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practitioners, with special reference to educators and trainers of adult educators to‐be. The project has investigated the social and cultural factors that influence the individual formation of initial compe‐tences and qualifications in the field of general adult education, the factors influ‐encing the construction of a professional identity among adult educators‐to‐be, and the relevant policies and practices affecting professionalisation processes in the field of general, vocationally oriented and liberal education. Another development that will assist our network to be strengthened and grow even bigger is the construction of its own website. The website is 80% operational and all information is accessible at a pilot phase. Before officially launching the new website we would like to invite you to visit it at http://www.esrea‐renadet.net and we expect your comments on layout and content so to make it as useful as possible to you. Last but not least, we take this opportunity to announce to you that the first issue of the ‘European Journal for Research on the Education and Learning of Adults’ (RELA) is now available and accessible for downloading at: http://www.rela.ep.liu.se. We would also like to encourage you to make RELA visible through your contacts and networks in which you are engaged, both to potential readers, but also to potential authors. The next issue (nr. 3) of our Newsletter will be released in late March 2011. We therefore would like to invite all of you who wish to make a contribution, to send it by Sunday, March 13, 2011. We sin‐cerely hope that you will enjoy this issue as much as the previous and we look for‐ward to your comments and contribu‐tions.
The Editors
T he volume of information received from colleagues around Europe for this issue was overwhelming, and we
wish to thank you all for your interest and your contributions. In this second issue of our network’s Newsletter the main article is a very interesting re‐search for adult educators, conducted by Professor Bruno Schettini & Assunta Aiello from the University of Naples. There is also a remarkable number and variety of projects, events and publications this time that you will definitely find relevant to your work and interests. We particualrly like to draw your attention to a European initiative on ‘Mainstreaming Intergenerational Soli‐darity’ (MATES) (page 25). This initia‐tive has produced a pan‐European dis‐semination of results of all Intergenera‐tional Projects approved under Grundtvig since 2000. It has also en‐couraged the exploitation and exchange of good practices in the field of Inter‐generational Learning, and improved the quality of education and training of different EU institutions. Main products of the Project are translated in 21 lan‐guages, disseminated to all EU coun‐tries, and non‐EU countries through other institutions. Similar projects (like PALADIN and TRAMP, see pages 6 & 11) are already under way whereas oth‐ers have only just been approved (Back to Work, in page 10). Another very interesting project that is theme‐relevant to the role of adult edu‐cator in Europe has also been com‐pleted. ‘Becoming Adult educators in the European Area’ (BAEA) (page 26) is a project targeting to researchers in the field of adult education, policy makers in field of general adult education, voca‐tionally oriented adult education and liberal education, and adult education
The Official Newsletter of the ESREA Research Network on Adult Educators, Trainers and their Professional Development
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Editors’ NoteEditors’ Note 11 Main articleMain article 22 RemarkRemark 55
ReportsReports 66
Projects & ActivitiesProjects & Activities 99 ESREA NetworksESREA Networks 1414 Conferences & NetworkingConferences & Networking 1616
Issue Nr 2 / 2010Issue Nr 2 / 2010
PublicationsPublications 2121
European InitiativesEuropean Initiatives 2525 Special AnnouncementsSpecial Announcements 2727
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ESREA|ReNaDET Conveners ESREA|ReNaDET Conveners & Newsletter Editors& Newsletter Editors
****** Larissa Jõgi (University of Tallinn | Estonia). http://www.tlu.ee/~larj/http://www.tlu.ee/~larj/
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Wolfgang Jütte (University of Bielefeld | Germany). http://www.werkstatthttp://www.werkstatt‐‐weiterbildung.de/weiterbildung.de/
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Georgios K. Zarifis (AUTh | Greece). http://auth.academia.edu/GeorgeKZarifishttp://auth.academia.edu/GeorgeKZarifis
All information, views and opinions contained in this newsletter are only those of the contributors. ESREA|ReNAdET cannot be held responsible for any use which may be made of the information contained therein.
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Main articleMain article
SSelfelf‐‐narrative in the group narrative in the group From individual history to collective, cultural and social historyFrom individual history to collective, cultural and social history
by prof. Bruno Schettini PhD(1) & Assunta Aiello PhD
in the laboratory Purpose of research The biographical approach is likely to be a shared practice in the international debate, around which you can expect to find similarities and differences and return enriched in their practices. This seems to be, after all, the goal of many con‐ferences that develop this theme and many international projects. Exchanges of this kind can certainly be fruitful but above all, it is important that everyone questions themselves about ideas, not always spelled out and explained, which are the basis of the method you use. The protocols of interven‐tion using the autobiographical method are built keeping in mind the course of the epistemological principles that have long been recognized in literature, but the ways in which they are translated into action by setting specific set may be different. The many experiments made by several parties and narrated by operators and researchers are a testimony. If, up to now, we have been working to develop a theoretical validity of the autobiographical method, revealing the po‐tentials and the limits, it is necessary to find it in the ground of practice which is also the universality of values, built to‐gether with other through fatigue, pleasure and dialogue (3).
To do this, we must give meaning to the practice, which in‐cludes the specific values, recognizable locally that charac‐terizing the different interventions. It was therefore ques‐tioned on epistemological premises, and pedagogical meth‐ods that constitute the reference on which the proposed method was constructed. The purpose of this research was to give voice to the participants in the laboratories through the simple questions that could, on one hand, speak of the triggered processes and on the other to understand what ideas they contribute to generate around the themes of ex‐perience. The route: Laboratory of Pedagogy of writing The laboratory applied the autobiographical methodology in groups, to support the sense of hetero‐and self‐esteem re‐sulting from the writing and talking about themselves in the group. Participants met once a week for a total of 12 meet‐ings. During the first meeting the rules of the set / setting through which we provided guidelines and information about the structure of the autobiographical path were read to the group. The group was first set up to create a positive relational climate. The participants watched some movies from “The Diaries of Sacher” by the Italian director Nanni Moretti, in order to facilitate the activation of a retrospective thought. The film was a strategy to enable the participants to “travel” by revisiting and reconstructing their life story ‐ as D. Demetrio(4) reminds us ‐ autobiography does not come
A utobiography tends to encourage and support the sense of self esteem that is the basis of the ability to redraw their personal story of life in terms of re‐understanding of the previous one,
and in terms of permanent project reformulation of their existence along the course of life as a call to rediscover the 'value added' that can be attributed to their experience of life. This practice, assumes greater importance in the third age of life, when cognitive functions and physical functions decline, and become more present, and labile memory increasingly blurring the sharpness of memories and, more importantly, their connections and, when the sense of self ‐ is understood as the ability to recognize any value ‐ it be‐comes increasingly fragile. At the same time in this phase of life there is a strong desire to be a source of knowledge that one wants to deliver to others, and one starts to want to leave a trace of oneself and of the passage through this world: demands to which the Writing of the own life story can give an answer in terms of social and cultural heritage which we can all share. The autobiographical practice, like other technologies of self‐care, tries to respond to these human requests, encouraging and supporting the person in the reconstruction of life, laboriously constructed within relations with others and with the world around them. To put it in the form of history, however, you must connect before and after, the different parts of oneself and self with others, the constant search of meaning through the unveiling of new skills. The contribution we propose stems from an experience of autobiographical writing aimed to discover the connections found within individual lives and between different life stories, with the purpose of enabling the development of all the narrative possibilities and allow‐ing an experience where they can experience a variety of different ways to tell it. Such a practice of care, for exam‐ple an autobiography, in order to be effective must be sup‐ported by a thought that can look back on itself through a careful observation of the cognitive and emotional aspects triggered over time. Following this direction there is the need to understand what were the ideas that the partici‐pants in the workshop had built around the autobiographi‐cal methodology. Description of participants The group of participants in the workshop consisted of 10 members, male and female, aged between 60 and 71 years old, from different social backgrounds and with a high level of schooling , born and raised in the town of Meta di Sor‐rento (Naples‐I). The participants, as recorded at “Università delle Tre Età” (2), spontaneously joined in the initiative, choosing among several courses, to participate
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directly, but through a path with mandatory steps taken into account in the construction of the proposed workshop. Each participant began to tell others of their times, locations of missing persons known in the city..., helping to create new memories in the other. In fact, a life story told is an instru‐ment of growth and a source of knowledge, not only for its author but also for those who listen who may come back enriched by listening and / or reading, discovering relation‐ships, similarities and differences. And this is the wisdom that each narrator delivers to others, peers or younger than him. The involvement of education and training of the bio‐graphical method is recognized not only for the narrator, who tells his life story, but also for the reader / listener who is stimulated by comparison with others life story, both on a level of recovery of their memories as in terms of reflection. For these reasons, the group was a key component to trig‐ger a connective thought and generate new meanings. After this startup phase, participants were asked to write. Indeed, the autobiography, when writing about yourself, inevitably leads people to confront themselves, and renew the text of their lives through the mediation of the text. From this point on, the participants from time to time wrote their memories at home and read them during the meetings. As the events were made into personal story it become apparent that the frame was based on the individual life stories that have be‐come precious documents for the history of places and facts. In deploying the stories everyone became a witness of his‐tory, confirming and / or specifying the details. The integra‐tion of the different memories and details has helped to give an overall picture of the single narrative. The subjectivity became an objective validity when it moved into the inter‐subjective communication. As such it is an individual and collective heritage. In addition, each personal story was truly the mirror of the individual but also of his social being. The autobiographical rite was, in fact, transformed into a collec‐tive event. The other, absent or present, contributed to other’s history with their voices, “a choir”. And the story of each image was made through the many pictures and many objects and documents brought to witness about what was told. The conductors‐facilitators, for their part, understood the role of solicitors and guides. Their first task was to create a positive and democratic climate to allow the participants to narrate without reviews. This thanks to the development of a “place” arranged to facilitate good relationship and communication, within this, propensity to listen and to learn through self thinking. They tried to be authentic and consis‐tent not denying, in their role, the feelings of others arising within group. At the same time, they practiced the rule of failure. The other important role of the conductor was to constantly monitor the network of communications and interactions that in turn took place, trying to use what was narrated by each participant as a cue to promote interac‐tions and other data, all with the intention of generating new perspectives: outcome of a negotiation between the participants. Their interventions were directed neither to the contents nor the participants but to the processes taking place and to guide them towards the path of self revelation, stimulating a process of reflection and new meaning. Finally,
the conductor‐facilitators, along with other participants, worked things so that three types of effects took place(5): the effect of etero‐esteem, the effect of self‐esteem, and the effect of eso‐esteem. Inquiry procedure At the end of the meetings the participants were asked to answer a questionnaire of 21 open questions. In the first part we asked the participants to think about when they had decided to participate in the laboratory, while the second part asked them to spell out their considerations of the experience itself. Through these simple questions, the participants were asked to express their ideas about the experience, the effectiveness of narrative practice in groups, the links between personal histories and those of others, through collective social and even cultural stories. It was also asked what were the findings which arose from the group experience. We tried to investigate, first, the processes triggered by the experience of autobiographical writing, and to understand what ideas they had been built around the themes of: expectations / attitudes of individu‐als towards the workshop and, in particular, to autobio‐graphical writing, the depiction of the life of each other; the observation of this practice in their daily life, motiva‐tion, group talking and, finally, the role of the conductor‐facilitators. These themes were chosen because they were considered central to the debate on the proposed method. The analysis of the responses was carried out without trying to impose pre‐existing assumptions or con‐cepts or forcing the data to enter into pre‐existing catego‐ries, rather the ideas were permitted to emerge from the data. To this end, we have served a group of three observ‐ers: the two‐conductors and facilitators and a stranger to the laboratory. Results From the Analysis of the responses the participants showed great satisfaction with the laboratory of autobio‐graphical writing, which was also expressed verbally at the end of the meetings. Expectations reported are very dif‐ferent: curiosity, desire to acquire the tools to learn to write his/her life, of being together with others, to achieve time to talk. All expectations indicate that there was a strong desire to take time for themselves and search for a place to live in where they could care for themselves. Autobiographical writing, in particular, is set for the par‐ticipants as the tool that could be rewarding, through which it would be possible to experience what else could happen at the present moment of life. The narrative de‐vice is now designed as a response to treatment. The self‐biographical is configured in this way as the diluted and distributed path way along the arch of life of who learns to ask, through the ritual mentioned, and taking care of themselves between reason, emotions and feelings still exist. In this sense, one participant said: “at first I tried the thrill of writing, in the most pure and simple way, then the thought came.
At the same time, everyone living in the inner desire to be read and understood by others, not to die with the end of his/her physical existence. These two aspects seem to coex‐ist in the individual participants. As for the conductors‐facilitators, it seems that since the first moments they were designed as guides and as stimulators of the skill, not al‐ways acknowledged, to be remembered.
Conclusions In conclusion it may be assumed that the working hypothe‐sis is confirmed by the proposed method. This pilot project has allowed to return several times on the actions facilita‐tors, to see through the eyes of others, backdated to them. It has also enabled the participants to reflect further on: its outcomes, its processes. Therefore, the writing of life sto‐ries through connections, not only allowed the realization of that potential for change that all memories of life contain, at a higher level, but in addition allowed us to bind also the potential of our method, through the connections found between theory and practice. Ours is essentially a connec‐tion between the various internal components and between the different stages of existence and, on top of each unit, the emergency of the relationship between oneself, others and the context. This fostered the sense of wellbeing, se‐renity and openness reported by participants. This was the “challenge” reported by a participant. The “narrative” of self thinking has to read the experience in the first instance as a socio‐cultural contextually determined, organized through a constant research of consequence and intent in those places in which the events narrated took shape. The autobio‐graphical narrative has also taken specific valences repair, institutionalizing, in a sense, those transferal dynamics that are necessary to qualify it as a care‐giving act. This practice was undertaken to refine, not to close, to insert between their experiences and related knowledge, starting over, to make the self‐accounting (J. Bruner), meaning a commit‐ment to take a standing in his commentary on the experi‐ence, (Z. Bauman), experiencing changes, fractures and discontinuities to compose and recompose their lives (M.C. Bateson) production practice that seeks its theorizing (G. Pineau). Participants have rebuilt themselves by giving con‐tinuity to personal identity. In this way it has developed and encouraged a form of learning that triggers a person to stand any chance of change.
—‐ Notes 1 The research was conducted by the prof. Bruno Schettini, chair of General and Social Pedagogy of the Faculty of Psychology, at the Second University of Naples and by Assunta Aiello PhD, at the Chamber of Meta (Naples‐I) at the “Università delle Tre Età”. In this paper, Bruno Schettini is the author of sections n.1, 2, 3. Assunta Aiello is author of sections 4 and 5. 2 L’ “Università delle Tre Età”, is an association that has offices throughout the country and aims to educate, train, inform, do prevention, promotion of research and open up to social committing its adult members, courses and workshops held by experts. 3 FABBRI D. (1990), La memoria della Regina. Pensiero, complessità, formazione, Milano: Guerini Associati, p. 33. 4 Cf: DEMETRIO D. (1998), Pedagogia della memoria, Roma: Meltemi. 5 Cf: DEMETRIO D. (1999), L’educatore auto(bio)grafo, Milano: Unicopli. 6 PINEAU G.(1985), L’autoformation dans le cours de la vie: entre l’étéro et l’écoformation, in « Education Permanente », n.78‐79, pp. 25‐39.
