16/8/2023 0 Comments Barry J. Hake turned 80 this year!Most of us know that Barry Hake was one of the forefathers of ESREA and its heart and soul for many years. This year Barry turned 80. Barry was born in January 1943 in Cullompton, Devonshire (United Kingdom). He studied at several universities, such as Bristol, Exeter, and Hull, where he got his B.A, M.A. and a PhD in Comparative Political Science titled "Patriots, Democrats and Social Enlightenment: A study of political movements and the development of adult education in The Netherlands, 1780-1813". In 1970, Barry left the United Kingdom to start his first job in the Netherlands at the European Cultural Foundation in Amsterdam. Five years later, he became head of the educational department of the Tropenmuseum and in 1978 he started his work as researcher at the oldest university of the Netherlands, Universiteit Leiden. As Associate Professor of adult education at Leiden University School of Education he was running the ESREA secretariat from 1991 until 2007shortly before he somewhat reluctantly retired, as Dutch law at that time wouldn’t allow to continue working after the age of 65 -o tempora, o mores! Barry always loved teaching and his students adored him. Since then, he has been working as an independent researcher, policy analyst and consultant and is still actively involved in scientific work with colleagues all over Europe and beyond. From one of his earliest publications “Does education have a future?” (Bengtsson et al., 1975) to the most recent one "Re-reading the 1972 Faure report as a policy repertoire: Advocacy of lifelong education as recurrent education with neoliberal tendencies" (Hake, 2023), Barry’s writing has been driven by profound knowledge on history of education and educational policies in Europe. A passionate advocate of the idea that education and learning enable everybody to change for the better, he is convinced that adult education can be an instrument in the establishment of a more just society (Rubenson, 2023). Barry’s role as a scholar in European higher education and research institutions on adult education was a relevant one from various perspectives. Starting in scientific domains such as history of (adult) education and then developing research and writings in adult education policy, among other topics, Barry was influential in reflecting critically upon concepts and theories that have changed the way research and academic staff understand adult education as a wide domain of policy, practice, and investigation. This influence was clear, for instance, when it comes to the concept of éducation permanente, lifelong education and lifelong learning, the role international governmental organisations had in using and reinterpreting such policy idea and the adoption of such concept in different national policies of adult education. Finally, Barry's engagement in cross-cultural collaboration must be mentioned here. Starting a new life in another country than where he was born, made him think differently in various aspects. Involved in numerous ERASMUS projects, he stimulated students from all over Europe to collaborate and to exchange their knowledge. Convinced that learning from other (scientific) cultures is an enormous enrichment, he succeeded in getting together a number of scholars throughout the continent. This developed from a modest group of researchers coming from both sides of the just turned down Wall in the early 90ties to a widely spread network of European researchers. At the age of 80, Barry is still a highly critical spirit, reflecting the here and now of education and social movements on the background of the past. As a tribute to Barry's wonderful and fruitful career as a known and celebrated scholar in our field, his lovely wife Angelica Kaus and his long time colleagues Michal Bron Jr, Paula Guimaraes and George K. Zarifis decided to edit a Festschrift, hence celebratory volume that includes chapters that reflect the influence Barry had in the interpretation and comprehension of adult education topics in adult education, history, policy, practices and research. Written by several colleagues interested in a wide set of topics, they all have met and worked with Barry at some stage of his life. Then, this book includes chapters that are organised in three parts: the first one on studying history of adult education; the second one on analysing éducation permanente, lifelong education and learning and adult education policy; and the last one on interpreting places, times, ways of doing and thinking about adult education. In each part the organisation of the chapters was made in alphabetical order, as chapters approach a large number of subjects, difficult to set in a systematic and coherent contents’ order. Therefore, the first part includes chapters holding historical debates of several issues. A chapter by Kirsi Ahonen can be found on the history of adult education and the relation of this domain with history of society as a framework. The connection of a specific field of education, such as adult education, is to be found on wider trends of development of society and can only be fully understood having this frame in mind. The second and the third chapters, by Alain Gras, are devoted to the discussion of the Albigensian crusade, the Cathars and the Languedoc. Both chapters, in French and in English, analyse the role of a 13th century crusade in Narbonne, a region where Barry found his second home. By Emilio Lucio-Villegas, the fourth chapter shows a discussion of the history