Learning Regions and Learning cities Keystones for the development of knowledge societies in Europe

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Learning Regions and Learning cities
Keystones for the development ofknowledge
societies in Europe with economic growth,
social welfare, cultural integration and
democratic citizenship
07.12.07

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Thesis

• Regional an city networking on the basis of
  transsectoral partnerships, particularly with
  education , companies , NGOs and public
  institutions must become a new focus in learning
  for economic, social, cultural, environmental
  and political , for human sustainability all
  over in Europe

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• Content
• 1. Historical/political, structural and
  conceptional
• backgrounds of Learning regions and cities
• System of parameters and indicators for the
  relationship of learning regions/cities and
  economy
• Learning regions in Germany
• Golden rules (key elements)for networking ,
  policy and sustainability of learning regions and
  cities
• Perspectives for learning regions in Germany
• The European dimension and perspectives of
  regional and municipal networking

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1. Historical/political, structural and
conceptional backgrounds of Learning regions and
cities
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1.1 Regionalism

• History of important Regions and cities
• -Sparta, Venice, Prussia, Upper Rhine
• Historical checks and balances
• Political Positions UNESCO, OECD, EU, CoR
• Regional (local) competencies and
  responsibilities
• Regional profiles and identities
• Regional approaches,
• Regional sustainability
• Reform of Federalism

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1.2 Glocalisation
07.12.07

• Think global, act local (regional),
• Economic, technological, social, cultural and
  environmental changes
• Reduction of complexity/Complexity learning
  systems
• Development of regional and local learning paths
• Regional and local identification,
• Demographic change regional chances and answers
• Best practise, benchmarking and interregional
  comparability
• Mobility
• Participation and partnerships, exchange of
  experiences, common learning cultures
• Regional feasibility and sustainability
• Regional and local monitoring

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1.3 Regional qualifications / competences

• Specific needs and profiles in the region and
  community with direct supply specific problem
  solutions and demand orientated customized supply
• Innovation and productivity for stakeholders in
  direct cooperation within the region and
  interlinking with branches and sectors
  (networking and synergy)
• Regional know how for new and enlarged
  stakeholders
• Entrepreneurship
• Transparency (databanks, internet portales)
• Marketing factor for the region
• Economic, social, personal, methodological
  competences

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1.4 Benefits of regional and local
Cooperation ? 1 1 3

• Vertical and horizontal cooperation and
  interlinking between education, economy, social
  system , environment and public institutions and
  society
• synergetic effects
• quality

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• participation and open access (no exclusion),
  transparency and information, permeability
• learner orientation (SDL)
• learning in and for the region and community
• best return of investments (ROJ)
• structure building, innovation policy,
  sustainability

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1.5 Major role of stakeholders in the learning
regions and communities

• Supply of regional and local important products
• Direct contacts to other branches and sectors
  (education, social agencies)
• Employability demand and supply
• Qualification in the work place best know how
• Social responsibility and engagement
• citizenship in the region

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• 2.System of parameters and indicators for the
  relationship of learning regions/cities economy,
  economy and citizenship
• - learning, earning, concerning -
• -micro, meso, macro
• 2.1 INPUT
• Resources and capital - people
• Human capital (personal,
  vocational, social, political
• methodical
  competences, Skills)
• -Knowledge
• -Motivation
• -Communication
• -Sociability
• -Learning capacity
• -Information
• -Research
• Funding

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• 2.2 Throughput (Process)
• 
  Research of problems
  and needs
• Winning/ Convincing of Stakeholders
• Overcoming of barrieres
• Public-private partnerships
• Overhead organisation
• Financial impulse
• Standards
• Start ups
• Leadership, partnership, participation
• (bottom up and top down)
• Trust and control
• Marketing, publicity, activities
• Monitoring
• Dissemination, evaluation, valorisation

