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DISCO, the European Dictionary of Skills and Competences, is an online thesaurus that currently covers more than 104,000 skills and competence terms and approximately 36,000 example phrases. Available in eleven European languages, DISCO is one of the largest collections of its kind in the education and labour market. The DISCO Thesaurus offers a multilingual and peer-reviewed terminology for the classification, description and translation of skills and competences. It is compatible with European tools such as Europass, ESCO, EQF, and ECVET, and supports the international comparability of skills and competences in applications such as personal CVs and e-portfolios, job advertisements and matching, and qualification and learning outcome descriptions.

"Where do you go if you want to get better at your web skills? How do you even know what's important to learn? The Web Literacy Map contains the competencies and skills that Mozilla and our community of stakeholders believe are important to pay attention to when getting better at reading, writing and participating on the web. The Web Literacy Map is part of Mozilla's ongoing goal to create a generation of webmakers - those who can not only elegantly consume but also write and participate on the web. Read more"

Draft White Paper 1

Get recognition for learning that happens anywhere. Then share it on the places that matter. Opean Badges help you share skills & interests with the world.

In Switzerland the majority of adolescents commence vocational education and training (VET) after lower-secondary education. There are VET programmes for some 230 different professions. In Switzerland, many professional qualifications are obtained in upper-secondary education, while in other countries the same qualifications are obtained in tertiary level education. The Swiss system with its dual-track VET programmes (apprenticeship) differs from most foreign systems of vocational and professional education and training. VET is predominantly based on a dual system: practical training (apprenticeship) on three to four days at a training company is supplemented by theoretical classes (vocational and general educational subjects) on one to two days at the VET school. In addition, the VET students attend inter-company courses, in which they enhance vocational practical skills. The vocational education and training (VET) can also be completed at a full-time vocational school. In the French-speaking and Italian-speaking parts of Switzerland, the proportion of full-time vocational schools is higher than in German-speaking Switzerland."

"Vocational and professional education and training in Switzerland - Information films A skilled workforce is essential for Switzerland's appeal as a location for business. It is a key requirement if Switzerland is to rank among the world's leading economies. Vocational and professional education and training (VET/PET) is an integral part of this successful model. What is the basis for this success?"

The system of vocational education and training in Poland is currently being modernized by introducing numerous changes, such as defining qualifications required for specific occupations and defining sets of skills for each qualification together with learning outcomes. This modifications will allow easier ECVET implementation in the future, however the details of applying ECVET in Poland need further development and examination which could be supported by NA.

Learning for Jobs OECD Reviews of Vocational Education and Training

"Policy paper Further Education Learning Technology Action Group (FELTAG) recommendations: government response From:Department for Business, Innovation & SkillsHistory:Published 16 June 2014 Part of:Improving the quality of further education and skills training Response to an independent report encouraging innovation in the use of technology by the further education system."

A grid from the Mozilla Web Literacies White Paper with the skills, competencies and literacies needed to not only consume but help make the web!

About the Digital Media and Learning Competition The Digital Media and Learning Competition is an effort designed to find and to inspire the most novel uses of new media in support of learning. Over the past 5 years, the Competition has awarded $10 million to more than 100 projects in 20 countries that explore how technologies-including games, mobile phone applications, virtual worlds, social networks, and digital badge platforms-are changing the way people learn and participate in daily life. The Competition is supported by the John D. and Catherine T. MacArthur Foundation, and administered by HASTAC (the Humanities, Arts, Science, and Technology Alliance and Collaboratory). This endeavor invites U.S. and international participants to compete for approximately $2 million in grant awards for domestic and international projects that use digital or new media as platforms for connected learning. Over the years, Digital Media and Learning Competition partners have included Sony (Competition 3), EA (Competition 3), the Bill and Melinda Gates Foundation (Competition 4), Mozilla (Competitions 4&5), the Born This Way Foundation (Competition 5), Facebook (Competition 5), and the Family Online Safety Institute (FOSI, Competition 5).  

The language of business computing

official website notostroleka

"Not that it matters a lot for MPs and politicians in general, but it's quite interesting that if someone "anonymously" edits a wikipedia article, wikimedia stores the IP of the editor and provides it to anyone that wants to download the wiki archives. If the IP range is known, or someone has the legal authority within a country to force an ISP to reveal the owner of an IP, it is quite easy to spot the actual person behind an "anonymous" edit. But if someone creates an account to edit wikipedia articles, wikimedia does not publish the IPs of its users, the account database is private. To get an IP of a user, one would need to take wikimedia to courts to force them to reveal that account's IP address. Since every wikipedia article edit history is available for anyone to download, one is actually "more anonymous to the public" if he/she logs in or creates a (new) account every time before editing an article, than editing the same article without an account. Unless someone is afraid that wikimedia will leak/disclose their account's IPs."

"Four years ago, intimate photographs of Danish journalist Emma Holten were posted on the web. Thousands viewed them and she still receives online harassment. The issues of revenge porn and hacked photos are part of a larger problem with our relationship to consent, she argues. So Holten decided to pose for and release a new set of pictures of her body. Here she explains why "

There is a huge variety of eInclusion Intermediary actors and roles. Most of these actors belong to the public sector (58%) and mainly consist of public libraries, municipal/local government organizations and government-run telecentres. Third sector organizations make up almost 40% of the sample and include associations, charitable organizations, or foundations and NGOs combined. The private sector (6%) is mostly represented by private training organizations and cybercafés.  The majority of eInclusion intermediaries are small organizations with less than ten employees and operating budgets of less than €100,000. In addition, network membership seems particularly relevant as 60% of these organizations belong to one or more networks.  The services most often offered to users are a) ICT access to computers and the Internet (88% of the organisations offer this) and b) Basic ICT digital literacy training (80%). Employment-related training services are offered by half of the intermediaries. Finally, access to government and social services and access to online courses is offered by 45% of the organizations. The research estimated that there are almost 250,000 eInclusion organizations in the EU27, or an average of one eInclusion organization for every 2,000 inhabitants.