There are many exciting stories on the EPALE platform. As a result of the participation of EPALE community members in Erasmus+ projects, new articles are now available. We invite you to read the article Job shadowing goes virtual | EPALE (europa.eu), which offers exciting solutions to meet the challenges of implementing mobility. MOCIS, as the lead partner of the Erasmus+ project Innovative approaches for motivating and engaging adult learners in lifelong learning, successfully faced these challenges during the epidemic. Ptuj AEC is also successful and active in the implementation of Erasmus+ projects. They are participating in the EU-OBP (European Open Badges Platform) project as a partner organisation. They are developing a common platform for digital badges targeted at ALE organisations, adult educators and adult learners. Learn more about the toolkit with good practices examples of open badges for ALE in their article the EU-OBP project just finalised the Toolkit of good practices from EU area | EPALE (europa.eu). Their Erasmus+ S4EG project, however, focuses on implementing gamification and serious games based on six key competencies sought by employers. Learn about the goals of the project and the benefits for adult educators, employees of educational organisations and adult learners in the article S4EG: Skills for employment through gamification | EPALE (europa.eu).
You can also read the article Entre4all: An innovative outreach programme to train adults with disabilities in key competencies | EPALE (europa.eu) in a blog based upon a workshop at the Austrian EPALE and Erasmus+ Conference I am different. You are different. Together we are diversity! Diversity in inclusive adult education held on 20 May 2021. The article includes tips for helping to improve the quality of education for people with disabilities. Erasmus+ project partners from Slovenia, Greece, Cyprus and Austria have developed a digital platform, incorporating training materials and a toolkit with resources, which supports people with disabilities to acquire entrepreneurial and digital skills. They need the latter to create their own social enterprise.
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Špela Močilnikar (firstname.lastname@example.org), CMEPIUS