Platform a magyarországi felnőttoktatók és -képzők szakmai fejlődéséért
The Hungarian RIA-AE national report shows that Erasmus+ offers strong professional and organisational development opportunities in adult education. Mobilities and cooperation projects bring new methods, international links, innovation, and learner development into organisations’ everyday work.
This article by Dr habil. Éva Farkas offers a landmark, evidence-based assessment of Hungarian adult learning policy. PIAAC 2022/2023 results show that large groups of adults do not reach minimum levels of core information-processing skills, with direct consequences for employability, productivity and innovation capacity. The paper also provides a foundation for a reform-oriented agenda, highlighting target-group-specific adult learning programmes, modernised teacher education and a comprehensive, research-based national skills strategy.
The European Association for the Education of Adults (EAEA) has published its country reports – and identified clear trends regarding AI and funding.
The EAEA Country Reports provide a civil society perspective on the latest developments in adult education across Europe.
The RESCALE project has entered its pilot phase: the Reskilling Labs are testing new, personalized upskilling and reskilling models to support the green and digital transitions, with a special focus on adult learners with low basic skills.
Can AI close the skills gap – or widen it? Discover how digital disruption can be turned into an opportunity for all.
Over the past ten years, EPALE has also been a place of exchange and cooperation for regional networks. See what this has meant for the Nordic countries!
This blog represents an opportunity to examine adult learning beyond Europe and consider EPALE’s potential role in the broader global adult learning landscape.
Explore how learning designers can navigate the promises and pitfalls of AI when planning adult education experiences.
The Upskilling Pathways Recommendation (2016) highlights that around 58 million adults with low basic skills in the EU need support.
Learning in an online environment requires strategic planning and continuous adaptation. How can adult educators design digital learning offers to help participants stay engaged and motivated?