Life, however, was sometimes thought of as a container “with spaces still unemployed”, as “something that has not yet been fully expressed”, or even a landscape as seen through “google map” and on which you cannot zoom . It seems clear the idea of a lack of fulfillment and at the same time it shows the need to be able to ‘play’ with ones own history, recognizing the general sense and the details. Indeed, participants cited as a reason for entering the workshop the need to acquire tools to “know how to domi‐nate and organize the content of their life. Later, after the workshop, everybody related to a change in their way of thinking about life, to life as a “container that goes as fill‐ing gaps with pieces of great value to me”, or as a “stream that descends from a mountain accumulating and about to become a river”‐ and continuing with the quote of one of the participants – “and perhaps loved people want to drink small or large cups on the banks of this river”, and then as a landscape that you can watch from a distance or from nearby. Furthermore, the participants after the experience, acknowledged that the exchange between generations was the object of switching values (“the sense of duty and sacrifice and a stubborn desire”) and not just specific skills. Each person also spoke of the strong dependencies (“links”") with the “homeland” with “ideas” of people en‐countered over a lifetime. In fact, the group in general be‐gan to recognize that the most important legacy of previ‐ous generations, was to convey a mode of being in the world that informed them about their lives. The impor‐tance of the narration of their life stories, in fact, can be recognized where they can find aspects of deviance and conformity and connections between their personal history in the process of unification or juxtaposition of the plurality of each existential. G. Pineau(6) states, in fact, that only through the revelation of personal dependency to others (etero‐formation) and from places (eco‐formation) owner‐ship of its formation is achieved (self). Regarding the condi‐tion of narrating in a group, it seems that for some, it was difficult, however soon overcome, while for others it was a source of gratification. All members of the group saw the laboratory as a place to share and a source of very strong stimulus. The strong desire to tell his/her life story to oth‐ers, to be able to deploy was the engine of this experience. Witness to its history is revitalizing an incentive to learn new ways of being, and simultaneously operate self‐identification among their belongings and their own singu‐larity. In an interpersonal autobiographical prospective memories become, next to the feature of construction equipment, also a way to meet the needs of each person to feel emotionally and intellectually connected with others: “I was taught to listen carefully to what others say, and to comply more strictly to the opinions of others”; “I have learned to share”. And this is the social function of autobio‐graphical memory. As evidenced by the literature and as often happens in autobiographical groups, it can happen that when people meet for the first time, they struggle to feel part of something more than just a pool, and only later, through the establishment of a “closeness” mostly relational, promoted by the trainer, you create the group.
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ACTION TIME: THE DISABILITY MOVE‐ACTION TIME: THE DISABILITY MOVE‐MENT URGES THE EU TO WALK THE MENT URGES THE EU TO WALK THE
TALK NOWTALK NOW ******
Madrid, 09 May 2010
T he 14th Annual General Assembly of the Euro‐Euro‐pean Disability Forum (EDF)pean Disability Forum (EDF) was marked by the adoption of the emergency resolution on the eco‐nomic crisis in Europe and the need to adopt long
term policies, in particular the Disability Pact as part of the Europe 2020 strategy. Francisco Moza, Spanish Secretary of State for Social Af‐fairs, addressed more than 200 representatives from na‐tional federations and European disability associations. Mr Moza reassured persons with disabilities and their families of the current EU Spanish Presidency’s commitment to advance work in disability policies, in close cooperation with the disability movement. EDF believes that the crisis was caused by irresponsible lending and unacceptable negligence by those in charge of the financial institutions and regulatory bodies of the world. The emergency resolution adopted urges the Euro‐pean governments to make sure that people with disabili‐ties do not pay for the national budget crisis, by severe cuts in their income and support services. Yannis Vardakastanis EDF President reminded that 1.364.984 citizens have called for comprehensive protec‐
RemarkRemark f rom the European Disabi l i ty Forumfrom the European Disabi l i ty Forum
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INTERESTED IN ADULT EDUCATION AND VET RESEARCH IN EUROPE?INTERESTED IN ADULT EDUCATION AND VET RESEARCH IN EUROPE? You will find useful information and many activities of European Networks You will find useful information and many activities of European Networks
other to ESREA|ReNAdET by visiting the websites below other to ESREA|ReNAdET by visiting the websites below ******
•• WIFO Gateway to Research on Education in Europe WIFO Gateway to Research on Education in Europe The Research Forum in collaboration with European experts. Accessible from: http://www.b.shuttle.de/wifo/index.htm
•• Network to Support VET Trainers in Europe Network to Support VET Trainers in Europe The Network of Trainers in Europe is a result of a Leonardo funded project which aims to establish linkage between re‐searchers and practitioners of VET training across Europe. Accessible from: http://www.trainersineurope.org/
•• TTNetTTNet ‐‐ Teachers and Trainers NetworkTeachers and Trainers Network The training of trainers network (TTnet), located in 22 countries, was established by Cedefop in 1998 as a pan European forum for key players and decision makers involved in the training and professional development of vocational teachers and trainers. Accessible from: http://www.cedefop.europa.eu/EN/about‐cedefop/networks/teachers‐and‐trainers‐network‐ttnet/index.aspx
•• VET & Culture NetworkVET & Culture Network An international, voluntary association of senior and junior researchers and students, who wish to practice cross‐cultural, independent and critical research, debate and academic teaching about relations between education, work and politics. Accessible from: http://www.peda.net/veraja/uta/vetculture •• VETNETVETNET The European Research Network in vocational education and training, part of the European Education Research Associa‐tion (EERA). Accessible from: http://www.vet‐research.net/
tion of the rights of persons with disabilities in the Euro‐pean legislation; and they are still looking for a concrete answer from the European institutions. Mr Vardakastanis, urged the EU institutions and Members States to go from declarations to achieving specific goals: “The time for action has come: it is now the moment to include the Disability Pact in Europe 2020, the EU strategy for the next decade, the time to ratify the UN Convention on the rights of persons with disabilities, and to adopt a strong anti‐discrimination directive.” The President of EDF referred to the next inter‐ministerial European meet‐ing on disability in less than two weeks time, and called on all ministers to deliver concrete results. “Nothing about us without us is the essence of the disability movement: through our collective work and through our personal commitment at local, national and European level, we will continue to improve the life of persons with disabili‐ties” said Mr Vardakastanis addressing the 200 participants. “The disability movement is ready and willing to speak with one voice and live up to the expectations of more than 65 million Europeans with disabilities.”
—‐ Notes This abstract is available at the EDF’s webpage: http://www.edf‐feph.org/Page_Generale.asp?DocID=13855&thebloc=24440 Download the EDF emergency resolution on the economic crisis Check all photos from the General Assembly online Download the media release of the EDF General Assembly Madrid Contact EDF: Aurélien Daydé | communication and media officer | M +32 485 64 39 93 | aurelien.dayde@edf‐feph.org
Vilija Lukosuniene Vilija Lukosuniene reports from Lithuaniareports from Lithuania
STEPS STEPS TOWARSTOWARS RECOGNITIONRECOGNITION
OFOF COMPETENCIESCOMPETENCIES International conference of IBAK International conference of IBAK was organised on May 6was organised on May 6‐‐7 2010 7 2010
in Bratislava, Slovakia.in Bratislava, Slovakia. ******
T here were two main questions of the confer‐ence: how and where the informally obtained competencies are evaluated and recognized; and which examples of other countries can we
as project participants bring back home? Project “Identification, Assessment and Recognition of Informally Acquired Competences” (IBAK) is funded by EU Lifelong Learning Programme and is implemented by partners from Austria, France, Germany, Lithuania, Netherlands, Slovakia and Switzerland. Project aims to stimulate adult education institutions, their manage‐ment staff and teaching professionals to develop the ideas of lifelong learning, to foster specific methodical competencies by applying in practice already tried and trusted methods. The conference in Bratislava was one of the steps towards the project goal. Sixty adult educa‐tors from seven European countries participated in the conference. During two days of the conference they dis‐cussed how to attract more attention to informally ob‐tained competencies. Conference was welcomed by the representative of the Ministry of Education of the Republic of Slovakia The leader of the project Marcus Flachmayer presented the project idea. First day the participants had the opportu‐nity to be acquainted with experience of participating countries. Ruth Eckhardt and Veronique Hauser presented the situation in Switzerland and concrete method of training of educators “AdA”. Laurent Michel and Angèle Rieffel (France) told about the method Validation des Acquis de l’ Expérience. Henk Mulder presented the EVC‐code method, which is used in Netherlands as wide quality management sys‐tem. Dr.Aušra Fokienė acquainted the participants with the situation of recognition of informal learning in Lithuania and presented several examples of recognition of infor‐mal learning and prior experience in Lithuanian universi‐ties. Parallel seminars were organized on the second day for more detailed discussions of different methods of recognition of informal learning. Heike Honauer and Ortrud Harhues (Bildungswerk der
Katholischen Arbeitnehmer‐Bewegung (KAB) im Bistum Münster) discussed recognition of competencies of voluntary work. Dr. Julius Matulcik (Comenius Universität, Bratislava) pre‐sented the methodology of evaluation of family competen‐cies. Klaudius Šilhár (Akadémia Vzdelávania, Bratislava) analyzed the situation of recognition of informally acquired compe‐tences in the context of new Law on Education of Adults. Theresia Brettl and Stefanie Moor (Burgenländischen Volk‐shochschulen, Austria) presented practical experience in ap‐plying the methods “CH‐Q Kompetenzmanagement“ and “Kompetenzbilanz Tirol. In closing remarks project leader Marcus Flachmayer indi‐cated that the conference presented many opportunities for learning from each other and created base for closer co‐operation in the future.
—‐ The results of the conference and materials pre‐pared by partners will be presented in interna‐tional compendium and will be placed in the
website of the project: www.competences.info
Reports Reports
Teresa Almeida PintoTeresa Almeida Pinto reports from Portugalreports from Portugal
ADULT EDUCATION AND LOCAL ADULT EDUCATION AND LOCAL
DEVELOPMENT: PROMOTING ACTIVE DEVELOPMENT: PROMOTING ACTIVE LEARNINGLEARNING
PALADIN PALADIN Conference organised on Conference organised on 19 19 June 2010 June 2010 in Sofia, Bulgaria.in Sofia, Bulgaria.
******
T he Conference of PALADIN took place in 19 June 2010 in Sofia – Bulgaria in Hotel Rodina. The topic of the conference that was very well organised by the Bulgarian partner Dr. Tchavdar Roussev
(bulmonte@mail.bg) and the Association For Development of Mountain Municipalities of Republic of Bulgaria, was “Adult
Education And Local Development Promoting Active Learning”. The objective was in the field of empowerment self‐directed learning especially in prevention of diseases of social importance and
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make EU Policies for adult learning more visible and a good practice example to the world. A framework for more inten‐sive exchange on specific issues was established by the workshops and the outcomes and recommendations of every single activity were considered for the final outcomes of the conference. The Suggested Amendments Hundreds of Amendments were submitted by National Delegations and several caucuses working during the Con‐ference to the Secretariat. The amendments that were sub‐mitted by the Greek Delegation to the Conference Secre‐tariat included to foster transnational cooperation through projects and networks for sharing know‐how and innovative practice, and to consider new and opening up existing transnational funding programmes for literacy and adult education, along the lines of the actions taken under the EU‐LLL Programme. The Disputable Issues These included the definition of Adult (youth & adults in some UNESCO Regions); the role of the State in ADL; the role of the civil society; education being a fundamental Hu‐man Right or not; setting up indicators and benchmarks in ADL. Furthermore there were some ‘Refused Issues’ raised by the Civil Society. These included the call of for an in‐crease in the investment in ADL to 6% of the educational budget, and the 12‐year rhythm of CONFINTEA’s and the suggestion to shorten this period. The Key Messages Some of the key messages of this meeting include the fol‐lowing: Literacy is the most significant foundation upon which to build comprehensive, inclusive and integrated life‐long and life‐wide learning for all young people and adults; Greater political recognition has not paved the way for ef‐fective political action in terms of ADL policy prioritization, integration and allocation of adequate resources, either nationally or internationally; There was a general feeling of the “world facing various types of crises”; Adult learning and education remain chronically underfunded and under‐valued; The role and place of ADL in LLL continue to be un‐derplayed; ADL remains a fragmented field; Financing is not sufficient and sustainable; Quality is under question; Lack of professionalization of educators; ADL policy development is undertaken in isolation; Integrated approaches are missing; Lack of monitoring, evaluation and feedback mechanisms; High illiteracy rates still persist. Suggestions for the Future Revisit the concept of ‘The Adult Learner’; Further develop the priorities of the current Agenda; and expand the Con‐tent Areas to include: adult literacy as a separate policy is‐sue, early school leavers as a priority target group, ADL for poverty eradication, qualitative measurement of progress, active ageing 65+.
—‐ Both the Final Report (in English and French) and the final revised Both the Final Report (in English and French) and the final revised Belém Framework for ActionBelém Framework for Action (trilingual English, French and Spanish (trilingual English, French and Spanish
version) are now available for download on the UIL and CONFINTEA VI version) are now available for download on the UIL and CONFINTEA VI websites. websites.
*** Hard copies of the publications can be ordered from UIL Publications De‐
partment at the following e‐mail address: c.sebastiani@unesco.org
Page Page 77
quality of life. The top Bulgarian governmental bodies, medical universities, and local authorities will be involved. The First Panel in the morning enabled the participants to discuss on the Activation of the participation of civil society at regional and local levels for ongoing dialogue on vocational training as a way to overcome the effects of global economic crisis. The Second Panel was in the afternoon and it was devoted to the Empowerment of self‐directed learning in prevention of diseases of social importance and quality of life. The key question was “how to make health promotion programs for older people successful?” Recommendations for people who would like to set up health promotion initiatives for older people. The official languages of the conference were Bulgarian and English. Translation was provided to all delegates.
