Aproveitando o financiamento do Fundo Social Europeu às acções de Português para Estrangeiros, os formandos da turma de Agências de Viagens e Transportes dos Cursos EFA decidiram organizar, em colaboração com os formandos da turma de Português para Estrangeiros, uma VISITA DE ESTUDO A ÉVORA, no dia 28 DE NOVEMBRO DE 2010. Os formandos serão acompanhados nesta visita por 8 formadores.
Na próxima semana contaremos e mostraremos tudo! Até lá!
Mais um ano pela frente ... a continuação de um percurso para muitos mas um novo caminho para outros! Deixar a família em casa, abdicar do descanso merecido depois de um dia de trabalho, vir até à escola, faça frio, faça chuva ... é uma decisão difícil, que implica muitos sacrifícios! Mas, a sustentar essa decisão está uma vontade de melhorar, de evoluir, de aprender, de partilhar ... e, sem dúvida, que a ESA vos pode proporcionar tudo isto! A ESA é um espaço de aprendizagem, mas também pretendemos que seja um espaço de convívio e de partilha de experiências ... e tem-no sido com a realização de diversas actividades (colóquios, exposições, cinema, teatro, etc.) em que todas as nossas turmas EFA têm estado envolvidas. E assim pretendemos continuar! Para os formandos que iniciam o seu percurso agora, aqui fica, à laia de "aperitivo", uma pequena mostra do que temos feito, com a certeza de que, este ano lectivo, iremos continuar a desenvolver um trabalho sério e criativo, que, assim o esperamos, corresponda às vossas expectativas.
DESEJAMO-VOS UM BOM ANO LECTIVO, COM SUCESSO ESCOLAR!
Na passada Sexta-feira, a turma 1 B3 apresentou à comunidade, reunida no novo espaço de acolhimento da esa, um pouco do seu percurso. A encerrar, o Joel brindou-nos com um breve concerto, apoiado por um membro da sua banda "21 Miles" e pelos colegas.
A turma EFA/NS CC2, acompanhada da formadora de Contabilidade, assistiu à apresentação final da turma 1 - B3: Viagem por nós a fora, tendo comentado o seguinte:
"A malta, os amigos, os colegas, a visualização, a referência de aprendizagem". Albertina, Noémia, José, Bruno, Ana, Rosa
"Adult learning professionals help learners to develop knowledge, skills and attitudes throughout their lives." (...)
"Recent European wide studies show that the adult learning sector is very diverse." (...)
"To partially overcome the ‘hampering diversity’ it is important to identify common elements in the work adult learning professionals do and the key competences that come with carrying out their key activities." (...)
"The Member States recognised this need and the European Commission therefore commissioned a study on key competences of adult learning professionals that can be used as a reference for developing a professional profile for staff working in the sector and thus improving the quality of adult learning. This report presents the outcomes of this study." (...)
"Competences should be understood as a complex combination of knowledge, skills and abilities/attitudes needed to carry out a specific activity, leading to results. Knowledge should be understood as a body of facts, concepts, ideas, principles, theories and practices related to a field of practice, work or study. Skills should be understood as a capacity learned or acquired through training in order to perform actions by applying knowledge. Abilities/attitudes should be understood as the physical, mental or emotional capacity to perform a task." (...)
"A) Generic competences: These generic competences are competences that are relevant for carrying out all activities in the adult learning sector. Every professional working in the sector ought to possess these competences regardless of whether they carry out teaching, management, counselling or administrative activities. The cluster of generic competences consists of seven competences as can be seen in figure 1.1. Hereunder they are described in a bit more detail: A1) Personal competence in systematic reflection on one's own practice, learning and personal development: being a fully autonomous lifelong learner. A2) Interpersonal competence in communicating and collaborating with adult learners, colleagues and stakeholders: being a communicator, team player and net- worker. A3) Competence in being aware of and taking responsibility for the institutional setting in which adult learning takes place at all levels (institute, sector, the profession as such and society): being responsible for the further development of adult learning. A4) Competence in making use of one's own subject-related expertise and the available learning resources: being an expert. A5) Competence in making use of different learning methods, styles and techniques including new media and being aware of new possibilities and e-skills and assessing them critically: being able to deploy different learning methods, styles and techniques in working with adults. A6) Competence in empowering adult learners to learn and support themselves in their development into, or as, fully autonomous lifelong learners: being a motivator. A7) Competence in dealing with group dynamics and heterogeneity in the background, learning needs, motivation and prior experience of adult learners: being able to deal with heterogeneity and groups. The first three competences (A1-A3) deals with aspects in relation to being a professional, while the last four competences (A4-A7) are more focused on pedagogical / didactical competences." (...)