of adult education in Spain, pointing at significant trends of development in a country characterised by diversity. By Christian H. Stifter, the fifth chapter analyses the scientific debate culture, focusing on some aspects relevant for academic reflection such as fact-oriented criticism, intellectual inspiration and collegial cooperation. The last chapter by Richard Taylor analyses Working Men’s College activities and the role F.D. Maurice had in the development of Christian Socialism and adult education. The second part of the book reflects the influence Barry had on the discussing adult education policies and on debating a significant concept such as éducation permanente, lifelong education and lifelong learning for adult education policies, especially after World War II. The chapter by Gerhard Bisovsky focusses on Austrian adult education policy, specifically in continuities in what refers to values, ideas and aims. The following chapter by Paula Guimarães discusses meanings of éducation permanente, lifelong education and lifelong learning within a significant international governmental organisations such as UNESCO. The chapter from Françoise F. Laot focusses on Bertrand Schwartz and the influence this scholar had in education permanente policies and practices in France, based on interviews made by Françoise to B. Schwartz. The chapter by Licínio C. Lima looks at Paulo Freire and his role as a subversive pedagogue in the frame of adult education theoretical debate and in policies. Kjell Rubenson’s article analyses lifelong learning in present times in the frame of social, economic, environmental and democratic crises. The last chapter by Tom Schuller stresses a pattern so significant in contemporary such as the ageing of societies through the discussion on learning through lives of adult who are getting older. In the final chapter of this part Tom Schuller draws our attention to learning for later life and, consequently, learning for death. The question: How do we reconcile ourselves for dying? should not be excluded when talking about Learning throughout Life. The third part of the book is about interpreting places, times, ways of doing and thinking about adult education. Itincludes chapters on issues that Barry has reflected upon as a scholar, as a concerned and informed citizen and a man willing to take the best of life. Therefore, the chapter by Simon Broek includes a discussion on the meaning of the good life and the importance of developing links between individual agency and social determinism when considering adult education. The next chapter by Michal Bron Jr is about urban gardens and their role as learning environments for adults (and children), in particular when talking about learning for healthy living and climate adaptation in big cities. Starting with some facts on demographic change, Rudolf Tippelt emphasizes the meaning of lifelong learning for older learners in the next article. The chapter by George K. Zarifis is directed at analysing skills and skill development for those involved in adult education practices, the adult education professionals. The last chapter by Jacques Zeelen discusses adult education as a common ground domain that allows the crossing of borders with different scientific fields. Congratulations Barry for 50 years of cross-cultural academic work and teaching and learning for a good life. We wish you all the best for many more years of an active, healthy, and happy life. A Symposium in honour of Barry Hake's 80th birthday was organised on the 5th of May 2023, at the Chateau Le Bouïs, Route Bleue, 11430 Gruissan, France. The title of this symposium was "The good life: Learning for self-fulfillment and societal embedding". Friends and colleagues of Barry from all periods of his life where there to celebrate his 80th birthday. The Festschrift was presented to Barry as a gift in this event. The photos are from the symposium and the party that followed.
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4/8/2023 0 Comments CLEAR - Constructing Learning Outcomes in Europe: A multi-level analysis of (under)achievement in the life courseThe CLEAR research project is conducted in eight EU countries – Austria, Bulgaria, Finland, Germany, Greece, Italy, Portugal, Spain – which represent more than half of the EU’s population with diverse governmental and education systems, economic and labour market structures, and socio-cultural contexts. By conducting comparative research in the countries studied, CLEAR will generate new comparative knowledge on the existing educational policies targeting learning outcomes of young people aged 18–29 and attaining secondary and post-secondary education and training. Hereby, the CLEAR project gives a special attention to groups that are multi-disadvantaged and/or in vulnerable situations, as they have been massively affected by the COVID-19 pandemic’s ramifications. Conceptually, CLEAR adopts dynamic and relational concepts – Life Course, Intersectionality, Spatial Justice – that will help explore the several mutually intersecting dimensions of the issue – individual, institutional, structural, relational, and spatial. The three theoretical frameworks bridge education, sociology, social and youth policy studies, and political sciences making it possible to explore the five analytical dimensions, and to adequately conceptualise information for research site selection. Furthermore, combining these theoretical views brings together different disciplinary approaches, which enables us to address the complex