—‐ To read the full program please visit the Paladin
website: http://projectpaladin.eu ******
The next PALADIN Conference will take place on 16th The next PALADIN Conference will take place on 16th November 2010 in the European Parliament in BrusselsNovember 2010 in the European Parliament in Brussels
Magda Trantallidi Magda Trantallidi (Greek representative to CONFINTEA VI)(Greek representative to CONFINTEA VI)
reports from Greecereports from Greece
OUTCOMES OF THE CONFINTEA VIOUTCOMES OF THE CONFINTEA VI Living and Learning for viable future: some sug‐Living and Learning for viable future: some sug‐
gestions for European policy developmentgestions for European policy development ******
T his was one of the biggest Interna‐tional events for adult education and learning with 1500 participants from 156 countries. GRALE‐Global Report
on Adult Learning and Education is proposed to be a reference document, advocacy tool, an input document to CONFINTEA VI, a standard for accountability and a continuous global reporting mecha‐nism on adult learning and education. “The BELEM Frame‐work for Action” which underlines the right to an education
that should meet the needs of the individuals and those of the society. Recommendations having common value and relevance around the globe were laid down. There was consider‐able input of the civil society to the final docu‐ment with significant gains in concretisizing the key issues and acknowledgements. EU
national delegations were lobbying among themselves and with EAEA representatives to formulate amendments to
Simon Broek Simon Broek reports from the Netherlandsreports from the Netherlands
STUDY ON KEY COMPETESTUDY ON KEY COMPETENCES NCES OF ADULT LEARNING PROFESSIONALSOF ADULT LEARNING PROFESSIONALS Contribution to the development of a reference Contribution to the development of a reference framework of key competences for adult learn‐framework of key competences for adult learn‐
ing professionalsing professionals Final reportFinal report
******
R esearch voor Beleid is pleased to present the final report of the study on key competences of adult learning professionals. The professional develop‐ment and the improvement of the quality of adult
learning staff have been recognised as a priority at European level. However, at European and national levels there is not always a clear view of the competences needed to fulfill the professional tasks in adult learning, partly due to the diver‐sity of the field. In several European countries, competence profiles and standards for adult learning staff (referred to hereafter as adult learning professionals) have been devel‐oped and implemented, although their scope of application differs considerably between institutional and regional lev‐els. Therefore, the European Commission decided to finance a study on key competences for adult learning staff. The aim of this study is to come up with a set of key competences which can functions as a reference for Europe and which can be used by Member States on a voluntary basis. This study has been carried out by Research voor Beleid in partnership with the University of Glasgow, University of Thessaloniki, and the University of Leiden. During the last year the research team has studied a large number of docu‐ments on the duties, tasks, responsibilities, roles, compe‐tences and work environments of adult learning profession‐als, described them in a narrative, organised an expert meet‐ing for modeling the key competences and discussed the outcomes of this modeling exercise with a broad group of stakeholders all over Europe. Overall the research team’s opinion is that this study has triggered an intensive and stimulating professional debate, and we are confident that the set of key competences could play an important role in structuring future debates and developing policies for im‐proving the quality of adult learning. This study would not have been possible without the coop‐eration of numerous stakeholders in the field of adult learn‐ing. Therefore, the research team would like to thank all the respondents around Europe for their willingness to cooper‐ate in this study by providing feedback on the set of key competences. Moreover, the research team would like to thank the steering committee for their support during the study and for their valuable remarks on the draft version of the report. The final report contains the outcomes of the study. Chapter
1 presents as an executive summary the set for key com‐petences of adult learning professionals. Chapters 2 to 6 contain the report on the study on key competences of adult learning professionals. Chapter 7 and 8 provides in‐formation about the sources and literature used in this study. In the last chapter a short description is given of the educational programmes and job descriptions used to ground the set of key competences in empirical reality. These educational programmes and job descriptions have been taken up as case‐studies in the report.
—‐ More information on the study can be ob‐
tained from the following website: http://ec.europa.eu/education/more‐
information/moreinformation139_en.htm ***
The final report is accessible for downloading at:
http://ec.europa.eu/education/more‐information/doc/2010/keycomp.pdf
This study has been financed by European Commission, DG EAC
Page Page 88 ISSN: 1792‐538X
Issue Nr 2 / 2010
GO! SEE A GameGO! SEE A Game Stimulating European entrepreneurship and en‐Stimulating European entrepreneurship and en‐
trepreneurial attitudes using gamestrepreneurial attitudes using games ******
I would like to draw your attention to this project and to the upcoming course we are organising in Menorca (Spain) in March 2011. GO! GO! (www.g‐o.be/europa) is a partner in Grundtvig multilateral project called SEE A
Game (www.seeagame.eu) which develops games to stimu‐late a spirit of entrepreneurship. An entrepreneurial attitude is essential for adapting to the fast social and economic de‐velopments of our time. See A Game See A Game is a consortium of European educational organisations committed to foster this attitude in a fun and challenging way. Using a set of board games, students discover the value of competing and collaborating. Relevant aspects of entrepreneurial proc‐esses are simulated and entrepreneurial attitudes are stimu‐lated. The target groups/beneficiaries of the games are peo‐ple with entrepreneurial aspirations but playing the games will also help risk groups (e.g. unemployed people and mi‐grants) to integrate better and faster into the European la‐bour market. The first See A Game in‐service training course will be organised in Menorca (Spain) from 20 March 2011 till 27 March 2011, the first and the last dates are travel days. The course is called "Stimulating European entrepreneur‐"Stimulating European entrepreneur‐ship and entrepreneurial attitudes using games" ship and entrepreneurial attitudes using games" and has been published in the Comenius‐Grundtvig Training Data‐base with the reference number "BE‐2011‐149‐002": http://ec.europa.eu/education/trainingdatabase/index.cfm?fuseaction=DisplayCourse&cid=25060 A Grundtvig IST grant can be obtained from your national LLP agency which will cover all costs (travel, fee and sub‐sistence). Deadline for grant applications is September 15th 2010. Find out the contact details of your national LLP agency: http://ec.europa.eu/education/lifelong‐learning‐programme/doc1208_en.htm
—‐ Have a look at the course flyer:
http://www.seeagame.eu/en/outcomes/downloads/doc_download/16‐see‐a‐game‐2011‐
course‐on‐menorca‐spain —‐
For more information and pre‐inscriptions, please contact Mrs Greet Van Riel: greet.vanriel@cvoantwerpen.be
Researching adult distance teaching and Researching adult distance teaching and learning at the Open University of Cy‐learning at the Open University of Cy‐prus and the Hellenic Open Universityprus and the Hellenic Open University
******
T his OUC funded research project is in progress and aims at shedding light on the internal dynam‐ics of learners’ and tutors’ adult professional learning, its context and its occasions, in the
course of an undergraduate and postgraduate distance learning programme of studies run by the Open University of Cyprus and the Hellenic Open University. The proposed project aspires to present an illuminative view of the ‘fine‐grained’ processes that are at work during the organisation and the delivery of the courses. The final purpose is to in‐form the organisation, design, implementation and further development of distance‐learning courses in higher educa‐tion, and contribute towards their future re‐organisation, at a time when the Ministry of Education and Culture in Cyprus has promulgated its intention of an educational restructuring through the comprehensive Lifelong Learn‐ing Strategy in 2007 and the National Strategic Develop‐ment Plan 2007‐2013. Additionally, the presented project will contribute to the debate for the role of the Open Uni‐versity of Cyprus to national development, so that the country can become a national and international centre of education. The research will illuminate the above issues by “voicing” the experiences and perceptions of both learners’ and tutors’ as they embark on an undergraduate and post‐graduate programme of studies at the two case study uni‐versities, the OUC and the HOU. The main activities imple‐mented concern both theoretical and empirical investiga‐tions. The relevant literature is reviewed and, drawing on this, interview protocols are designed and data collected and analysed. Eight tutors and sixteen learners are the key unit of analysis. Tutors and learners are selected from the undergraduate programme in Greek Civilization and the postgraduate programme in Education Studies. Data is collected through semi‐structured interviews and each university’s documentation of the two programmes. The analysis combines a hermeneutic and grounded theory approach.
—‐ More information on this project can be obtained by the
project coordinator Dr Maria Gravani at: maria.gravani@ouc.ac.cy
Projects & ActivitiesProjects & Activities
Page Page 99
A KIT FOR SURVIVING EUROPEAN A KIT FOR SURVIVING EUROPEAN PROJECTSPROJECTS
Managing multilateral projects in the LLPManaging multilateral projects in the LLP ******
T he publication’s title “Survival Kit” may sound a little “sarcastic”, but many educators who got in‐volved and sometimes entangled in EU‐funded projects have felt the need for tailor‐made project
management support in their endeavour. This is what the “Survival Kit” – which is the second of its kind – aims to pro‐vide for actors in Multilateral Projects in the European Un‐ion’s Lifelong Learning Programme (LLP). Much of its con‐tent will be useful for other types of transnational co‐
You want less trouble You want less trouble with EU red tape? with EU red tape?
Go to the following website and sign the declaration along with several
thousands of colleagues who have done so already.
http://www.Trusthttp://www.Trust‐‐Researchers.euResearchers.eu
Page Page 1010
operation, too. The “Survival Kit” is itself the product of a LLP‐funded project lead by the Austrian education and consultancy provider “die Berater”. The publication is available in print (English), and as PDF document in Eng‐lish, German, French, Romanian, and Italian. It can be downloaded free of charge from the website www.european‐project‐management.eu, together with many useful project management tools: templates, exam‐ples and resources like partner agreements, planning forms, reporting sheets, checklists, or aids for evaluation and dissemination. Many stakeholders, consulted in a focus group process, contributed to the publication and tools by sharing their experiences, practice examples and support tools they found useful.
—‐ For more information on this project contact
the project coordinator: Holger Bienzle
Survival Kit Project Coordinator die Berater® Unternehmensberatung
Wipplingerstraße 32/Top 23‐26 A‐1010 Vienna
Tel.: +43 1 532 45 45‐1162 Fax: +43 1 532 45 45‐1145
E‐Mail: h.bienzle@dieberater.com www.dieberater.com
BACK TO WORKBACK TO WORK Counseling returning migrants Counseling returning migrants
and unemployedand unemployed ******
T his is a very recently approved Leonardo da Vinci transfer of innovation project that will begin very soon. The project which is co‐ordinated by IREA aims to enable the persons dealing with unem‐
ployed with the necessary counseling skills and instru‐ments for facilitating the valorization of their previous experience and competences gained in different contexts. The main target group of the project is the persons from the unemployment offices having the responsibility of giving counseling and orientation to those unemployed. Counseling in the view of valorization of previous experi‐ence and competences gained in different contexts is quite a new practice even if national competence assess‐ment systems exist for some time now or are to be devel‐oped in the near future.
—‐
More information on the project’s kickMore information on the project’s kick‐‐off off meeting and more details will be available in meeting and more details will be available in
our next newsletterour next newsletter
ISSN: 1792‐538X
Issue Nr 2 / 2010
TRANSNATIONAL MOBILITY TRANSNATIONAL MOBILITY OF OLDER PEOPLE OF OLDER PEOPLE
Working in teamwork projects in craftsWorking in teamwork projects in crafts ******
T he aim of the project is to facilitate access to Europe for elderly people with limited foreign lan‐guage skills, and to increase transnational mobility within Europe. Given demographic changes, the
EU wants to promote the potential of elderly people through “Active Ageing”. On the one hand, the employabil‐ity of elderly citizens should remain preserved and on the other, possibilities of working on a voluntary basis upon re‐tirement should be given. At the heart of the TRAMP pro‐ject, there are transnational manual‐oriented team projects. The central idea is, within an exchange context, to select a work and product‐oriented focus so that participants can come together via a common working. Getting to know each other is simplified and language imbalances between participants are evened out through complementary non‐verbal possibilities of understanding via practical work on a common task. In addition, the participation of younger peo‐ple creates an inter‐generational avenue. Products and Results: •Kick‐off‐meeting, Workshops, Transfer conference: "Exchanging Know‐how", Exchange programmes •Network of 80 players •Video documentation / Video 25.sec •Recommended action (for exchange programmes/the role of a possible agency) •Methods and strategy set for transnational exchange pro‐grammes with the elderly •EU‐Seminar: European Exchange Projects with the Elderly •Data bank mit intergenerational European Projects •Documentation und Publication of Results The project began on 15th December 2007 and will finish on 15th December 2009. Under the co‐ordination of Arbeit und Leben, various institutes of further education, including uni‐versities, and organisations for the elderly from Germany, France, Austria and The Czech Republic are involved.
—- Project details are available at: http://tramp.aulnrw.de/
index.php?id=23&L=1
This project is sponsored by the EU Programme for Employment and Social Solidarity 2007‐2013. The information contained in this publication does not necessarily reflect the position or opinion of the European Commission.
RESYFACRESYFAC Reference System for Facilitators of Learning Reference System for Facilitators of Learning
******
A lmost all European training systems are going through a change process to adapt to the de‐mands and needs of companies being under high pressure to be able to deal with a globaliz‐
ing world. Especially SMES have to make big efforts to keep their HR updated and to keep the business competi‐tive. This is the reason why VET providers need to move themselves from traditional training methods towards learning approaches in which the actual problems/situations of companies can become the pedagogical basis of their learning. Facilitation makes informal learning in‐tentional and structured in terms of learning objectives, learning time and support. Facilitation raises the quality of non formal learning and can lead to further formal learning or validation processes (e.g. certification). GENERAL AIM Setting up a Reference System for Facilitators of Learning at a European level which will: • Contribute to the recognition/transparency of this qualifi‐cation and to a sounder and effective mobility in the Euro‐pean space; • Be the basis of a future ECVET System for these profes‐sionals. SPECIFIC AIMS 1. To investigate the possibilities and the variety of facilita‐tion in a cross‐sectoral and cross national field;
2. To investigate how can mobility be an added value to the European recognition of the qualification;
3. To develop a typology of knowledge, skills and compe‐tences;
4. To set up an European Reference System for the qualifi‐cation;
5. To develop a validation tool for learning outcomes; 6. To establish a Fora of consultation putting in place test‐ing scenarios;
7. To establish an Internet portal; 8. To disseminate the project results and empower target groups.
TARGET GROUPS • Training providers; • SMEs in which external and internal facilitators are per‐forming their work.
—‐ For more information on this project you can visit the
following website: http://www.facilitationsystem.eu/
or contact CECOA ‐ Centro de Formação Profissional para o Comér‐cio e Afins | Vocational Training Centre for the Trade
E‐mail: inova@cecoa.pt | www.cecoa.pt
Page Page 1111
AA lmost lmost 84 million Europeans live at risk of poverty84 million Europeans live at risk of poverty, , which means they face insecurity, and go without which means they face insecurity, and go without what most people often take for granted. Living in what most people often take for granted. Living in poverty may result in a variety of problems, from poverty may result in a variety of problems, from
not having enough money to spend on food and clothes to not having enough money to spend on food and clothes to suffering poor housing conditions and even homelessness. suffering poor housing conditions and even homelessness. Poverty also means having to cope with limited lifestyle Poverty also means having to cope with limited lifestyle choices that may lead to social exclusion.choices that may lead to social exclusion.
