| Alternative education (32) |  |
| Blended learning (30) | |
| Competency-based education (1) | |
| Diastance learning (104) | |
| Educational experiment (3) | |
| Educational innovation (13) | |
| Educational method (3) | |
| Educational research (7) | |
| Flipped classroom (8) | |
| Formal education (30) | |
| Home education (5) | |
| Non-formal education (11) | |
| Open education (8) | |
| Programmed learning (3) | |
| Progressive education (3) | |
| Self-directed learning (4) | |
| Teacher education (10) | |
| Teaching materials (33) | |
| Teaching method (16) | |
| Teaching practice (21) | |
G#2v 4115 Formal education 0#3#formal education Formal education G#2v 4116 Home education 0#3#home education Home education
0#3#homeschooling Home education G#2v 4117 Non-formal education 0#3#informal education Non-formal education 0#3#non formal education Non-formal education
0#3#nonformal education Non-formal education G#2v 4118 Open education 0#3#open education Open education G#2v 4119 Programmed learning
0#3#programmed learning Programmed learning G#2v 4120 Progressive education 0#3#progressive education Progressive education G#2v 4121 Self-directed learning
0#3#self directed learning Self-directed learning 0#3#self learning Self-directed learning G#2v 4122 Teacher education 0#3#teacher education Teacher education
G#2v 4123 Teaching materials G#3v 4124 School textbook 0#4#school textbook School textbook G#3v 4125 Teaching materials
The impact of ICTS are revolutionary in formal education as well as in lifelong learning, and informal education as they enable sharing of resources,
formal education sector New forms of regulation may be needed to include personalised education formats. Standard requirements for
The examples from Uruguay and Estonia fall within the formal education systems. Yet, as the earlier
thereby opening up ways to recognize skills mastery outside of formal education. Government can also lead dialogues with industry, academia, nonprofit organizations,
becoming unemployed or leaving formal education 65p A r T I I †M A i N d E V E L O P m E N t S i N e U P O
the opportunities for skills acquired outside formal education and training systems to be recognised and validated, and for establishing national systems for the validation of
could provide students with more real life work experience as part of their formal education; and it could use the students as a conduit for feeding problems and concerns of small and medium-sized
formal education system and ensure access to information, skills and expertise relating to entrepreneurship via â€oelifelong learning†programmes for the adult
of ICT is not being realised in formal education settings and major questions are being asked about the sustainability, impact,
being realised in formal education settings across Europe The purpose of this report is to present a comprehensive set of policy action recommendations that
However, there is still an implementation gap in formal education settings, which is reported in several surveys and studies (e g.
ICT is not being realised in formal education settings. Hence, the majority of schools in Europe and
outside formal education settings x develop the concept of Creative Classrooms6 (CCR) and the related reference parameters
Making sure that technological innovation (e g. 1 to 1 computing) in formal education settings is part of a wider transformation agenda
computing) in formal education settings is part of a wider transformation agenda which includes pedagogical and organisational innovation
e g. 1 to 1 computing) in formal education settings is part of a wider transformation agenda which includes pedagogical and
realised in formal education settings and major questions are being asked about the sustainability, systemic impact and
to advance the entrepreneurship culture of the country through formal education; Strategic Alliances and Innovation Networks for Competitiveness, to support the collaboration of industry and academia for
In formal education, entrepreneurship training can be provided at different levels, from primary and secondary schools, to vocational colleges and tertiary and university education.
entrepreneurship skills provision both in the formal education system (focusing on higher education, vocational education and schools) and in work environments (focusing on
Formal education and training programmes that have a task orientation rather than an academic nature and that prepare people for jobs and activities closely related to a
sometimes associated with sophisticated skills acquired through formal education technical and vocational qualifications are often more important with this respect
have received little formal education can carry out only simple manual tasks and find it much more difficult
< Back - Next >
Overtext Web Module V3.0 Alpha
Copyright Semantic-Knowledge, 1994-2011