During the past 3 years, the VINCE project has developed training materials for university staff working in processes of Validation of Prior Learning (VPL) and Validation of Non-formal and Informal Learning (VNIL) with migrant and/or refugee students. The objective has been to provide university staff with tools to be better equipped when working with newcomers who want to access Higher Education (HE) and want to be more aware and integrated in European society.
In this issue we've gathered stories about the impact of community-based adult learning programs from around Australia.
In this issue we profile a community resource centre in the bushfire ravaged town of Yarloop in WA that is playing a lead role in the healing and rebuilding of the community.
We are pleased to announced that the project, Gendered Journeys: the trajectories of STEM students and graduates through higher education and into employment, in multiple global south contexts, has been funded by the UK’s ESRC within the GCRF programme.
We are very pleased to report that CR&DALL Deputy Director Muir Houston is member of the University of Glasgow team that has been funded by the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH in order to undertake a study of HE pedagogy in Algeria to improve quality and effectiveness with a focus on developing student-centred learning. The team also includes Willie McGuire and Ines Alves.
As jobs and ways of working transform, so does the emphasis on skills and learning, said Cedefop Executive Director Jürgen Siebel in a keynote speech at the European vocational skills week (EVSW) 2019 main events in Helsinki. Read about this, together with other Cedefop activities, in their latest newsletter:
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