EUFACINETEUFACINET
European Facilitators Network European Facilitators Network ******
F acilitating, in gen‐eral terms, in‐cludes characteris‐tics such as assist‐
ing, freeing, aiding, guid‐ing, and empowering learn‐ers in the learning process. On an individual as well as on the level of organisa‐
tions running into challenges or problems and solving them through learning are just two sides of the same coin. The project EUFACINET builds up on the analysis and results of the CompServSME project that yielded a facilitators guideline for promoting work integrated learning. The CompServSME was aimed to support the emergence of a new professional profile for facilitators of training address‐ing SMEs in services sector in order to transform SMEs into learning societies and increase their competitiveness in the global market. A needs analysis conducted in this project showed clearly the value of work integrated learning. It also showed that the lack of qualified facilitators for this kind of learning is a bottleneck. SMEs have a high importance in the European Labour market and should be the focus of activi‐ties. To firmly establish work integrated learning within SME a pool of qualified facilitators is needed. This pool of facilita‐tors has to be trained and supported by adequate material and immaterial provisions. The project EUFACINET aims to transfer innovation and piloting a new learning approach, in which the main actors are the learners themselves, supported by a new professional – the facilitator. Therefore it aims to support the transfer of a new professional profile for facilitators of training addressing directly SMEs, by further developing, and testing a package of methodol‐ogy and instruments for facilitators of learning processes, more adequate to lifelong learning processes and by build‐ing up a European Community of Practice of Facilitators. The project’s results include the following: Facilitation Guide (printed and an electronic version ‐ CD ROM and on‐line via electronic platform) with practical tools supporting the facilitation of learning in enterprises. The new version will be extended with 2 new modules for mak‐
Page Page 1212
ing learning processes more systematic: • on assessment and validation of competencies • on evaluation of learning outcomes Electronic Resource Platform for Facilitators of LLL in Europe targeted to facilitators and all those who are inter‐ested in the project products and activities. All the materi‐als produced will be available on the project web portal. Database, which will include information on stakeholders and cooperating organisations. European Community of Practice of LLL facilitators ‐ Interactive online community.
—‐ For further information on this project you can
visit the website: http://www.facilitatinglearning.eu/
or you can contact National Association of Small and Medium
Business ‐ NASMB 14‐A Nikolay Gogol str., 124 Sofia, BULGARIA
+ 359 2 4914212/13 www.nasmb‐bg.org
ISSN: 1792‐538X
Issue Nr 2 / 2010
MOTIVMOTIVATION FOR CHANGEATION FOR CHANGE Dealing with motivational problems in Dealing with motivational problems in
educationeducation 88‐‐14 May 201114 May 2011 Lecce Lecce ‐‐ Italy Italy
******
A re you a teacher, a trainer, a youth worker, a so‐cial worker, a facilitator of learning and moti‐vated to jump into motivation? Join us in the south of Italy in Lecce, Puglia from 8‐14 May
2011. Some (young) people don’t seem to be motivated for any‐thing. Although it seems obvi‐ous they have to take new steps in life to overcome challenges and problems they simply don’t seem to be able to motivate
themselves to do so. For teachers, youth workers, social workers and others involved in educational programmes one of the most difficult groups to work with. Everything has been tried out, but nothing seems to work. Many of these young people leave school, get unemployed and from there arrive in a situation where they don’t any longer feel part of, or take part in society. This training course wants to offer approaches, methodologies and tools to help these young people to find their motivation for change. Within this framework there will be special attention for the possi‐bilities that international youth projects offer to implement principles of motivating methodologies.
—‐ Objectives of the course: • to develop an understanding of the background of moti‐vational problems
• to explore principles of motivational programmes • to learn and practice methods and tools • to explore possibilities of European projects as motiva‐tional programmes
• to offer space to initiate projects —‐
Methodology The activities will be based on the non‐formal learning approach. This means to have a participant centered approach, to stimulate mu‐tual learning in the group and to have a group process valuing the group as an im‐portant source. In order to better focus on the personal learning process of the participant the principles of
Page Page 1313
"learning to learn" will be introduced. Doing so the meth‐odology will be largely oriented on bringing together the personal experiences of participants, their approaches and practice and input of existing theory and practice. The dif‐ferent cultural, organisational and educational background will be used as a important resource for inspiration and learning. The programme will combine small group work exploring topics, short inputs from the trainers’ team and practicing motivational techniques. On the end of every course day there will be time for participants to reflect and document their learning, as well individual as with peers.
—‐ Conditions for participation This seminar is included in the GRUNDTVIG Course Data‐base and can be found here: http://ec.europa.eu/e d u c a t i o n / t r a i n i n g d a t a b a s e / i n d e x . c f m ?fuseaction=DisplayCourse&cid=25145 Reference Number: IT/2011/635/001 It allows participants from EU‐member states (except Italy!), Norway, Iceland, Liechtenstein and Turkey to apply for an individual training grant up to 1.500 EURO covering fees, board, lodging and travel. The grant application has to be done through an organisation. For details see the website of the National Agency of the Life‐long Learning Programme in your country: http://ec.europa.eu/education/lifelongIlearningIprogramme/doc1208_en.htm and check the details of Grundtvig Mobil‐ity In Service Training. ATTENTION: The deadline for submitting a grant applica‐tion to the National Agency in your country is the 15th of January 2011. Fill in the application form attached and send it before 20I11I2010 to us salvigreco@gmail.com. When your profile fits the envisaged group of participants we send you immediately a letter of confirmation. You need this let‐ter for your grant application at your Grundtvig National Agency. Assistance for making your grant application will be offered.
*** All participants will receive the book ‘Get Go‐ing’ ‐ Klomp/Kloosterman/Kuyvenhoven. The book offers theoretical background and a
methodology for motivation. —‐
The training course ‘Motivation for Change’ is organised by L’Arcobaleno ‐ Società Coopera‐
tivea Sociale in Lecce. —‐
The international team of trainers consists of Claudia Fernando (Portugal), Salvi Greco (Italy) and Paul Kloosterman (the Netherlands/Italy)
___ For more information you can contact:
Paul Kloosterman; paul@pameambro.org Salvi Greco: salvigreco@gmail.com
Demographic Change and the Demographic Change and the Education of Older Adults Education of Older Adults
First Conference of the ESREA Network on
Education and Learning of Older Adults (ELOA)
77‐‐9 October 2010 9 October 2010 Munich, Germany
******
O ne of the most important challenges facing industrial nations is how to deal with the effects of demographic
change and an ever increasing older population. Birth rates are sinking per‐manently and the parallel steady in‐crease in life‐expectancy are leading toward a society with a rising proportion of older people and an ever decreasing proportion of younger people. These demographic trends actually stimulate adult education in two ways: the first is the potential for innovation in reception and support for the increasing number of older workers; and the second is that educational training programs can and have to contribute to staying healthy and independent up until very old age in order to prevent the over‐burdening of the system. How this can be realized with the help of educational program‐ming will be the main topic of the net‐work conference. In order to achieve this, it is important to keep in mind the needs older people have as learners, go along with their educational interests and behaviour. When we talk about older adults here, we focus people in the second half of their working life up to the highly aged people more than 80 years old. This broad definition of older adults leads to a wide range of topics and perspectives focusing on the work‐ing and learning conditions of older workers as much as on gerontological aspects of learning in old age.
—‐ For more information contact :
b.schmidt@lmu.de or check the event’s website:
http://www.edu.lmu.de/apb/aktuelles/
Human Agency and Biographi‐Human Agency and Biographi‐cal Transformations: Educa‐cal Transformations: Educa‐
tion and training of adults and tion and training of adults and life pathslife paths
ESREA Life History and Biography Network
33‐‐6 March 20116 March 2011 Geneva, Switzerland
******
T he next ESREA Life History and Biography Network con‐ference will be held at the University of Geneva, Swit‐
zerland, from the evening of Thursday 3rd to Sunday 6th March 2011. The conference will be held in the main building of the Faculty of Psychology and Education, Uni Mail, in the heart of the city. Using adults’ life histories to explore contemporary biographical transformations and the question of human agency, with particular refer‐ence to the resources provided by adult learning and education. Recent evolutions in contemporary societies have provoked a number of profound transformations in adults’ life paths. The traditional biographical standard based on the «ternary» model seems to have become obso‐lete : (i) learning during childhood and youth, (ii) working and becoming par‐ents during adult life, (iii) withdrawing from active life at retirement age : this simple structural model, containing only a small number of biographical transitions and life cycles, would ap‐pear to belong to the past.
—‐ For more information contact : christopher.parson@unige.ch or check the event’s website:
http://fapsesrvnt2.unige.ch/Fapse/mime‐
sis.nsf/04c8b37acff022ccc1256c22002c5423/
ccee27d61e682fefc1257751002f08e1?OpenDocument
ESREA NetworksESREA Networks ESREA promotes research through network meetings, seminars and conferences, a triennial research conference and through publications. Information on ESREA Networks’ organization and activities –other than the ESREA|ReNAdET–
will be available in this section of the Newsletter
Introducing gender into aca‐Introducing gender into aca‐demia demia ‐‐ (in)visible act (in)visible act
ESREA Network on Gender and Adult Learning 99‐‐11 June 2011 11 June 2011
Montpellier, France ******
T his conference will provide a forum for interdisciplinary discussions on: • Gender and academic
(hidden) curriculum • Gender and adult education theo‐
ries • Gender and adult training in aca‐
demia • Gender and academic experiences
of students and teachers This Conference will provide space to engage participants with these and similar issues in workshops and ple‐nary sessions, will be a forum for re‐searchers to facilitate cooperation, exchange knowledge and experience, and to integrate PhD students into the field. The conference is organized by European Society for Research on the Education of Adults (ESREA) Net‐work on Gender and Adult Learning in co‐operation with the University of Montpellier 3 in Montpellier, France (Department of adult training ‐ SUFCO). The first two conferences of the Network were held in Bochum (1999) and Geneva (2001). The third meeting took place in Wroclaw (2004) as an ESREA post‐conference semi‐nar, and next ones in Geneva (2005) and in Olsztyn (2007). The last confer‐ence was held in Hull (2009).
—‐ For more information contact : christine.fontanini@free.fr
or check the seminar’s website: http://recherche.univ‐montp3.fr/
sufcoweb/public/ESREA/
Page Page 1414 ISSN: 1792‐538X
Issue Nr 2 / 2010
ESREA Network on Between Global and Local: Adult Learning and Develop‐
ment The 2011 conference of the ESREA re‐
search network Between global and local: adult learning and development,
April 28‐30, 2011, Istanbul, Turkey.
—‐ More information on this event will be an‐
nounced soon on the ESREA website
***
ESREA Network on Access, Learning Careers and Identities
The 2011 conference of the ESREA re‐search network on Access, Learning ca‐
reers and Identites, May 18‐20, University of Aveiro,
Portugal. —‐
More information on this event will be an‐nounced soon on the ESREA website
***
ESREA Network on Active Democratic Citizenship and Adult Learning &
ESREA Network on Life History and Biographical Research
Joint conference of the ESREA Network on Active Democratic Citizenship and Adult Learning and ESREA Network on the History of Adult Education and Train‐
ing in Europe, June 16‐18, 2011, Budapest
Hungary. —‐
More information on this event will be an‐nounced soon on the ESREA website
ESREA Network on the History of Adult Education and Training in Europe
The network “History of Adult Education and Training in Europe” is continuing and develop‐ing further the work of the network “Cross‐cultural influences in the history of European adult education”, established in 1991 by Mar‐tha Friedenthal‐Haase (Tübingen/Leipzig), Stuart Marriot (Leeds), and Barry J. Hake
(Leiden). —‐
ESREA Network on Gender and Adult Learning
The purpose of this ESREA network is to cast more light upon this field of research in adult education in Europe. Reports of research are discussed in terms of their theoretical aspects such as gendered learning, gender in higher education, gendered biographies, masculin‐ities‐femininities, gender in adult training, but also in terms of their methodological dimen‐
sions. —‐
ESREA Network on Life History and Biographical Research
This network enables people to share their research and to learn from each other, whether
they are experienced researchers or post‐graduate students about to begin their studies. The Network has led to a number of collabora‐tive research projects, some of which have been financed by the European Union.
—‐ ESREA Network on Between Global and Local: Adult Learning and Development
This network was established recently and the first meeting took place in 2006 as to join Euro‐pean researchers committed to study the mul‐tiple relationships between development and adult learning. It focuses on different scales of
development that should be analysed to‐gether, clearly identifying the global and re‐
gional/local dimensions. —‐
ESREA network on Migration, Ethnicity, Racism and Xenophobia
This network aims to create a space to explore the articulation of adult education with the themes of migration, ethnicity and xenopho‐bia. It encourages democratic and critical dia‐logue between socially committed adult edu‐cation scholars seeking to develop theoretical and methodological resources that can con‐tribute to the formation of a ‘solidarity from
below’. —‐
ESREA network on Education and Learning of Older Adults
Central aim of this network is to bring together research activities in this field on a European scale and to establish a regular interchange of
researchers who work on these topics. —‐
ESREA network on Policy Studies in Adult Education
This network aims to develop a core forum of select experts relevant to the area of policy
issues in adult education which will commit to ongoing dialogue and development around two specific areas: the development and im‐pact of policies on adult education; and the
development and impact of research of policy.
ESREA NETWORKSESREA NETWORKS ***
E ver since its existence ESREA is made up of several net‐works that on a regular basis have meetings at which re‐
search around certain themes is being discussed. At the moment, ESREA has eleven active networks, and each ac‐tive network has a meeting every year, or every second year. Members of ES‐REA may at any time propose the es‐tablishment a new network to the ESREA Steering Committee. A first step is to contact the ESREA Secre‐tariat. The subsequent step is the sub‐mission of a written proposal indicat‐ing: Proposed network title; aims/themes to be addressed; name of con‐venor(s) or consortium; indications of support for the network; a provisional work programme, and date for a kick‐off meeting. When a new network pro‐posal is approved, the convenor(s) will receive support from the ESREA Steer‐ing Committee and ESREA Secretariat during the start‐up phase.
