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Evaluation of Project and Development of Book

This book presents an evaluation of a Grundtvig partnership focusing on key competences for adult learners, communication skills, digital competence, and more. The project implemented innovative teaching methods with teachers acting as facilitators to create a joyful learning atmosphere. Different learning settings were explored, including formal, non-formal, and informal learning approaches. The book reflects on the impact on teachers, learners, and the wider community, publishing best practices and providing guidelines for effective learning environments. The project emphasizes the importance of lifelong learning and showcases the benefits of collaborative networks in education.

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Evaluation of Project and Development of Book

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  1. Evaluation of Project andDevelopment of Book Frank FabriSaint Theresa College

  2. a Grundtvig partnership

  3. focus for the benefit ofadult learners

  4. communication in the mother tongue communication in foreign languages competences in maths, science and technology digital competence learning to learn interpersonal, intercultural and social competences, and civic competence entrepreneurship cultural expression 8 key competences

  5. objectives set…objectives met developed creative and innovative methods teachers acted as facilitators in the learning process developed a joyful learning atmosphere

  6. three categories of settings formal learning learning was structured (in terms of learning objectives, learning time or learning support) and led to certification. Formal learning is intentional from the learner’s perspective. non-formal learning learning did not lead to certification. It is, however, structured (in terms of learning objectives, learning time or learning support). Non-formal learning opportunities may be provided in the workplace and through the activities of civil society organisations and groups. Non-formal learning is intentional from the learner’s perspective. informal learning learning that results from daily life activities related to work, family, community or leisure. It is not structured (in terms of learning objectives, learning time or learning support) and typically does not lead to certification. Informal learning may be intentional but is often non-intentional from the learners’ perspective.

  7. main activities throughout project co-ordination and ‘driving’ of the project organisation of workshops evaluation and documenting of workshops development and maintenance of the project website

  8. main activities throughout project video recording and editing of the workshops and uploading on the website ongoing evaluation of the project dissemination within, between and outside partners publication of book

  9. five workshops Portugal, Lousã5-7/11/2009 Malta, Valletta 16-17/4/2010 Czech Republic, Olomouc 22-23/10/2010 Romania, Ploiesti31 March-2 April/2011 Ireland, Dublin30 June-1 July 2011

  10. Book Learning through Networks: Reflections on Creating Joyful Learning Experiences (2011) Reflects the complex world of adult learning Provides description of the network Focuses on the key competences for lifelong learning and provides definitions, knowledge, skills and attitudes attributed to each domain Evaluates implementation of project Evaluates the impact on Teachers, Learners and Wider Community

  11. Book Learning through Networks: Reflections on Creating Joyful Learning Experiences (2011) Publishes 14 best practices (vignettes) in teaching key competences Proposes a Framework of Enjoyable Learning Approaches Provides Guidelines to Creating Effective Learning Environments Publishes Two Anecdotes about Inspirational Learners

  12. Let’s do it creatively was really a learning network based on collaboration, sharing of ideas and good practice, support … and fun Conclusion Take Home Message: Grundtvig Partnerships facilitate learning through networks

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