• PLATON Private School (Greece)
• Pixel Non Profit Association (Italy)
• Ingenious Knowledge Private Company (Germany)
• Fundatia EuroEd Non-Governmental Organisation (Romania)
• Emphasys Centre (Cyprus).
NON-FOR-LESL - Non-Formal Learning Can Prevent Early School Leaving
The NON-FOR-LESL project aims to address the challenge of Early School Leaving (ESL) at the stage of intervention at the school level and to contribute to the efforts of EU countries to meet the headline target set in the Europe 2020 Strategy by reducing ESL to less than 10%. In doing so the project proposes to draw on three main initiatives of the EC: the E.C.’s initiative (2013) for “Opening Up Education” through the use of ICT tools, OER and open practices, the E.C.’s Recommendation (2012/C 398/01) for the validation of non-formal and informal learning and the E.C.’s Communication (COM/2012) titled “Rethinking Education” for the acquisition of transversal skills for the new work-force to meet the market’s needs.
The NON-FOR-LESL project aims to develop and pilot-test, a new innovative multi-dimensional method – an OER validation tool which will be used additionally to the assessment procedures thus contributing to the efforts for reducing ESL and improving students’ performance in schools. The NON-FOR-LESL tool will be based on a holistic view of students’ learning, drawn away from subject boundaries that will present and validate skills, knowledge and competences acquired through non-formal and informal learning related to the key competences and transversal skills, as described by the EU, and in accordance with the EQF and NQF of each country.
The OER will also incorporate aspects of an ‘e-portfolio’ providing students with the opportunity to showcase their progress and achievement towards a specific learning outcome by presenting artifact evidence of their work in and out of school, while being engaged in a continuous reflection process towards their own learning, as well as their personal, academic and career development planning.
The consortium of the project which attended the agenda meeting includes the following partners:
• Hannover University (Germany)
• PLATON Private School (Greece)
• Pixel Non Profit Association (Italy)
• Ingenious Knowledge Private Company (Germany)
• Fundatia EuroEd Non-Governmental Organisation (Romania)
• Emphasys Centre (Cyprus).
NON-FOR-LESL - Non-Formal Learning Can Prevent Early School Leaving
The NON-FOR-LESL project aims to address the challenge of Early School Leaving (ESL) at the stage of intervention at the school level and to contribute to the efforts of EU countries to meet the headline target set in the Europe 2020 Strategy by reducing ESL to less than 10%. In doing so the project proposes to draw on three main initiatives of the EC: the E.C.’s initiative (2013) for “Opening Up Education” through the use of ICT tools, OER and open practices, the E.C.’s Recommendation (2012/C 398/01) for the validation of non-formal and informal learning and the E.C.’s Communication (COM/2012) titled “Rethinking Education” for the acquisition of transversal skills for the new work-force to meet the market’s needs.
The NON-FOR-LESL project aims to develop and pilot-test, a new innovative multi-dimensional method – an OER validation tool which will be used additionally to the assessment procedures thus contributing to the efforts for reducing ESL and improving students’ performance in schools. The NON-FOR-LESL tool will be based on a holistic view of students’ learning, drawn away from subject boundaries that will present and validate skills, knowledge and competences acquired through non-formal and informal learning related to the key competences and transversal skills, as described by the EU, and in accordance with the EQF and NQF of each country.
The OER will also incorporate aspects of an ‘e-portfolio’ providing students with the opportunity to showcase their progress and achievement towards a specific learning outcome by presenting artifact evidence of their work in and out of school, while being engaged in a continuous reflection process towards their own learning, as well as their personal, academic and career development planning.
The consortium of the project which attended the agenda meeting includes the following partners:
• Hannover University (Germany)
• PLATON Private School (Greece)
• Pixel Non Profit Association (Italy)
• Ingenious Knowledge Private Company (Germany)
• Fundatia EuroEd Non-Governmental Organisation (Romania)
• Emphasys Centre (Cyprus).
NON-FOR-LESL - Non-Formal Learning Can Prevent Early School Leaving
The NON-FOR-LESL project aims to address the challenge of Early School Leaving (ESL) at the stage of intervention at the school level and to contribute to the efforts of EU countries to meet the headline target set in the Europe 2020 Strategy by reducing ESL to less than 10%. In doing so the project proposes to draw on three main initiatives of the EC: the E.C.’s initiative (2013) for “Opening Up Education” through the use of ICT tools, OER and open practices, the E.C.’s Recommendation (2012/C 398/01) for the validation of non-formal and informal learning and the E.C.’s Communication (COM/2012) titled “Rethinking Education” for the acquisition of transversal skills for the new work-force to meet the market’s needs.
The NON-FOR-LESL project aims to develop and pilot-test, a new innovative multi-dimensional method – an OER validation tool which will be used additionally to the assessment procedures thus contributing to the efforts for reducing ESL and improving students’ performance in schools. The NON-FOR-LESL tool will be based on a holistic view of students’ learning, drawn away from subject boundaries that will present and validate skills, knowledge and competences acquired through non-formal and informal learning related to the key competences and transversal skills, as described by the EU, and in accordance with the EQF and NQF of each country.
The OER will also incorporate aspects of an ‘e-portfolio’ providing students with the opportunity to showcase their progress and achievement towards a specific learning outcome by presenting artifact evidence of their work in and out of school, while being engaged in a continuous reflection process towards their own learning, as well as their personal, academic and career development planning.
The consortium of the project which attended the agenda meeting includes the following partners:
• Hannover University (Germany)
• PLATON Private School (Greece)
• Pixel Non Profit Association (Italy)
• Ingenious Knowledge Private Company (Germany)
• Fundatia EuroEd Non-Governmental Organisation (Romania)
• Emphasys Centre (Cyprus).
The NON-FOR-LESL project aims to address the challenge of Early School Leaving (ESL) at the stage of intervention at the school level and to contribute to the efforts of EU countries to meet the headline target set in the Europe 2020 Strategy by reducing ESL to less than 10%. In doing so the project proposes to draw on three main initiatives of the EC: the E.C.’s initiative (2013) for “Opening Up Education” through the use of ICT tools, OER and open practices, the E.C.’s Recommendation (2012/C 398/01) for the validation of non-formal and informal learning and the E.C.’s Communication (COM/2012) titled “Rethinking Education” for the acquisition of transversal skills for the new work-force to meet the market’s needs.
The NON-FOR-LESL project aims to develop and pilot-test, a new innovative multi-dimensional method – an OER validation tool which will be used additionally to the assessment procedures thus contributing to the efforts for reducing ESL and improving students’ performance in schools. The NON-FOR-LESL tool will be based on a holistic view of students’ learning, drawn away from subject boundaries that will present and validate skills, knowledge and competences acquired through non-formal and informal learning related to the key competences and transversal skills, as described by the EU, and in accordance with the EQF and NQF of each country.
The OER will also incorporate aspects of an ‘e-portfolio’ providing students with the opportunity to showcase their progress and achievement towards a specific learning outcome by presenting artifact evidence of their work in and out of school, while being engaged in a continuous reflection process towards their own learning, as well as their personal, academic and career development planning.
The consortium of the project which attended the agenda meeting includes the following partners:
CECS EUROED 2024
Evaluare Națională pentru elevii clasei a VIII-a
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