—‐ You will find more information about each network by clicking on the links
below. ******
ESREA Network on Access, Learning Careers and Identities
This network was formerly known as the Access network. The new title reflects the changing and broadening nature of research and literature in this field. In addressing this wider field the net‐work will focus on access into learning and ex‐periences of learning in a range of educational settings such community education, vocational
education, further and higher education. —‐
ESREA Network on Active Democratic Citizenship and Adult Learning
This network was established as a challenge to the breakdown of the East and Central Europe under Soviet influence. Adult education and
active citizenship have a long history of interac‐tion and cross‐fertilisation. Europe's recent past provides a myriad of examples of a mutually sustaining partnership between the practices and institutions of adult learning, on the one hand, and of active civic engagement, on the
other hand. —‐
ESREA Research Network on Working Life and Learning
This research network has a commitment in developing a new interdisciplinary research field and involving in political and practical collabora‐tion and discussion. This commitment ties to‐gether a plurality of topics as well as theoretical
and methodological approaches. —‐
Page Page 1515
Page Page 1616
Conferences & NetworkingConferences & Networking
Cedefop workshopCedefop workshop Thessaloniki, Greece Thessaloniki, Greece 30 September30 September‐‐1 Octo‐1 Octo‐
ber 2010ber 2010 —‐
Call for papersCall for papers Supporting longer Supporting longer
working lives: working lives: Guidance and counsel‐Guidance and counsel‐ling for ageing workersling for ageing workers
******
C EDEFOP, the European Centre for the Develop‐ment of Voca‐
tional Training, is organising a two‐day international workshop on guidance and counseling for ageing work‐ers in Thessaloniki on 30 September and 1 October 2010. The aim of the workshop is to bring together an interna‐tional forum of researchers and experts in order to gather the latest insights on guidance and counseling for ageing workers and to learn from best practices. CEDE‐FOP intends to publish the best contributions in a con‐ference reader.
___ More details for this event are available at:
http://www.cedefop.europa.
eu/EN/news/15924.aspx
AERC & CASAE/AERC & CASAE/ACÉÉA ACÉÉA
Joint Conference 2011Joint Conference 2011 Toronto, Ontario Toronto, Ontario
CanadaCanada June 10th‐12th 2011June 10th‐12th 2011 PrePre‐‐Conferences on Conferences on
June 9th 2011June 9th 2011 —‐
Call for papersCall for papers Deadlines for receipt Deadlines for receipt of proposals via email of proposals via email is October 3rd, 2010is October 3rd, 2010
******
T he 52nd Annual Adult Education Research Confer‐ence and the 30th
National Conference of the Canadian Association for the Study of Adult Education/Association Canadienne pour l' Études de l'Éducation des Adultes will be a joint conference sponsored by the Ontario Institute for Studies in Education, Uni‐versity of Toronto.
—‐ Further details can be found at the AERC
website www.adulterc.org,
and the CASAE website www.oise.utoronto.ca
/CASAE
International Transfor‐International Transfor‐mative Learning mative Learning
Conference in EuropeConference in Europe Athens, GreeceAthens, Greece 2828‐‐29 May 201129 May 2011
(with pre(with pre‐‐conference 27 conference 27 May and postMay and post‐‐
conference 30 May)conference 30 May) —‐
Call for papersCall for papers Proposal deadline is Proposal deadline is 1 November 20101 November 2010 Paper submission Paper submission
deadline is deadline is 15 April 201115 April 2011
****** The theme for the confer‐ence is Transformative Learning in Time of Crisis: Individual and Collective Challenges. The emergence of crisis represents both an opportunity and a challenge for professionals in the field of education. The aim of this conference is to provide an opportunity to reinterpret through the lens of transfor‐mative learning theories the nature of contemporary po‐litical, economic, social, psy‐chological, cultural or envi‐ronmental crisis, as experi‐enced individually and col‐lectively.
—‐ More information on
this event are available at: http://
www.tlcathens2011.gr
Conference on Cross‐Conference on Cross‐ing Boundaries: The ing Boundaries: The Multiple Roles of Multiple Roles of
Trainers and Teachers Trainers and Teachers in VETin VET
1414‐‐15 October 2010 15 October 2010 Kostelec Kostelec
(close to the city of Pra‐(close to the city of Pra‐gue)gue) ******
W e would like to draw your attention to the up‐
coming conference on "Crossing Boundaries: The Multiple Roles of Trainers and Teachers in VET". The conference is being organ‐ised by the Network to Sup‐port VET Trainers in Europe, which has been funded un‐der the Leonardo LLL net‐work strand for the past 3 years. The 'Crossing Bounda‐ries Conference' is intended to produce a space for re‐searchers, policy makers and practitioners to exchange ideas, experience and re‐search around the training of trainers including the design of training programmes and learning environments, pedagogy, sociological and educational issues and the development of policies for the training of trainers at international and the na‐tional level. The conference is open to participants from around the world. Confer‐ence language is English.
—‐ More information
about the conference can be obtained at:
www.trainersineurope.org
ISSN: 1792‐538X
Issue Nr 2 / 2010 Page Page 1717
Education Facing Education Facing Contemporary Contemporary World IssuesWorld Issues
88‐‐9 October 20109 October 2010 University of Pitesti, University of Pitesti,
Romania Romania ******
T he aim of this Conference is to create a debate on the great chal‐
lenges which the contem‐porary society addresses to education everywhere. Par‐ticipants are invited to dis‐cuss: about the priorities of edu‐cation today, about multiplying the
functions belonging to edu‐cat ion within the ‘Knowledge Society’, about increasing the role
of the school institutions at the local communities' level, about ways of innovating
the teaching & learning processes. The conference is equally open to researchers, educa‐tional policies makers, strategists, managers and educators which are per‐forming their activity in classrooms or in non‐formal & informal educational or‐ganizations. All registered papers will be peer‐reviewed. The papers se‐lected by the Scientific Committee will be pub‐lished, in extenso, in the Conference Workbook. The official language of the con‐ference is English.
—‐ For more information on this conference check this website:
http://www.eduworld.ro/
Globalisation, Socie‐Globalisation, Socie‐ties and Educationties and Education
—‐ Call for papersCall for papers
Special Issue: Global Special Issue: Global Reconstructions of Reconstructions of
Vocational Education Vocational Education and Trainingand Training
Guest Editor: James Guest Editor: James Avis, University of Hud‐Avis, University of Hud‐
dersfield, UKdersfield, UK ******
W e are inviting c o n t r i b u ‐tions that engage criti‐
cally with Vocational Edu‐cation and Training (VET). In what ways do VET sys‐tems respond to the con‐text in which they are placed? How are questions of autonomy and specificity played out at transnational, national, regional and local levels, and what are the social justice implications for such provision? To what extent are national VET systems marked by specific‐ity? Are there global moves towards forms of conver‐gence? And how do these developments articulate with private provision of VET and that found in emerging and developing economies? What are the relationships of VET sys‐tems to particular forms of
NEW Issue of the Jour‐NEW Issue of the Jour‐nal Empirical Research nal Empirical Research in Vocational Educa‐in Vocational Educa‐tion and Training tion and Training
(ERVET)(ERVET) ******
V olume 2 (1) of ERVET has just been published with the following
articles: •Augustin de Coulon, Alison Koslowski | Teenage learn‐ers and teachers? job satis‐faction in vocational educa‐tion •Gerhard Messmann, Regina H. Mulder, Hans Gruber | Relations between voca‐tional teachers? characteris‐tics of professionalism and their innovative work be‐haviour •Richard J. Shavelson | On the measurement of com‐petency •Margrit Stamm, Michael Niederhauser, Jakob Kost | The top performers in voca‐tional training
See also: http://www.ervet.ch
—‐ Submissions to the
journal of original and empirical work is en‐couraged and should
be sent to: journal@skbf‐csre.ch
knowledge and skill and in what ways are these articu‐lated to processes of class formation? Does the cur‐rent vocational thrust of education policy reflect a new accenting of 'working class' education and if so, how is this mediated by questions of race and gen‐der? What, if any, is the part played by VET in the forma‐tion of learner and teacher subjectivities and identi‐ties? Contributors may focus on particular themes, for ex‐ample: •Global politics of VET gov‐ernance and provision, •VET and Associate de‐grees, •FE/HE 'mixed' economies discourses of Skill, •Competence and Knowl‐edge regional VET systems (Europe, Latin America, Asia, Africa etc), Commodi‐fication/Privatisation of VET, •Conservativism of VET systems, •Gender, race, migration and VET ILO (and other International Organisa‐tions) VET, •Teacher and learner iden‐tity VET, •Inequality and social jus‐tice
—‐ Deadline of submis‐Deadline of submis‐sion of manuscripts: sion of manuscripts: 30 November 201030 November 2010
—‐ For more information,
please contact: j.avis@hud.ac.uk
International International Conference on Conference on
Quality and ICT for Quality and ICT for GRUNDTVIG coursesGRUNDTVIG courses 2727‐‐31 October 201031 October 2010
Izmir , TurkeyIzmir , Turkey ******
G rundtvig Inter‐national Net‐work of Course O r g a n i s e r s
(GINCO) is a consortium of 21 partners funded under the Grundtvig networks action. GINCO wants to network actual and poten‐tial Grundtvig course organ‐isers, offering a forum for cooperation and exchange of expertise and offering support for development, promotion, quality of deliv‐ery, accreditation and sus‐tainability of Grundtvig courses. "Quality and ICT for Grundtvig courses" is the first international confer‐ence organized by the GINCO consortium focus‐ing on quality of delivery of Grundtvig courses and on the appropriate use of ICT before, during and after courses. The conference targets actual Grundtvig in‐service training course or‐ganizers, all adult education organization will ing/planning to organize such courses and all stakeholders in the field: LLP National Agencies, adult education policy makers, programme
developers etc. All themes will be explored in keynotes and workshops, relevant material will be presented, expertise will be exchanged, good practice will be highlighted. The conference will also be the ideal space for networking and creating useful con‐tacts.
—‐ This conference is regis‐tered in The Grundtvig course data base under the reference number: BE‐2010‐143‐001 Participants can apply for
a grant under the Grundtvig action: visits and exchanges (variable deadlines in different LLP member states, still open!). Participation is for free, accommodation and all
meals: 555 Euro. —‐
For more details on this event please visit:
http://www.ginconet.eu/conferences/izmir
Page Page 1818
Senior Adult Educa‐Senior Adult Educa‐tors tors –– Recognising Recognising their competencestheir competences Launch of the FlexiLaunch of the Flexi‐‐
Path ToolkitPath Toolkit September 20, 2010September 20, 2010
UniClub Bonn, UniClub Bonn, GermanyGermany
Hosted by DIEHosted by DIE ******
S enior Adult Educators – Recognis‐ing their
competences is a one‐day conference enforcing the Euro‐pean action line of consolidating adult learning profession‐als’ status. The con‐ference will launch the Flexi‐Path Tool‐kit, a systematic approach to analys‐ing and validating senior adult educa‐tors’ competence profiles at EQF Level 6 and 7 through the construction of a professional portfo‐lio. The conference debates will focus on the challenges and possible action lines for portfolio building and competence validation for profes‐sional adult educa‐tors.
—‐ The event is free to The event is free to
the public.the public. —‐
For more information on the Flexi‐Path ini‐tiative please visit: www.flexi‐path.eu
NEW PUBLICATIONSNEW PUBLICATIONS ******
W e a r e pleased to inform you of two new
publications: The Final Report of the For‐ward Look ‘Ageing, Health ‘Ageing, Health and Pensions in Europeand Pensions in Europe: : An Economic Perspective’An Economic Perspective’
This report comes out of a Forward Look project, the aim of which was to exploit the diversity in Europe to understand better the key relationships between demographics, welfare re‐gimes, pension provision, public health, employment, income security and well‐being in a cross‐national framework from a broad economic perspective, ac‐counting also for insights from the other social sci‐ences. It intended to stimu‐late scientific research that would add cutting‐edge scientific knowledge on the core topics of the European economic and social policy debate.
*** ‘Promoting Internationali‐‘Promoting Internationali‐sation of the Social Sci‐sation of the Social Sci‐ences in Central and East‐ences in Central and East‐ern Europe’. ern Europe’. An ESF SCSS Science Position Paper aris‐ing from a project to map and promote the social sci‐ences in Central and East‐ern Europe (CEE). The pro‐ject focused on the role of the ESF Member Organisa‐tions and was therefore called the MOCEE (Member Organisations in Central and Eastern Europe) pro‐ject. A special ESF effort was, and still is, necessary in this field because the potential of CEE research‐ers is far from being used exhaustively in the interna‐tional scientific arena.
—‐ Both can be
downloaded from www.esf.org/publications
ISSN: 1792‐538X
Issue Nr 2 / 2010
ESF ESF EXECUTIVE REPORTEXECUTIVE REPORT Fostering Research Fostering Research Integrity in EuropeIntegrity in Europe
******
I n 2008 an ESF Member Organisation Forum on Research Integrity was set up, the objectives of
which were to serve as a platform for the exchange of information on good practice, to support and encourage those organisa‐tions which did not yet have the appropriate support to develop such structures, to learn from others and initi‐ate debates in their respec‐tive communities. The re‐sults of the work of the ESF Member Organisation Fo‐rum are the basis of this report, Fostering Research Integrity in Europe. It takes the format of a European Code of Conduct for Re‐search Integrity, which can be used as a reference point for all aspects of research activities, complementing existing codes of ethics and complying with national and European legislative frameworks.
—‐ This report can be downloaded from
www.esf.org
INTERNATIONAL INTERNATIONAL CONFERENCECONFERENCE
Positive thinking Positive thinking –– applications and im‐applications and im‐plications in educa‐plications in educa‐
tional sciencestional sciences 2727‐‐29 May 201029 May 2010
University of Oradea, University of Oradea, RomaniaRomania
******
T he Teacher Train‐ing Department of the University of Oradea has
organised in 27‐29 May 2010 the International Con‐ference on the topic of: Positive thinking – applica‐tions and implications in educational sciences. During the symposium there were discussed educational and learning issues in the con‐text of the positive ap‐proaches of students neces‐sary for developing their personality. The invited contributors were national and international specialists in educational sciences.
—‐ You can find more in‐formation on this event at: http://
educatie‐oradea.ro/conferin‐
taen2010.html
Page Page 1919
RESEARCH CONFER‐RESEARCH CONFER‐ENCE INFORMATION ENCE INFORMATION The point of partner‐The point of partner‐ship: understanding ship: understanding employer engage‐employer engage‐ment in education ment in education 15 October 2010 15 October 2010 University of University of Warwick, UK Warwick, UK
******
T he inaugural re‐search conference sponsored by the Education and
Employers Taskforce seeks to address key questions as part of its remit to better understand employer en‐gagement with education. Key topics. Work‐related learning across key stages one to five across the cur‐riculum, work experience, pupil mentoring, modern foreign language acquisi‐tion, STEM, employee gov‐ernors, Diplomas, Young Apprenticeships, literacy and numeracy support, learning materials, enter‐prise education.
—‐ For more information and to register visit: www.educationande
mployers.org/researchconference
CCEAM 2012CCEAM 2012 INTERNATIONAL INTERNATIONAL CONFERENCECONFERENCE
33‐‐7 November 20127 November 2012 Limassol, CyprusLimassol, Cyprus
******
T he 2012 confer‐ence of the Com‐monwealth Coun‐cil for Educational
Administration and Man‐agement (CCEAM) will be organized in the Grand Re‐sort Hotel, Limassol Cyprus, from 3 to 7 November.