methodological issues in a dynamic and interdisciplinary manner. Methodologically, CLEAR relies on proven and field-tested comparative research and combines well-established designs of mixed-method, multi-level analyses with novel participatory strategies, thus actively stimulating informed decision-making to support policy design and implementation. CLEAR uses a plenitude of methods and conducts quantitative and institutional analyses, web-based expert surveys, and qualitative and comparative analyses. It also applies innovative participatory strategies and runs Innovation Forums with various audiences and local/regional experts. Our methodological contribution also includes identification of sparse or missing data at various governance levels and enhancing the data quality of relevant regional and national bodies, which will help to spark innovative policy solutions. CLEAR’s overall aim is to examine the combination of multiple factors shaping LOs and thus affecting their quality. Based on a better understanding of the processes of constructing LOs, CLEAR inquiries into the impact of policies to boost achievement and tackle underachievement, and designs participative activities at local level to spark innovative policy solutions. More information on the CLEAR project is available at https://clear-horizon.eu/
4/8/2023 0 Comments Versatile and Innovative open educational resources for collaborative Virtual and mobile learning Arrangements in HE - The VIVA projectBackground to the project The VIVA project is aimed at addressing one of the many features characterising the digital transformation our society is currently undergoing, that is the digitalisation of the teaching and learning experiences, especially in the higher education sector. As already recognised by an OECD report released in 2020, due to the Covid-19 health emergency, HEIs had to reinvent their activities to ensure the continuity of education by offering online classes and learning experiences as a substitute for in-class time. However, the same report also highlighted that these institutions (especially universities) were often found unprepared and unable to deliver instruction through new interactive means due to a lack of competences (OECD, 2020). The recent health emergency has certainly accelerated the pace of the digital transformation in the learning and education sector, but all the elements to detect a significant turn to the digital were already there and many related processes were already unfolding. Our project acknowledges the digital transformation described above and wants to contribute to the definition of the teaching and learning of tomorrow by fostering the integration and implementation of design-based collaborative learning practices into HEIs, with a specific focus on universities. VIVA is addressing HEIs but also practice and businesses partners and the following target groups: - HEI teachers, trainers or learning facilitators (in more practical and informal settings); - Designers and developers of educational programmes; - Eventually, students and learners in all stages of HE. All partners have highlighted the urgent need to properly train HE professionals and internship mentors to adopt online collaborative learning approaches to avoid “Zoom fatigue” and low motivation among students, as well as to properly integrate web-based collaborative approaches into their regular teaching practices in combination to classroom-teaching, even after the pandemic period. In general, the needs of our target groups are: - To introduce the method and strategies of web-based collaborative learning into old and new curricula, especially in combination with other 21st century skills; - To prepare lecturers for teaching and learning with technology-based tools and instruments; - To understand the role of a facilitator in supporting learners involved in open learning, distance education, or online learning; - To support learners in the individual and collaborative construction of knowledge, skills, and attitudes, especially in informal learning; - To support learners in moving successfully through the various stages that online learners typically go through; - To support learners effectively through the use of asynchronous and synchronous communication and learning tools; - To use assessments and assignments effectively as learning tools. Objectives The VIVA project, with its clear European afflatus, would like to achieve an overall objective and a number of specific objectives. OVERALL OBJECTIVE: to increase the effectiveness of online teaching and learning, improving the skills and competences of HE professionals in planning and delivering innovative teaching and learning practices. SPECIFIC OBJECTIVES: - Drawing comparison of good practices in design-based collaborative learning and designing an implementation strategy in other geographical and sectoral contexts (transferring innovation starting from our projects); - Developing a common competence framework to assess individual and institution-wide progress as to the acquisition of new relevant digital and educational skills; - Implementing design-based collaborative learning integration strategy (action research reports from pilots, methodology to apply Design learning in HE, quality standards); - Creating a Continuous Professional Development Programme for Educators in HE (concept, material, platform, C1 course). The VIVA project wants to develop the digital readiness, resilience and capacity of educators working in the HE sector by creating a Continuous