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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.

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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

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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.

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E-Learning
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Education transitions, school to work transitions, life transitions and pathways

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

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Literature and Materials related to Entrepreneurial Skills

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Learning Region | Learning City

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

Folder 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.

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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)

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Project development, implementation and evaluation

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

Folder 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.

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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.

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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.

Folder 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,

Folder 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.

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Tagged in: crisis

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pdf Mapping and unifying the Greek geographies of resistance in times of crisis

By Tagged in city, crisis, greece, learningcity, learningregion 1 download

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Mapping_and_unifying_the_Greek_geographi.pdf

Andritsos Thanos, Velegrakis Giorgos Geography Department, Harokopio University Athens Greece, from 2009 onwards, became the epicenter of the global financial crisis and turned into a social laboratory with the implementation of extreme unpopular austerity measures together with the so-called fast-track mega-development projects as a “treatment” against the crisis. On the other hand, very intense social struggles arise. These struggles have their origins in different social strata, geographical scales, political views and perspectives. The international bibliography seems to focus on highlighting unilaterally only certain aspects (such as the mobilization in the squares of “aganaktismenoi”, experiments of self-organization and social solidarity, local and environmental struggles, workers' strikes, the electoral rise of the left, etc.) and lack in an overall picture and perspective. According to our view the theoretical and political questions that arise from all these struggles are: “How these local and apparently “independent” struggles contribute to a common anti-systemic political project and seek for alternatives?”; “In which way do they built different forms of democracy at different scales (local/regional/national)?”; “Are there possibilities for an establishment of different power relations?” In this context, there is a need for the academics to research all the major battles as moments in the evolution of the entire Greek society and the sociopolitical struggle within it. Therefore, this paper aims to answer the above mentioned questions by describing and analyzing the most important struggles in Greece in the years after the first memorandum and highlighting the key aspects that unify them in addition to their international importance and effect.