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• 2.3 Output
• Quality of learning organisation and
  products
• Growth BSP
• Profit
• Competitiveness
• Spin offs / entrepreneurships
• No poverty, welfare
• Employment
• Winning time
• Less social and opportunity costs
• Inclusion and integration/ cohesion
• Equal chances and Social peace
• Happiness, health, stability
• Environment quality - planet
• Sustainability

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3. Learning regions and cities in Germany

• 3.1 2001 2007 Programme Learning regions
  Providing support for networks -

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• Federal ministry of education and research in
  close cooperation with the 16 states, 70 networks
  in two waves, 118 Mio. Euro up to 2007 (51 ESF)
  state and participants money, agency board
  consortium, strategy LLL R3L
• Extended phase (42 participating Networks) from
  July 2006 - December 2007 for further development
  of
• Counselling Agencies
• Self-Learning Centres
• Transition Management between educational Phases
  (e.g. school and working live)
• Data portals
• SMEs
• Special programmes (Professionalisation of
  guidance and counceling)

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Strukturschema Lernende Regionen (Entwurf)
BMBF
ESF
Lenkungsausschuss Länder u.a.
Programm Lernende Regionen - Förderung von
Netzwerken (LRFN) Projektträger im Deutschen
Zentrum für Luft- und Raumfahrt e.V. (PT-DLR)
Wissenschaftliche Begleitung des Programms
LRFN Rambøll und Ludwig-Maximilians-Universitä
t München
2. Welle 2002 - 2007
1. Welle 2001 - 2006
Programmvertiefung II 2007 Sept. 2008
Programmvertiefung I 2006 - 2007
Kommunale Kooperationen mit LR
Aus- und Weiterbildung in KMU im Rahmen des LLL
Übergangsmanagement
Lernzentren
Bildungsberatungsagenturen
Themennetz Übergangsmanagement
TheLernzentren Themennetz mennetz
Bildungsberstungsagenturen
Themennetz Lernzentren
Themennetz
Beirat
Entwicklergruppe Experten aus LR mit
dem Schwerpunkt Bildungsberatung
Entwicklungsvorhaben Professionalisierung der
regionalen Bildungsberatung in
Deutschland Laufzeit 01.12. 2006 31.03.2008 7
RQZ, Koordination Zentrum für Wissenschaftliche
Weiterbildung Johannes Gutenberg-Universität
Mainz
Leitvorhaben Lernzentren Laufzeit 01.06.
2007 30.09. 2008 Deutsches Forschungszentrum
für Künstliche Intelligenz (DKFI)
Leitvorhaben Bildungsberatung Laufzeit 01.03.
2007 30.06. 2008 Koordination Technische
Universität Kaiserslautern
Leitvorhaben Übergangsmanagement Laufzeit
01.06. 2007 30.09. 2008 Koordination Universit
ät Duisburg-Essen
finanzielle Förderung
fachliche Zusammenarbeit
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Step on Guidanceand Councelling in Mainz

• Structure
• Network of educational institutions and
  stakeholders from companies and politics
• Different networkgroups and coordination-focus
• Products
• Internetportal Bildungsatlas with Life Long
  Learning databank and Online-Counceling
  (http//www.bildungsatlas-mainz.de)
• Local guidance-counceling places
• regional learning events
• Professionalisation of the networkpartners
• Counceling with and in SMEs

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• Qualification Bildungsberatung
  Kompetenzentwicklung(Educational guidance and
  competence-development)
• common Curriculum
• common Quality-standards
• 5 bloc-courses (moduls) à 3 days and 1 final
  colloquium
• 120 UE (Presence) und 50 UE (SDL, thesis,
  Documentation of a case study) 6 ECTS
• Regional customised additional moduls

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• Main ideas of Learning Regions in Germany
• Education
• Strengthening the learners personal
  responsibility and self-management
• Motivating disadvantaged groups that are
  currently less involved in education
• Strengthening relations between all educational
  sectors
• Co-operation of educational providers and users
• Improving the quality, quantity, and structure of
  offers, in order to promote user-orientation in
  particular
• Productive diversity in value adding clusters
• Economic Growth, Environment
• Civil society, Democratic citizenship