Professional Development Programme and by designing an effective and comprehensive competence framework to assess progress in the acquisition of new relevant digital and educational skills at the European level. Our aim is also that of increasing the overall effectiveness of online teaching and learning by designing innovative blended learning programmes and methods that combine asynchronous and synchronous collaborative digital tools. VIVA, in line with the National Priorities for Erasmus+ KA2 of the Lithuanian National Agency, will foster the introduction of digital tools and methods to ensure effective learning in remote settings and will help teachers and trainers to create high-quality digital contents and make a fruitful use out of innovative online resources and tools. Implementation: The project is organised along a set of 4 content related work packages, producing the main Results: 1.Comparison of best practices On innovative design-based collaborative learning offers provided by European HEIs and internship partners. Sub-outputs to be produced: Research design Desk research results Online questionnaire Expert Interviews with selected experts The VIVA best practices report. 2. Competence Framework Developing Competence framework for: a. HE trainers and programme designers b. HE learners for self-learning competences while using digital learning approaches and devices (digital learning literacy) Deriving operational Reference systems and localising them on respective EQF levels. The resulting repositories of competences will have 2 functions, they serve as an “inventory of reference systems for competences” for validation purposes, and as a “competence framework” as a planning device for the acquisition of collaborative online learning and teaching competences. Sub-outputs to be developed: A competence framework (competence catalogue) Descriptions of sub-competences Reference systems on each competence Connection to the EQF / ECVET taxonomy. 3. Design-based collaborative learning integration strategy This result will provide a comprehensive integration framework to apply the VIVA approach in a direct and modular way on 3 different levels: micro (programme level), meso (organisational level) and macro (trans-organisational and trans-sectoral level). Tools, guidelines and recommendations will be developed in order to ensure flexible implementation in specific professional and learning contexts and high transferability. Action research results will be key in the drafting of such guidelines and recommendations. Undertaking action research local projects and using results to further develop VIVA learning modules and to gather feedback to define recommendations for implementation. Developing integration framework and tools, namely recommendations and guidelines for the implementation of the VIVA approach at micro (programme), meso (organisational) and macro (trans-organisational) level. Setting up an overarching quality approach. Sub-outputs to be produced: Action research reports Video testimonials YouTube channel with pills from experts Methodological framework (recommendations and guidelines) Quality criteria. 4. CPD Concept for Educators in HE Based on the competence framework and the action research results, Competence Oriented Learning and Validation course curriculum and modules will be established based on the well proven REVEAL methodology by: Setting up contextualised action and learning fields Developing didactic frames Sequential course plans and learning units that can be delivered in blended learning methodology The interactive platform (e-Portfolio, LMS and Validation system) will be adapted and all available learning units and materials inserted. This rich open learning platform facilitates blended learning and provides a seamless connection of e-learning (moodle), validation software (LEVEL5) and e-portfolio (Mahara) functionalities. Suboutputs to be produced: CPD learning modules VIVA interactive platform VIVA then includes 2 Learning Activities: Joint transnational learning activity for HE staff (C1): a Continuous Professional Development (CPD) course for 12 educational professionals in HE that will then facilitate the VIVA approach within their institutions. Intercultural blended learning activity for HE students (C2): a course on design-based collaborative learning culminating in an intercultural co-creation week in Greece. Students will then act as Ambassadors of the approach within their institutions and beyond. The VIVA Final Conference will close the project by bringing together European stakeholders from different sectors. It will be connected to the VIVA award, a price given to innovative projects in the field of Competence Oriented Learning in connection with validation. Results: VIVA aims to make full use of the potential of rich, open educational resources in asynchronous and synchronous learning to enrich traditional teaching and learning in the HE sector. The project will develop high quality digital learning and focus on learning formats which have not yet (or just very rarely) been tackled in web-based learning: - Collaborative learning in connection to creativity and innovation. VIVA seeks to explore available online learning instruments and develop didactic learning arrangements with a special focus on design thinking; product and project development. - Competence Oriented Learning and validation to foster learning arrangements which differ from traditional frontal teaching methods and which aim to plan and deliver digitally supported