| PART I | 4 |
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INTRODUCTION — Izabela Kołodziejczyk-Olczak | 4 |
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PART II | 7 |
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ABOUT THE PROJECT — Marta Kędzia | 7 |
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PART III | 9 |
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SYSTEM OF ADULT EDUCATION — REVIEW OF SELECTED EUROPEAN SOLUTIONS | 9 |
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2.1. The system of education in Poland — Izabela Kołodziejczyk-Olczak, Renata Figlewicz, Violetta Ożdżeńska | 9 |
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2.1.1. System of Education | 9 |
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2.1.2. Structure of Higher Education in Poland | 11 |
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2.1.3. Professional Titles Awarded to Graduates of Institutions of higher Education | 11 |
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2.1.4. Academic Degrees and Titles | 12 |
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2.1.5. Adult Education — Methods | 13 |
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2.1.6. Higher Education — Statistics | 14 |
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References: | 16 |
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2.2. The system of education in Spain — Pilar Matas | 17 |
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2.2.1. Principles and aims of education | 17 |
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Principles | 17 |
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Goals | 18 |
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2.2.2. The organisation of teaching and learning during life | 18 |
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Teaching | 18 |
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Role of the teaching staff | 19 |
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2.2.2.a. Preschool education | 20 |
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Goals | 20 |
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Contents | 21 |
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2.2.2.b Primary education | 21 |
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Goals | 22 |
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Contents | 22 |
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2.2.2.c. Compulsory Secondary Education (ESO) | 24 |
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Goals | 24 |
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Basic competences | 25 |
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2.2.2.d. Baccalaureate | 25 |
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Goals | 25 |
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2.2.2.e. Vocational Education | 26 |
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Extremadura | 26 |
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Catalogue of measures to be taken for the improvement the of quality of education in Extremadura26 Educational goals in Extremadura | 27 |
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Resources | 28 |
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2.3. Competence-based education and training in Flanders — Department of Education, the Flemish Government | 29 |
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Nursery Education | 29 |
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Primary Education | 29 |
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Secondary Education | 29 |
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Higher Education | 32 |
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Adult Education | 33 |
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Lifelong Learning | 33 |
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2.3.1. The key competences in higher education in Flanders | 34 |
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2.3.2. Why competence based education in Flanders and the role of evaluation in competence based Education | 38 |
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2.3.3. What competences do employers (from higher education) require employees to have | 40 |
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Resources | 42 |
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PART III | 43 |
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BANK OF EXERCISES | 43 |
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3.1. Exercises — Spain | 44 |
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DO I KNOW MY LEMON? | 44 |
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BROKEN SQUARES | 46 |
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I AM LIKE THIS, YOU ARE LIKE THIS | 48 |
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THE MERCHANT AND HIS DAUGHTER | 53 |
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THE MANAGER | 55 |
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GESTURES | 58 |
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REINFORCING COLLAGE | 59 |
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GREETINGS CREATIVE | 60 |
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DAYS OF THE WEEK | 61 |
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THE CASH REGISTER | 62 |
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WHO SHOULD BE SAVED? | 64 |
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THE FLOWER | 65 |
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ACTING | 67 |
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TRUSTING OUR BODY | 68 |
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TEACHER OF PLASTICINE | 69 |
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3.2. Exercises — Belgium | 71 |
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BOUWONDER: bringing social skills into a technical environment | 71 |
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EVENT MANAGEMENT | 72 |
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EVENT MANAGEMENT | 74 |
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INTERNET APPLICATIONS | 76 |
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KITCHEN TECHNOLOGY | 78 |
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ELEMENTARY SOCIAL SKILLS | 81 |
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WORKFIELD EXPLORATIONS | 83 |
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3.3. Exercises — Poland | 85 |
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ASSERTIVENESS | 85 |
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CONSTRUCTING TOWERS | 86 |
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COMMUNICATION | 87 |
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SOLUTION OF CONFLICTS | 88 |
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LOUVRE | 89 |
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EXERCISE IN INTERCULTURAL COMMUNICATION | 90 |
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RED BALL, YELLOW BALL | 91 |
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WHICH IS BETTER AND WHY? | 92 |
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GROUP WORK WITH THE USE OF PSYCHOLOGICAL GROUP TRAINING METHODOLOGY | 93 |
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MOTIVATION TO CHANGE | 94 |
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TIME MANAGEMENT | 95 |
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CO-OPERATION AND JOINT ACTION | 96 |
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A FABLE — VIRTUAL TEAM-BUILDING, CO-ACTIVITY, CO-OPERATION | 97 |
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THE SQUARES — ONE-WAY AND TWO-WAY VERBAL COMMUNICATION | 99 |
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A PICTURE — NON-VERBAL COMMUNICATION | 100 |
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INSTRUCTION — A COMMUNICATION TRICK | 101 |
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ELEPHANT | 102 |
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MAP OF THE WORLD | 104 |
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THE READER | 105 |
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GUNNING FOG INDEX | 107 |
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PART IV | 113 |
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BANK OF GOOD/BAD PRACTICES | 113 |
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GOOD PRACTICE no 1 — Elementary Social Skills and Event Management | 113 |
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GOOD PRACTICE no 2 — Open Education System | 114 |
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GOOD PRACTICE no 3 — Kitchen Technology | 114 |
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GOOD PRACTICE no 4 — BouWonder | 115 |
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GOOD PRACTICE no 5 — Social Sciences | 115 |
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GOOD PRACTICE no 6 — Education of Adults | 116 |
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BAD PRACTICE no 1 — HRM and soft skills | 117 |
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BAD PRACTICE no 2 — ICT and statistical skills | 117 |
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PART V | 118 |
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SUMMING UP | 118 |
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