Ordner Document Library

Ordner Communities of Practice

Communities of Practice

This category holds discussion and research papers related to the topic of communities of practice, in particular how to build, cultivate and sustain communities of practice.

Ordner Creativity and innovation

Creativity and innovation

Creativity is the prime source of innovation, which in turn is acknowledged as the main driver of growth and wealth creation, as key to improvements the social field and as an essential tool in addressing global challenges such as climate change, health care and sustainable

Ordner Developing skills and transversal key competences, bridging the world of work

Developing skills and transversal key competences, bridging the world of work

The European Union defines eight key competences: communication in the mother tongue, communication in a foreign language, mathematical competence and basic competences in science and technology, digital competence, learning to learn, social and civic competence, sense of initiative and entrepreneurship as well as cultural awareness and expression.

Ordner E-Learning

E-Learning
Using new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration.

Ordner Education transitions, school to work transitions, life transitions and pathways

Education transitions, school to work transitions, life transitions and pathways

Concepts and approaches to guiding people of all ages through change.

Ordner Entrepreneurial Skills

Literature and Materials related to Entrepreneurial Skills

Ordner Learning Region | Learning City

Learning Region | Learning City

Promoting learning partnerships on local and regional level in order to build meaningful contexts for social and economic innovation.

Ordner Lifelong Learning - General Themes and Topics

Lifelong Learning - General Themes and Topics

Lifelong learning may be broadly defined as learning that is pursued throughout life: learning that is flexible, diverse and available at different times and in different places. The European Commission (2001) found that lifelong learning has “Four broad and mutually supporting objectives: personal fulfilment, active citizenship, social inclusion and employability/adaptability”. In this regard, lifelong learning has lifewide dimensions that transcend narrow economic and vocational aspects.

Ordner Lifelong learning policies

Lifelong learning policies

Lifelong policies has many facets. However, its major aim might be seen in the continuously support process of stimulating and empowering "individuals to acquire all the knowledge, values, skills and understanding they will require throughout their lifetimes and to apply them with confidence, creativity and enjoyment, in all roles circumstances, and environments.” (Watson 2003)

Ordner Project development, implementation and evaluation

Project development, implementation and evaluation

This category holds documents related to initiating, planning, management, monitoring and completion of projects.

Ordner Promoting social and economic cohesion through advanced adult education opportunities

Promoting social and economic cohesion through advanced adult education opportunities

According to the European Agenda for Adult Learning adult education shall promote equity, social cohesion and active citizenship through participation in social and cultural learning for personal development and fulfillment.

Ordner Quality Assurance in Education & Training

Quality Assurance in Education & Training

The European Quality Assurance Reference Framework (Reference Framework) is designed to promote better vocational education and training by providing authorities with common tools for the management of quality.

Ordner Senior and intergenerational learning

Senior and intergenerational learning

The ageing of the population is one of the significant transformations being experienced in European societies and a critical social policy issue facing families, governments and communities.

Ordner Serious Games

Serious Games

Serious games are simulations of real-world events or processes designed for the purpose of solving a problem. Although serious games can be entertaining, their main purpose is to train or educate users,

Ordner Validation of Informal Learning

Validation of Informal Learning

Validating non‑formal and informal learning is increasingly seen as a way of improving lifelong and lifewide learning. More European countries are emphasising the importance of making visible and valuing learning that takes place outside formal education and training institutions, for example at work, in leisure time activities and at home.

Dokumente

Markiert in: scotland

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pdf Quality in developing learning cities and regions - A guide for practitioners and stakeholders Beliebt

Von Markiert in adult, city, collaboration, education, Europe, evaluation, germany, guide, handbook, hungary, kingdom, learning, Lifelong, networking, planning, QM, quality, region, romania, scotland, stakeholders, sweden, switzerland, united 712 Downloads

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R3L+ Handbook (extended version).pdf

Eckert T., Preisinger-Kleine R., Fartusnic C., Houston M., Jucevičienė P., Dillon, B., Nemeth, B., Kleisz T., Ceseviciute, I., Thinesse-Demel J., Osborne, M., Wallin, E.

Quality in Developing Learning Cities and Regions. A Guide for Practitioners and Stakeholders

Munich, January 2012, ISBN 978-3-00-037333-6

The concept of Learning Regions, Cities or Communities is very closely connected to the basic ideas of Lifelong Learning. We can find articles about the need for Lifelong Learning in the 1960s (e.g. Dahrendorf, 1965) noting that different terms meaning the same thing were used at that time (education permanente, lifelong education, permanent education etc.). International organizations such as UNESCO, the EU or the OECD played a prominent role in fostering the idea and principles of Lifelong Learning (Dohmen, 1996). In 1970 Paul Lengrand published principles of lifelong education supported by the UNESCO-initiative during the “International Year of Education”; the Faure-Report (1973) strongly recommended strengthening the relevance of informal learning and proclaimed lifelong learning as a ‘master concept’ for educational policies; and, in 1996 a year for Lifelong Learning was celebrated through an initiative of the OECD and the UNESCO.

The development of the Learning Regions-Initiatives was closely connected to these ideas (Goncalves, 2008). In 1973 there was an OECD initiative to establish ‘educating cities’. Seven cities were invited to develop strategies on prioritizing (lifelong) education: Adelaide, Edmonton, Edinburgh, Gothenburg, Kakgawa, Pittsburgh and Vienna. The objective of this event was to improve economic performance through the provision of education and learning.

In the 1980s the term ‘learning city’ became more common and this was extended to encompass 'learning communities'. People talking about learning cities were convinced that only people are able to learn but learning happens in and can be supported by cultural and social interactions. This is why and how communities learn because their members share common goals, take efforts to attain them and so seek a common understanding and create shared knowledge. In this sense learning not only leads to better economic performance; it also supports the development of society in a democratic way through social inclusion, environmentally friendly behaviour and so on. According to Goncalves (2008) the idea of learning cities in the 21st century has two key pillars: equity and sustainability. In the last decade learning generally became more and more important: as a political concept in further developing cities and regions from the bottom up and so fostering sustainable development and active citizenship; as a concept to reduce inequality in our society; and – last but not least – as a concept to support economic development.

An overview of lifelong learning developments recognises that they align with other contemporary socio-economic issues such as: the development of a knowledge economy/society, increasing globalization and individualization, sustainability and demographic change. Goncalves (2008) and Osborne (2011) provide an overview of the association between those developments and the changes in the idea of learning regions or cities. Since an important topic of the R3L+ project is quality we focus briefly on developments in the learning sciences during the last decades believing that those changes had (have) a great influence on what we understand of quality and how we define it

This handbook has been designed to help those who are concerned with the reinforcement of local cooperation, as well as building and managing the learning region or city. It is intended to help lifelong learning practitioners on promoting a common culture of quality in local networks of lifelong learning.

The handbook offers case studies of Learning regions and Cities in Europe, taking into consideration their overall strategy, aims and objectives, framework of action, network architectures and organisational structures. It in particular looks at the various ways in which partnerships are built, means and ways of participation, how goal achievement is ensured, and action taken in order to stimulate the emergence of local "learning cultures”.

pdf R3L+ Case Study: Dundee Learning City | Scotland

Von Markiert in city, dundee, learningcity, learningregion, region, scotland

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04 - R3L+ Background Report Scotland.pdf

This case study describes the main features of the Learning City of Dundee , Scotland, with a particular focus on:

  • functioning of educational networks within the broader context of educational systems,
  • collaborative patterns,
  • assets and delivery of educational goods and services
  • quality issues concerned.

The case study has been produced in the framework of the Grundtvig project R3L+ (Quality in developing Learning Cities and Regions).