Abstract
ERASMUS+ Strategic Partnership project Adult Self-Learning: Supporting Autonomy in a Technology-Mediated Environment/ ASL (Ref. No. 2019-1-TR01-KA204-076875) co-funded by the Erasmus+ programme, Key Action 2: Cooperation for innovation and the exchange of good practices – Strategic Partnerships for adult education. The project aims at teaching learners to acquire new skills and competences using learning innovative practices and digital technologies as well as developing a functioning collaborative learning environment to help them identify skills gaps and needs and to collaborate locally and independently for joint capacity-building. The ASL project is expected to produce three main results corresponding to three primary European priorities:1. Supporting the setting up of, and access to, up skilling pathways (priority: adult lifelong learning);2. Improving and extending the supply of high quality learning opportunities tailored to the needs of individual low-skilled or low-qualified adults (priority: social inclusion/further education opportunities);3. Open education and innovative practices in a digital era (priority: adults' professionalization/empowerment).
Highlights
ERASMUS+ Strategic Partnership project Adult Self-Learning: Supporting Autonomy in a Technology-Mediated Environment/ ASL
The compliance of education content to the requirements of labour market, education quality, as well as consolidation the state language in the education system have been the cornerstones of education policy during recent decades. (Golubeva, 2018)
Taking into account the state of art of life-long learning in Europe, Latvia has implemented many activities to promote the development of adult education
Summary
The aims of education policy in Latvia have been linked mainly with an economic development and the state identity for a long time. Taking into account the state of art of life-long learning in Europe, Latvia has implemented many activities to promote the development of adult education. Supporting the development of the lifelong learning principle, an outcome learning approach is emphasized which evaluates the acquired knowledge, skills and competence, rather than the way they have been obtained – in a formal, informal or non-formal learning way.
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