—‐ For more information on this and to register
visit: www.cceam2012.com
or contact the confer‐ence secretariat at:
syne‐drio@topkinisis.com
—‐ This conference is co‐organised by the
Open University of Cyprus
A Directory of Masters Programmes Directory of Masters Programmes is available as part of the WIFO Gateway at WIFO Gateway at
www.master.wifo‐gate.org It includes programmes operating across many European countries and address various aspects of learning and work, focusing on three dis‐
tinct areas: Human Resource Development, Vocational Education and Training, Work‐related Adult Education
Page Page 2020
New issue of UIL New issue of UIL NEXUSNEXUS
The electronic news‐The electronic news‐letter of the UNESCOletter of the UNESCO Institute for Lifelong Institute for Lifelong
Learning (UIL)Learning (UIL) ******
T he new issue of UIL Nexus, the electronic news‐letter of the
UNESCO Institute for Life‐long Learning (UIL) in Ham‐burg. UIL Nexus appears quarterly and contains con‐cise, up‐to‐date news items about UIL’s work. It com‐plements the longer term information cycles of the UIL website and the Annual Report.
—‐ You can subscribe to this newsletter at: www.uil.unesco.org
PALADIN NewsletterPALADIN Newsletter Issue nIssue noo 22
******
T his issue of PALADINews is devoted to self‐directed learning.
Self‐directed learning is the ability that each one of us has to discover new fron‐tiers, within ourselves and around us; it’s an exercise that each one can practice to try new versions and new hypotheses of himself/herself. In a world where we can learn online, 24/7, alive and with the whole body and all senses, this is a fun‐damental capability, to con‐tinue learning throughout life. If you have not discov‐ered yet this powerful tool, dare and try yourself to a directed learning, because it's never too late to con‐quer a new you. The next issue of PALADINews will be about "Empowering Seniors at Local Level". We welcome any feedback that you may wish to provide us about this subject either they are news, articles or other relevant information. The PALADINews No.3 will be published in Sep‐tember 2010.
—‐ PALADIN Newsletter is avail‐able in 7 European Languages and can be accessed from: http://projectpaladin.eu/
newsletter/
New Issue New Issue RIZOMA FreireanoRIZOMA Freireano RHIZOME FreireanRHIZOME Freirean
******
T he Issue no 7 (2010) of the “Rhizome Frei‐rano” has now
been released. The main topic in this issue is “Social “Social creation, lives mediation creation, lives mediation and lifelong education”and lifelong education”.
—‐ The issue is accessible from:
http://www.rizoma‐freireano.org/index.php/n‐
7‐sumario‐index
GRUNDTVIGGRUNDTVIG Course Course "Development of Par‐"Development of Par‐ticipative Democracy ticipative Democracy and Active Citizen‐and Active Citizen‐
ship"ship" September & January September & January
20112011 Barcelona, SpainBarcelona, Spain
******
I t is now possible to r e g i s t e r t o the Grundtvig course "Development of Par‐
ticipative Democracy and Active Citizenship" that will be organized by DEMA in Barcelona. There are two opportunities: in January and in September of 2011. The participation in the course can be financed by your National Agency. Ob‐jectives include: 1. To im‐prove the training of people involved in non‐formal adult education and volun‐tary work. 2. To provide participants with an analy‐sis of the competencies related to strengthening local democracy. 3. To in‐volve participants in best practice and to introduce them to participative de‐mocracy.
—‐ The reference number for
both courses is ES‐2011‐263‐002. Details are available at:
http://ec.europa. eu/education/ trainingdatabase
or
Contact: Joan Font at projectes@dema.cat
New Volume of ‘The New Volume of ‘The International Journal International Journal of Critical Pedagogy’ of Critical Pedagogy’ Volume 3, Issue 1Volume 3, Issue 1
******
A new Volume of the Int. Journal of Critical Pedagogy is now available
on line. The 1st issue of this Volume includes the follow‐ing articles: Constructing Queer Knowl‐edge in Educational Con‐texts: An Introduction by Paul Chamness Reece‐Miller and Hidehiro Endo Queer Scholarly Activism by James W. Koschoreck, Jane Bryan Meek, Kimberly Campanello, and Mick Mominee Queer Race Pedagogy for Educators in Higher Educa‐tion: Dealing with Power Dynamics and Positionality of LGBTQ Students of Color by Mitsunori Misawa “How do you spell homo‐sexual?” by Janna Jackson Black Queer Bodies, Afro‐centric Reform and Mascu‐line Anxiety by Lance T. McCready Snakes and Ladders: A Per‐formed Ethnography by Tara Goldstein LGBT and Allied Youth Re‐sponses to Cyberbullying: Policy Implications by Warren J. Blumenfeld and R.M. Cooper Retracing Queer Moments: Drawing a Comparison Be‐tween Past and Present LGBTQ Issues by Hidehiro Endo and Paul Chamness Reece‐Miller
—‐ The journal is available
and access free at: http://
freireproject.org/blogs/new‐volume‐
international‐journal‐critical‐pedagogy‐volume‐3‐issue‐1
ISSN: 1792‐538X
Issue Nr 2 / 2010
PublicationsPublications ACTIVE ACTIVE
CITIZENSHIP CITIZENSHIP AND MULTIPLE AND MULTIPLE IDENTITIES IN IDENTITIES IN
EUROPEEUROPE: : A Learning A Learning OutlookOutlook
by Danny Wilde‐meersch, Veerle Stroobants & Michal Bron Jr.
(Editors)
European Studies in Lifelong Learning and Adult Learning
Research Vol. 1.
******
T wo major themes are ad‐dressed in this book. The first
one is on Active Civic Par‐ticipation. This is consid‐ered an increasingly im‐
portant aim both for pub‐lic governance and for the renewal of civil society. The contributions on this topic deepen our under‐standing of the reasons why civic participation is relevant as an answer to present day societal chal‐lenges. They also improve our insight in the factors that stimulate or inhibit such participation. The second theme is about European Citizenship and Multiple Identities. It helps to understand the evolu‐tion of citizenship and identities in the context of European integration and enlargement, of globalisa‐tion and glocalisation, of migration, etc. The book holds a selection of pa‐pers presented at the Connections Conference,
ISBN: 978‐3‐631‐54202‐6 paperback €57.80
2005 338 pages
Peter Lang Publishing Group
USING BIUSING BIO‐O‐GRAPHICAL AND GRAPHICAL AND LIFE HISTORY LIFE HISTORY
AAPPPPRROOAACCHHEESS IINN THE STUDY OF THE STUDY OF ADULT AND ADULT AND LIFELONG LIFELONG LEARNING: LEARNING: European European
Perspectives Perspectives by Linden West, Pe‐ter Alheit, Anders
Siig Andersen & Bar‐bara Merrill (Editors)
European Studies in Lifelong Learning and Adult Learning
Research Vol. 2
******
T his book illumi‐nates the rich and creative uses of bio‐
graphical and life history approaches in studying
adult and lifelong learn‐ing, in diverse ways and settings, across many European countries. It draws on the work of in‐ternationally known scholars ‐ under the aus‐pices of the European Society for Research on the Education of Adults (ESREA) ‐ and encom‐passes learning in the workplace, in families, communities, schools, colleges and universities, as well as in the profes‐sions, and in managing processes of migration and building new social movements. The reader will discover, in these pages, a compelling chronicle of the interplay of learning across people's lives ‐ formal, informal and intimate ‐ and how to make sense of this, using interdisciplinary perspec‐
Page Page 2121
organised at the Univer‐sity of Leuven (Belgium) in September 2003 under the auspices of the Flem‐ish Research Council and the Network on Active Democratic Citizenship and Adult Learning of ESREA (European Society of Research into the Edu‐cation of Adults).
___ The Editors: Danny Wildemeersch is a profes‐sor of Social and Intercul‐tural Pedagogy at the Katholieke Universiteit Leuven in Belgium. Veerle Stroobants is a senior re‐searcher in a Flemish Com‐munity Development Insti‐tute. Michal Bron Jr. is associate professor at the Södertörn University Col‐lege in Sweden.
tives. The book will speak to researchers ‐ new and experienced ‐ and educa‐tors and other profession‐als wanting to extend their understanding of learners and learning as well as the potential of this 'family' of research methods.
___ The Editors: Linden West is Reader in Education at Canterbury Christ Church University, UK. Peter Al‐heit is currently Professor of General Education at Göttingen University, Ger‐many. Anders Siig Ander‐sen is Associate Professor at the Department of Edu‐cational Studies, Roskilde University, Denmark. Bar‐bara Merrill is a Senior Lecturer in the Centre for Lifelong Learning at the University of Warwick, UK.
ISBN: 978‐3‐631‐56286‐4 paperback €53.10
2007 310 pages
Peter Lang Publishing Group
THE STATE, CIVIL THE STATE, CIVIL SOCIETY AND SOCIETY AND THE CITIZEN: THE CITIZEN: Exploring Rela‐Exploring Rela‐tionships in the tionships in the Field of Adult Field of Adult Education in Education in
EuropeEurope by Michal Bron Jr., Paula Guimarães & Rui Vieira de Castro
(Editors)
European Studies in Lifelong Learning and Adult Learning
Research Vol. 6.
******
T his book con‐tributes to the setting out of a new, better
informed and complex basis for discussions about the relationships between the State, the
civil society and the citi‐zen in distinct European countries and regions. It will be useful to re‐searchers in the field of adult education, as well as social scientists inter‐ested in topics related to civil society, such as NGOs, social econo‐mists, and practitioners concerned with the trends that are forcing adult education to recon‐textualise its aims and practices.
—‐ The Editors: Michal Bron Jr is Associate Professor at the Södertörn University, Stockholm (Sweden). He was recently nominated as the President of the Inter‐national Society for Com‐parative Adult Education. He has published widely on themes related to his re‐search interests. Paula
EDUCATION AND EDUCATION AND SOCIAL CHANGE: SOCIAL CHANGE: Connecting local Connecting local and global per‐and global per‐
spectivesspectives by Geoffrey Elliott, Chahid Fourali &
Sally Issler (Editors) A timely consideration with an increased awareness of global
issues and the role education can play in helping to resolve these
concerns.
******
E ducation policy and practice has historically been d e v e l o p e d
within the national/regional context. How‐ever, globalization has prompted educationalists to review their practice in the light of international influences. World issues such as global warming, conflict and the depletion
of earth resources have also contributed to an increased awareness of the role that education can play in resolving these problems. The contribu‐tors focus on how educa‐tion can bring about social change while connecting with theory at the level of cultural impact and policy i m p l i c a t i o n s . They investigate the po‐tential for creating a transnational value sys‐tem in education, focus‐ing on some key human rights issues both at home and overseas. Truly inter‐national in scope, this text lays the groundwork for future research by expos‐ing the commonalities and differences in ap‐proaches to knowledge production and its dis‐semination, drawing to‐gether contributions from
Page Page 2222
Guimarães is a Ph.D. can‐didate in Education (Educational Policies). She has been a researcher in the Unit for Adult Educa‐tion of the University of Minho, Braga (Portugal), since 1992. Her research interests involve adult edu‐cation policies in Portugal and in the European Union, non‐formal and informal adult education. Rui Vieira de Castro is Full Professor in the Institute of Educa‐tion of the University of Minho, Braga (Portugal). His main research interests are language teaching and adolescent and adult liter‐acy. He is currently the Head of the Unit for Adult Education of the University of Minho. He has published widely in the fields of his research interests.
ISBN: 978‐3‐631‐58593‐1 paperback €39.70
2005 229 pages
Peter Lang Publishing Group
a variety of cross cultural contexts.
—‐ The Editors: Geoffrey Elliott is Professor of Life‐long Learning at the Uni‐versity of Worcester, UK. Chahid Fourali is an inde‐pendent education and business consultant work‐ing in the UK and abroad. Sally Issler is an independ‐ent consultant, UK.
ISBN: 978‐0‐826‐44409‐7 hardback €109.74
2010 336 pages
Continuum
ISSN: 1792‐538X
Issue Nr 2 / 2010
WORKING AND WORKING AND AGEING: AGEING:
Emerging theories Emerging theories and empirical per‐and empirical per‐
spectivesspectives CEDEFOP Report Compiled and edited by Jasper van Loo and Sandra Bohlinger. Supervised by Manfred Tessaring
******
R eviewing cur‐rent research literature and presenting new
empirical findings, the contributions in this book reflect the ways in which retirement and an ageing workforce are at the inter‐section of key social changes over recent dec‐ades. It addresses the question of what factors enable, or hamper, people to continue working at advanced age; it aims to provide sound and acces‐
sible evidence and sug‐gest innovative ways of thinking to support active ageing policies. The book is divided into four parts. By examining emerging career development con‐cepts and learning frame‐works for ageing workers, the first part gives a broad view of the subject mat‐ter. The second part pro‐vides perspectives from comparative cross‐national research on age‐ing, learning and working in Europe. The third part identifies ways of break‐ing traditional patterns to extend working lives and to assist working beyond retirement age. In the final part, active ageing is approached by consider‐ing the role of guidance and employer‐supported initiatives. This publica‐tion conveys two crucial messages. First, success‐
SKILLS FOR SKILLS FOR GREEN JOBS: GREEN JOBS:
European synthe‐European synthe‐sis reportsis report
CEDEFOP Report Peter Szovics from Cedefop en‐
sured the overall coordination and management of the project.
******
C limate change and environ‐mental degra‐dation are jeop‐
ardising livelihoods and future sustainability in many areas of economic activity around the world. Alongside other drivers of change such as globalisa‐tion and rapid technologi‐cal change, they are caus‐ing important shifts in labour markets and skills needs. Public policies and enterprise strategies in many areas follow calls for innovative, clean and
greener economies. Avail‐ability of skills for green jobs plays a crucial role in triggering change and facilitating just and timely transitions. Green job creation has enormous potential and is crucial to ensuring smart, sustain‐able and inclusive growth. The case for government support to drive this for‐ward is clear – industry cannot do it alone. Europe’s policy‐makers need to ensure that their support for skills and training matches the fo‐cus and ambition of their strategies for promoting investment in green inno‐vation and infrastructure. This European synthesis report on skills for green jobs brings together the findings from country reports covering Den‐mark, Germany, Estonia,
Page Page 2323
ful active ageing requires commitment and involve‐ment from ageing work‐ers themselves and em‐ployers, in a context that supports learning and recognises the specific needs of ageing workers. Second, sustainable la‐bour‐market participation at advanced age cannot be achieved without sound understanding of ageing, working and learning and the intercon‐nections between these processes.