learning in both informal and non-formal settings. - Virtual mobile learning. VIVA aims to develop supportive virtual mobility formats which: promote virtual mobility (distance learning) in collaborative projects of students, trainees and apprentices participating from different European countries; and will (after the end of the pandemic situation) support ERASMUS students to capitalise more on their experiences abroad and create new joint learning activities during their placements, be it in partner universities or in enterprises. To achieve this, VIVA seeks to qualify the relevant HE stakeholders to design, deliver and apply digitally enhanced teaching and learning. A holistic training programme for HE staff on Competence Oriented Learning and Validation (COL&V) will be developed with a focus on innovative blended learning arrangements. The 4 titles associated to the Project Results are: 1. Comparison of good practices in design-based collaborative learning; 2. Competence framework; 3. Design-based collaborative learning integration strategy; 4. Continuous Professional Development Programme for Educators in HE. Concretely VIVA will develop the following products and outputs: - Inventory (growing catalogue) and comparison of available good practices (approaches and instruments) with a focus, although not exclusively, on OER for synchronous and asynchronous tools and instruments, connected to an online voting and recommender system for feasibility in different study domains and for different purposes. - Competence framework for HE professionals to plan and deliver high quality digital teaching and learning based on a competence oriented learning and validation approach to cover both learning delivery, assessment and validation (Project Result 2). - Inventory of suitable didactical models, both instructional models and informal learning patterns to support digitally supported teaching and learning. - Development of an OER infrastructure with a growing pool of synchronous and asynchronous tools to be used by European HE institutes. This platform shall be maintained by project partners (especially blinc) since it is used for several Erasmus+ projects and joint activities. - European Continuous Professional Development course for HE personnel. - Action research findings on the innovative teaching and learning approaches with groups of learners from different HEI in different learning environments and contexts, including the practical application of competence validation (identification, documentation, assessment and certification) based on the online systems developed under point 4. - Guidelines, recommendation and quality criteria to integrate the VIVA approach at programme, organisational and trans-organisational/trans-domain level. For more information on the VIVA project visit https://viva-eu.org/
4/8/2023 0 Comments Facilitation Competences for Culture and Adult Education Professionals - The CIP projectBackground to the project CIP promotes the acquisition of Facilitation Competences for Culture and Adult Education Professionals to bring about creativity and innovation competences of citizens/adult learners. The cultural sector is extremely vulnerable due to certain structural peculiarities: - Most of the cultural activities are based on direct encounters, such as performances, exhibitions, concerts, festivals, - Cultural activities and stakeholders largely depend on public funding; hence their income is often unstable - The sector is characterised by a relatively high proportion of self-employment, reflecting the independent and specialised nature of many culture occupations - Due to the lack of links to formalised employment, culture professionals often immediately face precarious situations since the usual back-up systems such as temporary work or support schemes do not work. However, culture professionals also have strong potentials since they: - Have specific skills and competences which are attractive in other societal fields (education, business and the social sector) - Can design and deliver extremely attractive educational offers for students and/or adult learners - Can contribute to solving societal problems: in the social care sector, for instance, there is an increasing demand for tailormade and adequate cultural activities - Are experts in creativity, their offers may target the business sector: they may support innovation processes within organisations or enrich the format of innovative workshops, conferences and marketing techniques. On the other hand, the pandemic has made clear that society needs culture, not only for leisure but as a social fabric for meeting, for value exchange, meaning making, creativity, imagination, innovation and learning. Culture InnoPreneurship (CIP) wants to effectively link offer and demand. The project aims to help artists and culture professionals develop new services by developing an entrepreneurial mindset and taking on board 21st century skills in order to better reach out to their audiences in the new socio-cultural context and to develop their potential as creativity skills coach in business, community work, formal and non-formal education and training. The project also aims to develop adult learning models and material to better convey the creativity skills offered by the culture professionals into innovative thinking skills for the adult learners. Objectives The project seeks to make culture and adult education professionals ambassadors for innovation and creativity in their local environments. They will acquire