This project, based on a research study of good cases on inclusion from the Nordic countries, tries to answer the question: What is

The purpose of this overview is to contribute to the formation of a common language and understanding of the concept ofprior learning and

Stories from the New Nordic Education for Sustainability

This report presents the outcomes of research, conducted between May 2014 and November 2015, into emerging practices in assessment,

Publikationen præsenterer gode eksempler på nordisk og baltisk uddannelsessamarbejde inden for voksenområdet og giver et indblik i nye

European study on Open Educational Resources (OER) in adult education.

The purpose of the report is to establish a common ground for discussing and developing guidance in validation.

MAKING LEARNING VISIBLE IN THE NORDIC COUNTRIES

Nordic Competence Profiles of Validation Practitioners and Competence Development.

Adult Education and the Planetary Condition

A MOOC is a good way to offer further training for basic skills' teachers in the Nordic countries. This report explains how and why.

Link to page

The objective for this concept note is to contribute to a shared Nordic frame of understanding for career competences which can be used in the ongoing development of guidance in the Nordic countries.

Effective adult learning policies can lead to a number of positive outcomes including:

Rapport om implementering av EQF (European Qualifications Network) och NQF (National Qualifications Network) i de nordiska länderna. Nordiska Ministerrådet, 2014

This brochure is the final report for the project “Quality Model for Validation in the Nordic Countries – a development project 2012-13”.

The Survey of Adult Skills, implemented in 24 countries, and the Education and Skills Online Assessment for individuals are part of the package of tools available to support countries develop, implement and evaluate policies that foster both the development of skills and the optimal use of existing skills.

En gruppe forskere fikk oppgaven med å undersøke felles kjennetegn på prosjekt som har lykkes med å skape forutsetninger for å møte utfordringer, ta vare på muligheter og bidra til en konstruktiv forandring av samfunn og arbeidsliv.

In the framework of its “Innovation Strategy for Education and Training” project, the OECD Centre for Educational Research and Innovation hosted a conference on Educating for Innovative Societies on 26 April 2012 in Paris, at the Auditorium of the OECD Conference Centre.
The objectives of the conference were to:

The report is based on extensive documentation collected in five country reports which have been prepared by project participants from Iceland, Norway, Sweden, Finland and Denmark.

he 'Inclusion' network has produced a report on recommendations for a more inclusive and accessible Lifelong Learning Programme and new Education and Training Programme.

A response to main findings and challenges The recommendations are the result of a review of all the documents produced by the 'Inclusion' network to date as well as an analysis of key external consultations on the LLP and wider EU strategy documents.

Executive summary • September 2011
Published by the National Institute of Adult Continuing Education (NIACE), England and Wales
There are an estimated 5.2 million adults in England who do not have the literacy skills to enable them to function effectively in modern society (The Skills for Life Survey, 2003).

Published 2011

The 2011 edition of Education at a Glance: OECD Indicators enables countries to see themselves in the light of other countries’ performance. It provides a broad array of comparable indicators on education systems and represents the consensus of professional thinking on how to measure the current state of education internationally.

Published 2011: The focus of this report will be on women originating in non-Western countries from the Middle East, Asia, Africa and South America.

Quality Assurance in Teacher Education in Europe, New Eurydice Glossary published 2011
Quality Assurance in Teacher Education in Europe
This study analyses processes for evaluating and accrediting initial and in-service teacher education programmes and institutions. It provides a general overview of the existence of regulations on external and internal evaluation in different countries as well as specific information on the main features of theses processes and the use made of their findings.
Document and press release: See link below.

New Eurydice Glossary published
Eurydice has just updated the second volume of its European Glossary on Education first published in 2000. In this Glossary you can find the answer to these and hundreds of other similar questions. This new edition clarifies 670 national terms in their original language, describing the various types of educational institution, at all levels of education, including adult education and special needs provision. It covers 30 countries in the Eurydice Network.

Report published by Nordic network of adult learning (NVL) 2011.
by Guðbjörg Vilhjálmsdóttir, Andrea G. Dofradóttir & Guðrún Birna Kjartansdóttir

The Nordic network for adult learning (NVL) has initiated a survey on the current status of the NQF work in the Nordic-Baltic countries.

Rapporten “Social Partners: out with early exit – in with lifelong learning and career development?” redogör för i vilken utsträckning arbetsmarknadens parter i de nordiska länderna utarbetat policy och strategier

Edited by Mohamed Chaib, Berth Danermark & Staffan Selander, published 2010

This edited collection of works, to be published by Routledge in November 2010, is a product of an international network of scholars working on lifelong learning. The chapters present a broad range of research related to how social knowledge is shared, transmitted and transformed in the context of education — especially adult education —and professional formation.

Published in 2010.
The 2009 IEA study of civic and citizenship education (ICCS), conducted in 38 countries around the world, built on the previous IEA studies of civic education, but took place in a context characterized by significant societal change, including the rapid development of new communication technologies, increased movement of people between countries, and the growth of supranational organizations.

by Håkon Grunnet, consultant and Anne-Marie Daler Larsen, assistant lecturer at the National Knowledge Centre for Validation of Prior Learning (NVR), Denmark, 2010

The NVL expert network regarding validation has been asked to identify common Nordic challenges in the field of validation.

This study is an initiative launched by a Nordic network (Denmark, Finland, Iceland, Norway and Sweden) on effectiveness and quality in guidance for adults ...

Older workers in the Nordic countries (OWN) Network, NVL, 2009 NVLs nätverk Äldre i Arbetslivet har publicerat sin rapport ”Active ageing and learning at work - New visions and opportunities for older workers in the Nordic countries”

An important question remains: how can the Nordic countries also in the future continue be competitive on a global scale?

(TemaNord 2005:526), A Lifelong Learning Perspective