—‐ This publication is avail‐able for downloading at:
http://www.cedefop.europa.eu/EN/Files/3053_en.pdf
ISBN: 978‐92‐896‐0629‐5 Paperback free of charge
2010 366 pages
CEDEFOP
Spain, France and the UK. In the future, almost every job will be a green job; thus, understanding the environmental impact of an occupation needs to be mainstreamed into educa‐tion and training systems. New, greening and re‐structur ing/retraining case studies show that integration of sustainable development and envi‐ronmental issues into ex‐isting qualifications is much more effective than creating new training standards.
—‐ This publication is avail‐able for downloading at:
http://www.cedefop.europa.eu
/download‐manager.aspx?
id=16440&lang=en&type=publication
ISBN: 978‐92‐896‐0660‐8 Paperback free of charge
2010 112 pages
CEDEFOP
Page Page 2424
European Journal of European Journal of Vocational Training Vocational Training
No 48 No 48 ‐‐ 2009/32009/3 ******
T his final issue of the European jour‐nal of vocational training contains
both a thematic dossier and articles dealing with broader issues. The the‐matic dossier is dedicated to assessment, recognition and certification of non‐formal and informal learn‐ing. Validation of learning outcomes is one of the core subjects in European VET policies. It is key in ensuring not only mobility and per‐meability in education and training but also individuals’ employability and recogni‐tion in the labour market of the full set of knowledge, skills and competences they possess, including those acquired through informal and experiential learning.
—‐ The journal is available
and access free at: http://
www.cedefop.europa.eu/EN/Files/
EJVT48_en.pdf Or visit the following
webpage: http://
www.cedefop.europa.eu/EN/
publications/16490.aspx
Linking credit systems Linking credit systems and qualifications and qualifications
frameworks: frameworks: An international com‐An international com‐
parative analysisparative analysis ******
T his study reviews the development of those tools in the context of the
Copenhagen and the Bolo‐gna processes (ECVET, ECTS, EQF‐LLL, EHEA‐QF) and across a sample of European and non‐European countries. It analyses development ini‐tiatives and reforms of credit systems and qualifi‐cations frameworks. The articulation between both tools reveals difficulties and opportunities. This analysis leads to grounded insights in the functioning of credits systems and qualifications frameworks concerning learning pathways (transfer and progression), govern‐ance of education and train‐ing systems, and qualifica‐tions policies, especially qualification designs and awarding procedures.
—‐ This publication is avail‐able and access free at:
http://www.cedefop.europa.eu/EN/Files/5505_en.pdf
Learning outcomes Learning outcomes approaches in approaches in VET curricula VET curricula
A comparative analysis A comparative analysis of nine European of nine European
countriescountries ******
T his comparative study examines the use of learning outcomes ap‐
proaches in curriculum de‐velopment in nine European countries. Based on an ex‐tensive literature review, interviews and surveys con‐ducted with different stake‐holders in curriculum policy‐making and practice, the findings show how learning outcomes increasingly fea‐ture in VET curricula, influ‐encing their development and changing their content and structure. The study reveals differences in the understanding and use of learning outcomes among countries and types of edu‐cation and training.
—‐ This publication is avail‐able and access free at:
http://www.cedefop.europa.eu/EN/Files/5506_en.pdf
Better competences Better competences through better teach‐through better teach‐
ing and leading ing and leading Findings from study Findings from study
visits 2008/09visits 2008/09 ******
T his publication presents findings from about 100 study visits in
2008/09 related to improv‐ing quality and efficiency, one of the strategic priori‐ties of European coopera‐tion in education and train‐ing, and specifically, its im‐portant components: acqui‐sition of key competences, challenges to teachers and trainers and new ap‐proaches to leadership and management. Group re‐ports prepared by partici‐pants during study visits were the main source of information for this publica‐tion. They are a rich source of information about prac‐tices in education and train‐ing in participating coun‐tries. This publication is aimed at building bridges between educational and VET institutions and devel‐oping interesting coopera‐tion projects.
—‐ This publication is avail‐able and access free at:
http://www.cedefop.europa.eu/EN/Files/4093_en.pdf
ISSN: 1792‐538X
European Research Council (ERC) European Research Council (ERC) ******
T he European Research Council (ERC) is the first European funding body set up to support investi‐gator‐driven frontier research. Its main aim is to stimulate scientific excellence by supporting and
encouraging the very best, truly creative scientists, schol‐ars and engineers to be adventurous and take risks in their research. The scientists are encouraged to go beyond es‐tablished frontiers of knowledge and the boundaries of disciplines. The ERC complements other funding activities in Europe such as those of the national research funding agencies, and is a flagship component of the 'Ideas Pro‐gramme' of the European Union's Seventh Research Framework Programme (FP7). Being 'investigator‐driven', or 'bottom‐up', in nature, the ERC approach allows re‐searchers to identify new opportunities and directions in any field of research, rather than being led by priorities set by politicians. This approach ensures that funds are chan‐nelled into new and promising areas of research with a greater degree of flexibility. ERC grants are awarded through open competition to projects headed by starting and established researchers, irrespective of their origins, who are working or moving to work in Europe ‐ the sole criterion for selection is scientific excellence. The aim here is to recognise the best ideas, and retain and confer status and visibility to the best brains in Europe, while also at‐tracting talent from abroad. However the ERC aims to do more than simply fund research. In the long term, it looks to substantially strengthen and shape the European re‐search system. This is done through high quality peer re‐view, the establishment of international benchmarks of success, and the provision of up‐to‐date information on who is succeeding and why. The hope is that these proc‐esses will help universities and other research institutions gauge their performance and encourage them to develop better strategies to establish themselves as more effective global players. By challenging Europe's brightest minds, the ERC expects that its grants will help to bring about new and unpredict‐able scientific and technological discoveries ‐ the kind that can form the basis of new industries, markets, and broader social innovations of the future. Ultimately, the ERC aims to make the European research base more prepared to respond to the needs of a knowledge‐based society and provide Europe with the capabilities in frontier research necessary to meet global challenges.
—‐ For more information on ERC and research
funding opportunities you can visit the follow‐ing website:
http://erc.europa.eu/
Issue Nr 2 / 2010
European InitiativesEuropean Initiatives
MAinstreaming InTErgenerational Soli‐MAinstreaming InTErgenerational Soli‐darity (MATES) darity (MATES)
******
D ue to the demographic ageing phenomena, and it’s broad implications, there is an urgent need to foster the intergenerational solidarity at all it’s dimensions. These need is clearly stated in EU
political orientations and operative instruments, (e.g., cur‐rently Grundtvig include a specific priority to “Learning in later life” and “Inter‐generational and family learning”). Hav‐ing however a conscious knowledge of previously funded
projects, will generate savings by not ‘re‐inventing the wheel’ and capitalise Grundtvig funds to more innova‐tive approaches. It is on these grounds that MATES aims a) to pro‐duce a pan‐European dissemination of results
of all Intergenerational Projects approved under Grundtvig since 2000: 12+3 (approved in 2007); b) encourage the ex‐ploitation and exchange of good practices in the field of Intergenerational Learning; and c) improve the quality of education and training of different EU institutions. To achieve these results at European dimension, MATES has produced a “Guide of Ideas to Plan and Imple‐ment Intergenerational Projects” to encourage the use of innovative products and processes. Main products of the Pro‐ject are translated in 21 languages, disseminated to all EU countries, and non‐EU countries through other institu‐tions. Visibility and Impact of Project: 389 institutions in EU and other Mediterranean countries; near 20.000 users of Malling lists; around 16.000 visits/month at MATES Partners web‐sites. Face to face meetings, distribution of 10.000 Posters, 50.000 Cards and 2.000 printed Guides. Intergenerational practices can do more than a “simple” increasing of participa‐tion in Lifelong Learning of people of all ages. Intergenera‐tional Practices are a golden base to reinforce the respected and solidarity between generations and increase the sense of European citizenship based on understanding and respect for older and young.
—‐ If you would like to get informed on this initiative and download the intergenerational guide in all European
languages, you can visit the following website: http://www.matesproject.eu/
Page Page 2525
Page Page 2626
Becoming Adult educators Becoming Adult educators
in the European Area (BAEA)in the European Area (BAEA) ******
I n the Communication on Adult learning: It is never too late to learn (2006), key message No. 2 considers the professional development of those working in the field of adult education of primary importance to improve
the quality of adult learning. BAEA, "Becoming Adult educators in the European Area" is a transnational project aimed at analysing processes of professional qualification and identity building among adult educators‐to‐be. The transnational project has been granted financial sup‐port by the EU Lifelong learning program / Grundtvig sub‐program. It lasts two years (October 2008 / September 2010) and mobilises resources from 4 European countries, 7 institutions, with a counter‐balance between research‐ and practice‐based organisations in the field of higher‐ and adult education.
—‐ Approach Individuals exist in multiple, multi‐layered and interacting contexts, thus we focus on the interaction between adult educators‐to‐be and the structural conditions that charac‐terise the wider socio‐cultural context in which they act.
—‐ Design ‐ Comparative perspective ‐ Qualitative analysis ‐ Multi‐disciplinary approach
—‐ Methodology Desk research ‐ Collecting existing information on initial education and training opportunities for adult educators‐to‐be in Den‐mark, Estonia, Italy, and Sweden; ‐ Documentary analysis of key policy documents that shape the context in which initial education and training opportu‐nities for adult educators‐ to‐be takes place. Field Research ‐ Collecting of up to 15 life history interviews in each of the participating countries from practitioners who work in ini‐tial education and training for adult‐educators‐to‐be. Linkage with practice ‐ Developing a handbook that translates synthesized find‐ings from desk and field research as well as Delphi study into a practical tool for teachers and trainers of adult educa‐tors‐to‐be.
—‐
Project aims to investigate ‐ Which social and cultural factors influence the individual formation of initial competences and qualifications in the field of general adult education, vocationally oriented adult education and liberal education? ‐ Which factors influence the construction of a professional identity among adult educators‐to‐be? ‐ How may adult education policies and initial education and training practice affect professionalisation processes in the field of general, vocationally oriented and liberal edu‐cation?
—‐ Project objectives 1. Create better understanding of what governs the forma‐tion of initial competences and qualifications in the field of general, vocationally oriented and liberal education. 2. Identify future needs that are not properly addressed in current initial education and training of adult educators‐to‐be. 3. Formulate policy recommendations to provide adult educators‐to‐be with better chances to qualify themselves, thus to improve the quality of future adult education sup‐ply. 4. Create tools aimed at supporting final beneficiaries to improve their practices.
—‐ Target groups ‐ researchers in the field of adult education; ‐ policy makers in field of general adult education, voca‐tionally oriented adult education and liberal education; ‐ adult education practitioners, with special reference to educators and trainers of adult educators to‐be.
—‐
For more information on this initiative visit http://www.dpu.dk/
or contact
Marcella Milana BAEA ‐ EU Project Coordinator Email: mami@dpu.dk
***
ISSN: 1792‐538X
Issue Nr 2 / 2010
Special AnnouncementsSpecial Announcements
STUDY VISITS PROGRAMMESTUDY VISITS PROGRAMME 20102010‐‐2011 Applications2011 Applications
******
W ould you like to explore education and train‐ing issues with your peers in other European countries? Do you wish to learn more about education and training policy and practice
across Europe ? Then perhaps it’s time to participate in the Study visits programme for education and vocational train‐ing specialists and decision makers! The second round of applications for the academic year 2010/2011 is open and concerns study visits scheduled be‐tween March and June 2011. Applications should be submit‐ted online at CEDEFOP’s Web site http://s t u d y v i s i t s . c e d e f o p . e u r o p a . e u / i n d e x . a s p ?cid=2&artid=7194&scid=74&lang=EN by 12 noon (Central European Time) on 15 October 2010. Two of the visits during that period will explore issues re‐lated to new skills for new jobs, while there will also be a visit focusing on global skills and competences for active citizenship which might be of interest to experts and practi‐tioners working in this field. More specifically, the visit on “A lifelong learning path to “A lifelong learning path to global skills and competences” global skills and competences” has the following struc‐ture: CATEGORY OF THEMES: Key competences for all, including creativity, innovation and entrepreneurship WHY? Global competences and the processes of acquiring them throughout life are the focus of this study visit. We want participants to view such abstract ideas in the specific con‐text of an international school (IPC) in a municipality (Helsingor) located close to the capital city (Copenhagen) that is part of a transnational region (Øresund) within the continent (Europe) that is a player on the global scene. WHAT? Participants will learn about: • the non‐formal residential school format and examine whether its learning environment is favourable for citizenship education; • the challenges of integration, intercultural and global edu‐cation at elementary, high school and university levels; • the roles of the local municipality and associations in rais‐ing citizens’ global awareness; • how global competences can be analysed, what tools exist to measure and validate them; • existing networks and organisations that promote global education both locally, nationally and trans‐nationally.
HOW? Participants will: • meet with international students in a global citizenship learning process; • observe how non‐formal learning methods are used on a 24‐hour/day basis and informally evaluate their effectiveness; • visit local citizens’ groups dealing with integration and multiculturalism. WHOM? • Head teachers, teacher trainers, • heads of departments, • human resource managers, • pedagogical or guidance advisers, • representatives of education and training networks and associations, • representatives of educational services, labour offices or guidance centres, • representatives of local, regional and national authorities, • researchers.
—‐ More details can be retrieved from the following websites:
www.ipc.dk www.hojskolerne.dk
www.finfo.dk/emneside‐en?set_language=en&cl=en www.eng.uvm.dk
www.co‐citizenship.eu ***
The visit on “Skills and jobs: will they meet in the future?” “Skills and jobs: will they meet in the future?” has the following structure: CATEGORY OF THEMES: Education and training for employability WHY? Assessment and anticipation of skills and labour market needs is seen as a key instrument: for the efficient function‐ing of markets and mobility within the EU; for a better match between supply and demand to reduce bottlenecks; and for a better definition of the content and structure of education and training systems as they seek to develop human resources, skill levels, creativity and entrepreneur‐ship. This is as important in Finland as in other European countries. In Kainuu region we have done anticipation work for 10 years. We have anticipated skills needed in working life and adjusted our education supply according to these needs. Kainuu vocational college is the only vocational school in Kainuu region. We have extensive experience and would like to share it. WHAT? Participants will learn about: • rationale for anticipation; • alternatives to anticipating skills requirements;
Page Page 2727
• observe physical education and training methods; • visit and try sport facilities; • talk to HR specialists, sport and healthy lifestyle profes‐sionals. WHOM? • Company training managers, • directors of education and vocational training institutions, centres or providers, • educational and vocational training inspectors, • head teachers, teacher trainers, • heads of departments, • human resource managers, • owners/managers of SMEs, • pedagogical or guidance advisers, • representatives of chambers of commerce/ industry/crafts, • representatives of education and training networks and associations, • representatives of educational services, labour offices or guidance centres, • representatives of employers’ organisations, • representatives of local, regional and national authorities, • representatives of trade unions, • researchers.