the necessary competences to create innovation, to take on board digital learning and collaboration formats, to plan and deliver their offers on a high didactic quality level. In this way, the CIP project supports culture and adult education professionals to become more resilient to deal with the effects of the pandemic. They will develop more resistant services and business models based on a sound entrepreneurial mindset, by taking on board 21st century skills to better reach out to their audiences and to develop their potential as coaches of creativity skills in informal and non-formal education. OBJ 1: To empower creativity and innovation for citizens on grass root levels: (Specifically trained Culture and Adult Education professionals will induce innovation and social cohesion in their communities. They will become agents for innovation in community-work, the socio-cultural sector, education and heritage and may also contribute to innovation in business.) OBJ 2: To develop entrepreneurial competences: (CIP will equip Culture and Adult Education professionals with the entrepreneurial skills and competences and tools to develop products, services and projects which support the value proposition of these services.) OBJ 3: To develop digital competences: (Culture and Adult Education professionals will develop digital competences to create new attractive (blended) learning and collaboration offers and use innovative interactive development spaces provided by CIP.) OBJ 4: To develop facilitating competences: (In many cases both Culture and Adult Education professionals need facilitating (transfer and/or didactic) competences to express and transfer their expertise in counselling, training, support and guidance. CIP will provide skills for Competence Oriented Learning and put special emphasis on storytelling competences.) Implementation In the CIP project 7 partners from DE, IT, BE, NL, EL and PT will jointly work along 4 work-packages to develop its central outputs: 1. Developing a Competence Oriented Learning Concept both for facilitators and citizens 2. Planning and Delivering the CIP Training and the CPD programme for the Adult and Culture Professionals 3. Creating the the CIP Learning Suite as Virtual Learning and Development Space 4. Curating the CIP Market place and Exhibition The CIP Competence Oriented Learning Concept will be developed based on the approach of “Design-Based Collaborative Learning” which aims to enable AE and culture Professionals to create to “Facilitate Open Learning in cultural contexts”. The instruments used in this approach will be applied to plan and deliver open learning and development offers for disadvantaged groups. The CPD (Continuing Professional Development) will be planned based on R2 (the facilitation approach) for the AE professionals. It is a qualification programme to become “Facilitators of Cultural Learning and Development”. The project partners will jointly develop the CIP Learning Suite as Virtual Learning and Development Space, which is based on a system of OER learning platforms and mobile apps. The CIP market place will be developed as project matching and funding platform and piloted by the partners in their culture learning projects. The CIP project will be extensively disseminated, to the European networks mainly via online channels, and locally via direct encounters within the partner networks of like minded institutions, NGOs and self-help organisations. The project will be internally and externally evaluated. Results The project aims at 3 directions: 1. Professional Development and qualification of the group of adult education and culture professionals 2. Implementation of cultural offers in local/regional pilot projects for adult learners (facilitated by the professionals) 3. Development and invention of a substantial implementation and transfer programme for the European AE and cultural sector Concrete outcomes and results of the project will be: Result 1: CIP COL&V Approach, which is a Competence Oriented Learning and Validation approach to plan the CPD for culture and adult education professionals. Result 2: CIP CPD, which is a modular Continuing Professional Development programme in blended learning modality for Culture and Adult Education Professionals. The CPD programme is consisting of an inventory of digital learning contents, delivered in synchronous online events, a Face-to-Face C1 leaning event and a follow-up pilot phase in which the culture and adult education professionals will apply the CIP approach in local civic projects. Result 3. CIP - Learning Suite is a capacity building space for Culture Professionals including • an e-learning platform (for learning units) • e-portfolio for individual and group spaces and • direct connection to the validation software. Result 4: CIP Market Place: The fourth CIP Result is a virtual market-place which intends to match the cultural learning offers from the culture professionals with the ideas and the demands of potential clients. It is a comprehensive system of interlinked digital services and apps promoting offers for learning and facilitation. It contains: • A virtual exhibition of local culture projects developed in the CIP learning and development approach, • A matching platform for Learning & Development Professionals and their “clients”, local projects and initiatives working and a • A specific web-based interface for cultural learning in mobility. For more information on CIP project visit https://cip-eu.org/
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