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Regional Network Participants

• Important regional educationinstitutions and
  other players,particularly from the labour
  market( field of employment), support,
  educational policy, citizenship

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• schools and institutions of higher education,
  educational organizations of trade-unions,
  industry, churches, commercial providers, adult
  education centres, distance learning institutes
  (eLearning)
• Companies (especially SMEs), chambers of trade
  and industry, trade, unions
• Regional and local authorities, education
  counselling institutions, youth authorities,
  employment offices

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• Self-organised groups of learners,
  respresentatives of consumer protection
  organizations, teachers and in-company
  instructors, lecturers and developers of teaching
  materials
• Cultural and socio-cultural institutions
  (libraries, museums, colleges)
• Democratic citizenship groups (young people,
  senior citizens, women, sports and the
  environment)
• Conclusion Productive diversity
  clustering

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Main topics products of learning regions in
Germany

• Transmission from school to employment and vice
  versa
• Economics at school
• Cooperation schools and companies
• Integration of unemployed people
• Information (databank, internet portals) and
  counselling for learners and companies
• Events (learning festivals, exhibitions, awards)

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• Change management organisational guidance,
  competence documentation
• Saving time (25 35), reducing costs (30 35)
• Learning centres, curricula, courses,
  certification learning success (OECD)
• Quality management
• Managing demographic change

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4. Golden rules (key elements) for networking and
sustainability of learning regions

• Bottom-up strategies, flexibility and top-down
  responsibility
• Information and transparency direct
  communication
• advantages for all participants (win win
  situations)

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• Mutual trust, equity in partnership and
  confidence
• Profiling and partnership integrated problem
  solutions
• Common activities, shared experiences, new
  knowledge
• Business plan
• Evaluation

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• Public relations, marketing, festivals,
  exhibitions, awards
• effective administration (overhead), internet
  platforms
• Orientation for sustainability from the beginning
• Valorisation (products, dissemination)
• general support we in the regions

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5. Perspectives for learning regions in Germany

• Extended Phase I (Counselling Agencies,
  Self-Learning, Centres Transition Management)
• Extended Phase II ( LLL in Small and Medium
  Enterprises until March of 2008)
• Fostering of National Networks (e.g. in
  Educational Counselling)
• Learning municipalities (cities)
• Additional Funds in cooperation with foundations
  for municipal Promoters of LLL and regional
  Monitoring of Outcomes
• Educational savings
• Nationwide Dissemination interlinked with
  LLL-Phase 2007-2013
• Institutionalised networking
• Research
• Foresights

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6. The European dimension and perspective of
regional and local networking

• The importance of regionalism and localism
  committee of the regions
• Representation of central , regional and local
  governments
• Educational networking of interest groups
• EARLALL
• EUCEN
• EAAE
• PASCAL
• Regional Networks (LINE)

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• Educational networking in future EU-programmes
• Follow up of penr3l-Transversal projects
• Integrated programme 2007-2013
• Thematic groups
• Programme groups, i. e. Grundtvig/ Leonardo
• General Directors of adult education
• Policy development
• Global educational programmes and regional
  chances
• Regional programmes-Interreg
• Interregional and interlocal cooperation and
  networking
• Transnational networking (EU and transatlantic)
• Cohesion/coherence of programmes and ESF
• Research programmes-FP7 (Accelerate)

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Thesis

• Communication from the European CommissionAdult
  Learning It Is Never Too Late To Learn(23rd of
  October 2006)
• Member States can no longer afford to be without
  an efficient adult learning system, Integrated
  into their lifelong learning strategy, providing
  participants with increased labour market access,
  better social integration and preparing them for
  active ageing for the future. They should ensure
  that they have systems which enable them to
  define priorities and monitor their
  implementation.
• Learning regions and cities are these future
  orientated
• systems.
• Let s work on this, altogether!