—‐ More details can be retrieved from the following websites:
www.rpic‐vip.cz www.keycompetencies.eu
—‐ Note that for all study visits, organisers are selected by the National Agency of their country. In order to implement a successful study visit, organisers need to respect several rules before, during and after the study visit which are writ‐ten down in the handbook for organisers. If you are organis‐ing a future study visit, you will find further useful informa‐tion on our site `information for organisers`. A fruitful par‐ticipation in a study visit however requires that participants also prepare themselves accordingly. On our page ‘Information for participants’ you will find useful informa‐tion on rules which participants should follow before, during and after their participation in a study visitor.
• overall trends in job creation and labour supply; • the challenges of anticipating labour supply in Europe; • anticipation projects in Finland and Kainuu vocational col‐lege in Kainuu region. HOW? Participants will: • hear lectures on themes dealing with anticipation; • observe anticipation methods; • visit a vocational school which has carried out anticipation work over the past 10 years; • visit enterprises involved in anticipation work; • visit enterprises that have faced the problem of finding skilled labour. WHOM? • Directors of education and vocational training institutions, centres or providers, • educational and vocational training inspectors, • heads of departments, • pedagogical or guidance advisers, • representatives of education and training networks and associations.
—‐ More details can be retrieved from the following website:
www.oph.fi/download/110071_Education_training_and_demand_for_l
abour_in_Finland_by_2020.pdf ******
The visit on “Competence for active life” “Competence for active life” has the following structure: CATEGORY OF THEMES: Education and training for employability WHY? There are more and more jobs where the main working tool is a computer. This means a combining a computer, a desk, a chair and hunched staff. We travel by car, sitting behind the steering wheel. At home we comfortably settle down in front of the TV or notebook. A survey reveals that only 15% of Europeans are active in sports and that the average citizen spends more than six hours a day seated. What is the impact of this lifestyle on our work, fitness, health? Besides physical and health aspects, sport teaches to be part of a team, to accept fair play, to improve knowledge, motivation, skills and readiness for effort. It promotes social interaction and networking, contributes to job creation and revitalising dis‐advantaged areas. We have developed a set of 14 innovative training programmes to prepare a flexible, employable work‐force able to cope with rapid changes on the labour market. WHAT? Participants will learn about: • physical activities as methods to develop social compe‐tences; • the Czech physical education system; • active lifestyle, relaxation methods, facts and trends and diseases of civilization; • physical activity in HR policies. HOW? Participants will: • participate in soft skills training that use physical activities;
Page Page 2828 ISSN: 1792‐538X
Issue Nr 2 / 2010
FORUM FOR THE ADVANCFORUM FOR THE ADVANCEMENT EMENT OF CONTINUING EDUCATIONOF CONTINUING EDUCATION
30 June30 June‐‐2 July 2011, 2 July 2011, Glasgow , UKGlasgow , UK
****** The FACE 2011 Annual Conference will be hosted by Uni‐versity of Glasgow. Established in 1451, the University of Glasgow is one of the UK's oldest and most prestigious higher education institutions. The conference will offer an international panel of keynote speakers including Professor Andy Furlong of University of Glasgow and Professor Wendy Purcell of University of Plymouth. Conference themes will include: •Community‐based access to further and higher education. •Stakeholder contribution to lifelong learning within re‐gions, cities and communities. •The relationship between lifelong learning, regeneration and new growth areas, partnership and the development of social capital.
—‐ For advance information and notification of future
booking arrangements, contact: cradall@educ.gla.ac.uk
99thth PASCAL PASCAL INTERNATIONAL CONFERINTERNATIONAL CONFERENCEENCE
Engaged Universities Engaged Universities & Learning Cities& Learning Cities‐‐RegionsRegions
1 & 2 December 20101 & 2 December 2010 University of Botswana, GaboroneUniversity of Botswana, Gaborone
******
I t is increasingly recognized that higher education insti‐tutions can make significant contributions to the eco‐nomic, social, culture and environmental development of the cities and regions in which they are situated. The
concepts of the “learning city” and the “learning region” capture the idea that the development of human potential is central to the economic success, social cohesion, cultural identity and environmental sustainability of these areas. Uni‐versities have particular resources that can provide opportu‐nities for lifelong learning, knowledge transfer, creative en‐terprise and community participation. However, many changes are required within universities in order for them to engage successfully with their surrounding communities. Equally, it is important for cities and regions to understand how they can take advantage of the higher education institu‐tions in their areas to achieve common goals. The theme “Engaged Universities and Learning Cities‐Regions” will en‐able in‐depth analysis of the relationship between the uni‐versity and society in a variety of national contexts. The con‐ference will be of interest to those in the research and aca‐demic community working in the area of higher education and regional development and will also be of significant in‐terest for policy‐makers and managers from cities and re‐gional development agencies and local and national govern‐ment bodies with responsibility for regional develop‐ment. The structure of the Conference will facilitate the shar‐ing of experiences and research findings across a wide range of interests. The mix of participants provides the basis for an informed dialogue between academics, professionals, and regional leaders. In addition to keynote addresses, panels and individual papers, there will be illustrative case‐studies and roundtable discussions, enabling debate on a range of topics associated with the main Conference theme. The Conference will take place on the campus of the Univer‐sity of Botswana in Gaborone.
—‐ Details for the Conference may be found on this
website: http://pascalobservatory.org/ ***
There will be a European dissemination event for PURE in Munich at Ludwig Maxmillian University
from 19‐21 May 2011 More details will be available in DecemberMore details will be available in December
Page Page 2929
nisms which cannot, will not, and even should not be over‐come. Difference and plurality is the basis of our present day society and the backbone of our democracy. The idea of ‘a community without a community’ or of ‘a community of those who have nothing in common’ may be much more relevant than a community that in vain tries to (re‐)establish strong identifications and bondings. This other community is not simply absorbed into the rational community; it recurs, it troubles the rational community, as its double or its shadow. This other community forms not in a work, but in the interruption of work and enterprises. It is not realized in having or in producing something in com‐mon but in exposing oneself to the one with whom one has nothing in common’. With regard to this view on community, education is not about facilitating the process of producing a joint identity or a common we, as suggested by various protagonists of so‐cial cohesion and social capital theorists. Nor is it aimed at including people in homogeneous communities. Often, such attempts are counterproductive and end up with ex‐clusion rather than inclusion. On the contrary, in this view education could be conceived as creating conditions in which people’s identities are interrupted by the presence of others who articulate other opinions, or different expres‐sions of what life and living together is about. A pedagogy of interruption is a pedagogy that violates the sovereignity of the subject by asking the simple but fundamental ques‐tion: what do you think about this, where do you stand on this, or, how will you respond? In line with this view adult and community education is a matter of creating public or worldly spaces where the issues that torment us can be de‐bated, without the certainty that what we are saying is the ultimate right answer, but with the certainty that we are thus preserving the difference and keeping democracy alive. We are aware of the fact that research in adult and continuing education that deals with issues of community building often relates to the dominant orientation of restor‐ing social cohesion through the increase of social capital. Yet, other approaches favour a position where the experi‐ence of interruption of the common (sense) has a central educative meaning.
*** Invited papers
We invite contributors to develop a stance vis‐á‐vis these two divergent orientations regarding adult edu‐cation and community building. Various contribu‐tions to the debate on this issue are welcomed, be they theoretical, or empirical, or a combination of
both. —‐
Deadline for submission to this thematic issue is Deadline for submission to this thematic issue is
October 15, 2010October 15, 2010
ADULT EDUCATION ADULT EDUCATION AND THE COMMUNITYAND THE COMMUNITY
Thematic issue nThematic issue noo 3 of RELA3 of RELA Lead editors for this issue:
Danny Wildemeersch & Ewa Kurantowitz ******
I n the past decade, the issue of community has become an important social and even political theme. Research‐ers and politicians share a concern about an observed loss of social cohesion. In the field of social sciences, the
American political scientist, Robert Putnam achieved world‐wide fame with his book ‘Bowling Alone. The collapse and revival of American community’ (2000), which convinced many readers that our sense of community is being eroded. Putnam argues that over the past few decades, associational life in the US has steadily lost ground. He argues that people no longer are committed to matters beyond their private interests, that they spend lonely hours in front of the televi‐sion, and that they are largely self‐absorbed. Traditional membership of various associations, such as sports clubs, parent committees, service clubs, and youth organizations, used to ensure that people felt involved in the local commu‐nity and, by extension, in society at large. The steady decline in civic engagement causes the social fabric to unravel and trust in society to decline, thus Putnam claims. Such trust can only develop when people are connected, when they maintain regular contacts, and collaborate with each other. This does not only involve ties with like‐minded people (bonding), but also the collaboration with people and asso‐ciations outside one’s circle of confidants (bridging). The trust emerging from these processes of bonding and bridg‐ing represents a society’s ‘social capital’. More recently this analysis is being complemented by a criti‐cal analysis of the challenges posed by the multicultural soci‐ety. The last decades have shown an increasing ethnic‐cultural mix in European societies that often were considered to be fairly homogeneous. ‘The non‐committal answer given by multiculturalism is that there is no “we” anymore; instead, society consists of a collection of subcultures. It is hard to see what remains of the notion of citizenship. Without a sense of ‘we’ nothing is possible, without critical involvement, society disintegrates’. The discourse on the restoration of the com‐munity is today fairly popular and dominant among policy makers. Populist politicians are increasingly influential in many European countries. They reflect a major concern in a cohesive society that produces the social capital necessary to forge ‘a community with an identity’. It tells ‘a story of lost paradise and promised redemption’. In opposition to this position, some scholars argue that it is not possible today, and it never has been possible in the past, to overcome the differences in society and to forge a common ‘we’. There are inevitably all kinds of differences, oppositions and antago‐
Page Page 3030 ISSN: 1792‐538X
Issue Nr 2 / 2010
ESREA | ReNAdET infoESREA | ReNAdET info
T he general scope of this ESREA Net‐work is to provide input on how to improve the conditions needed for the personal and professional develop‐
ment of adult educators and trainers, enhancing the attractiveness of their profession and there‐fore strengthening the idea of quality in adult education in Europe. This is to be achieved by stipulating some insight into key issues and challenges related to the adult educator and related staff, and by highlighting essential areas of action, current trends, good practices and relevant policies. On these grounds the aim of the network is threefold: To bring forward the experience from all around Europe, on issues pertaining to the multiple roles, practices and settings in which adult educators and related staff, act and grow. To report on current European projects and stimulate research in this area. To explore the way/s in which policies de‐velop and analyse their possible impact.
tion VIDA, Portugal. ——————————— Magda Trantalidi: Ministry of Education, General Secretariat for Lifelong Learning, Greece. ——————————— Rhona Heywood: European Sci‐ence Foundation, France. ——————————— Andreas Fejes: ESREA Secretary, University of Linköping, Sweden. ——————————— Mike Osborne: University of Glas‐gow, United Kingdom. ——————————— Larissa Jõgi: University of Tallinn, Estonia. ——————————— Wolfgang Jütte: University of Bielefeld, Germany. ——————————— Aurélien Daydé: European Dis‐ability Forum (EDF), Belgium. ——————————— Simon Broek: Research voor Beleid, The Netherlands. ——————————— Holger Bienzle: Die Berater, Aus‐tria. ——————————— Paul Dalli: Maltese Mentoring Society, Malta. ——————————— Jürgen Lange: Arbeit und Leben DGB/VHS NW, Germany. ——————————— Joe Tanti: Maltese Mentoring Society, Malta.
Bruno Schettini: Faculty of Psy‐chology at the Second University of Naples , Italy. ———————————— Assunta Aiello: Chamber of Meta (Naples‐I) at the “Università delle Tre Età”, Italy. ———————————— Valentin Cosmin Blandul: University of Oradea, Romania. ———————————— Liliana Ezechil: University of Piteşti, Romania. ———————————— Maria Gravani: Open University of Cyprus, Cyprus. ———————————— Anne Strauch: German Institute for Adult Education (DIE) ‐ Leibniz Centre for Lifelong Learning, Ger‐many. ———————————— Georgios K. Zarifis: Aristotle University of Thessaloniki (AUTh), Greece. ——————————— Vilija Lukosuniene: Lithuanian Association of AE, Lithuania. ——————————— Guy Tilkin: Landcommanderij Alden Biesen, Belgium. ——————————— Jens Vermeersch: Adjunct van de directeur GO! Onderwijs van de Vlaamse Gemeenschap, Belgium. ——————————— Teresa Almeida Pinto: Associa‐
——————————— Elmo de Angelis: Training 2000, Italy. ——————————— Sabine Manning: WIFO, Germany ——————————— Joan Font: DEMA, Spain. ——————————— Emilio‐Lucio Villegas: University of Seville, Spain. ——————————— Geoffrey Elliott: University of Worcester, United Kingdom. ——————————— Marcella Milana: University of Aarhus, Denmark. ——————————— Mary Karagiozopoulou: CEDE‐FOP, Greece. ——————————— Petros Pashiardis: Open University of Cyprus, Cyprus. ——————————— Rhona Heywood: European Sci‐ence Foundation, France. ——————————— Jim Bradley: University of Stirling, United Kingdom. ——————————— Roula Panagiotou: CEDEFOP, Greece. ——————————— Julian Stanley: University of War‐wick, United Kingdom. ——————————— Maren Elfert: UIL, Germany. ——————————— Mali Crasovan: IREA, Romania.
Contributors in this issueContributors in this issue
You can send your comments and contributions to the
following address: Georgios K. Zarifis | Aristotle
University of Thessaloniki (AUTh), Faculty of Philosophy, School of Philosophy & Education, Department of Education | Old Building of Faculty of Philosophy, Room 208 | 54124, AUTh Central Campus, Thessaloniki, Greece.
+302310997893 +302310997463
@ gzarifis@edlit.auth.gr Or contact us directly to:
esrea.renadet@yahoo.com
Find more about ESREA and the ESREA Networks, Events &
Membership at: www.esrea.org
RELA RELA ‐‐ Academic Academic Open Access Journal Open Access Journal
T he ‘European journal for Research on the Education a n d L e a r n i n g o f Adults’ (RELA) is ESREA’s
refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ‘open access’. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language.
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For more information about the journal and on how to
submit a paper go to:
www.rela.ep.liu.sewww.rela.ep.liu.se
ESREAESREA p romo te s and disseminates theoretical and empirical research on the education of adults and adult learning in Europe, through research networks, conferences and publications. Active members come from most part of Europe. The secretariat of ESREA is located at the ‘Department of Behavioural Sciences and Learning’ at Linköping University in Sweden. ESREA is in legal terms a non‐profit organization governed under Swedish law. Membership of ESREA is open to all individuals and institutions engaged or interested in research on the education of adults and adult learning.
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