Within the Erasmus+ project Common European Numeracy Framework (CENF) (2018-2021) a framework was developed on numeracy in response to the challenges and needs of the 21st century.
DOCUMENT
This work draws on the Programme for the International Assessment of Adult Competencies (PIAAC) survey. Last year a first review was conducted on the PIAAC Numeracy Framework (Tout. et al., 2017). In 2018 and 2019 the framework for the second cycle of PIAAC will be developed. This second cycle of the PIAAC survey aims to update the data about the numeracy skills of adults in different countries around the World (Hoogland, Díez-Palomar, Maguire, 2019). The objective of this paper is to highlight some relevant findings from literature on the concept numeracy in order to discuss a potential enrichment of the PIAAC Numeracy Assessment Framework (NAF).
LINK
Formative assessment (FA) is an effective educational approach for optimising student learning and is considered as a promising avenue for assessment within physical education (PE). Nevertheless, implementing FA is a complex and demanding task for in-service PE teachers who often lack formal training on this topic. To better support PE teachers in implementing FA into their practice, we need better insight into teachers’ experiences while designing and implementing formative strategies. However, knowledge on this topic is limited, especially within PE. Therefore, this study examined the experiences of 15 PE teachers who participated in an 18-month professional development programme. Teachers designed and implemented various formative activities within their PE lessons, while experiences were investigated through logbook entries and focus groups. Findings indicated various positive experiences, such as increased transparency in learning outcomes and success criteria for students as well as increased student involvement, but also revealed complexities, such as shifting teacher roles and insufficient feedback literacy among students. Overall, the findings of this study underscore the importance of a sustained, collaborative, and supported approach to implementing FA.
DOCUMENT
The overall purpose of this consultancy was to support the activities under the Environmental Monitoring and Assessment Programme of the UN Economic Commission for Europe (UNECE) in developing the 7th pan-European environmental assessment, an indicator based and thematic assessment, implemented jointly with the United Nations Environment Programme (UNEP) and in support of the 2030 Agenda for Sustainable Development. The series of environmental assessments of the pan-European region provide up to-date and policy-relevant information on the interactions between the environment and society. This consultancy was to:> Draft the input on drivers and developments to chapter 1.2 of the assessment related to the environmental theme “4.2 Applying principles of circular economy to sustainable tourism”.> Suggest to UNECE and UNEP the most policy relevant indicators from UNECE-environmental, SDG indicators and from other indicator frameworks such as EEA or OECD for the environmental theme for the sub-chapter 4.2.> Assess the current state, trends and recent developments and prepare the substantive part of sub-chapter 4.2 (summary - part I) and an annex (part II) with the detailed analysis and findings.
In the last decade, the automotive industry has seen significant advancements in technology (Advanced Driver Assistance Systems (ADAS) and autonomous vehicles) that presents the opportunity to improve traffic safety, efficiency, and comfort. However, the lack of drivers’ knowledge (such as risks, benefits, capabilities, limitations, and components) and confusion (i.e., multiple systems that have similar but not identical functions with different names) concerning the vehicle technology still prevails and thus, limiting the safety potential. The usual sources (such as the owner’s manual, instructions from a sales representative, online forums, and post-purchase training) do not provide adequate and sustainable knowledge to drivers concerning ADAS. Additionally, existing driving training and examinations focus mainly on unassisted driving and are practically unchanged for 30 years. Therefore, where and how drivers should obtain the necessary skills and knowledge for safely and effectively using ADAS? The proposed KIEM project AMIGO aims to create a training framework for learner drivers by combining classroom, online/virtual, and on-the-road training modules for imparting adequate knowledge and skills (such as risk assessment, handling in safety-critical and take-over transitions, and self-evaluation). AMIGO will also develop an assessment procedure to evaluate the impact of ADAS training on drivers’ skills and knowledge by defining key performance indicators (KPIs) using in-vehicle data, eye-tracking data, and subjective measures. For practical reasons, AMIGO will focus on either lane-keeping assistance (LKA) or adaptive cruise control (ACC) for framework development and testing, depending on the system availability. The insights obtained from this project will serve as a foundation for a subsequent research project, which will expand the AMIGO framework to other ADAS systems (e.g., mandatory ADAS systems in new cars from 2020 onwards) and specific driver target groups, such as the elderly and novice.
The Dutch Environmental Vision and Mobility Vision 2050 promote climate-neutral urban growth around public transport stations, envisioning them as vibrant hubs for mobility, community, and economy. However, redevelopment often increases construction, a major CO₂ contributor. Dutch practice-led projects like 'Carbon Based Urbanism', 'MooiNL - Practical guide to urban node development', and 'Paris Proof Stations' explore integrating spatial and environmental requirements through design. Design Professionals seek collaborative methods and tools to better understand how can carbon knowledge and skills be effectively integrated into station area development projects, in architecture and urban design approaches. Redeveloping mobility hubs requires multi-stakeholder negotiations involving city planners, developers, and railway managers. Designers act as facilitators of the process, enabling urban and decarbonization transitions. CARB-HUB explores how co-creation methods can help spatial design processes balance mobility, attractiveness, and carbon neutrality across multiple stakeholders. The key outputs are: 1- Serious Game for Co-Creation, which introduces an assessment method for evaluating the potential of station locations, referred to as the 4P value framework. 2-Design Toolkit for Decarbonization, featuring a set of Key Performance Indicators (KPIs) to guide sustainable development. 3- Research Bid for the DUT–Driving Urban Transitions Program, focusing on the 15-minute City Transition Pathway. 4- Collaborative Network dedicated to promoting a low-carbon design approach. The 4P value framework offers a comprehensive method for assessing the redevelopment potential of station areas, focusing on four key dimensions: People, which considers user experience and accessibility; Position, which examines the station's role within the broader transport network; Place-making, which looks at how well the station integrates into its surrounding urban environment; and Planet, which addresses decarbonization and climate adaptation. CARB-HUB uses real cases of Dutch stations in transition as testbeds. By translating abstract environmental goals into tangible spatial solutions, CARB-HUB enables scenario-based planning, engaging designers, policymakers, infrastructure managers, and environmental advocates.
