LLinE Lifelong Learning in Europe

Orientation - LEARNING TOGETHER AND ALONE
LEARNING TOGETHER AND ALONE

LEARNING IN TEAMS

Laurel Jeris
Double-loop Learning in Teams
The primary purpose was to analyse the extent to which team process interventions helped teams to master double-loop learning and to determine if a particular type of intervention was more effective than others in bringing about double-loop learning. This article presents empirical evidence that under laboratory conditions, interventions played a key role in team learning outcomes. A particular type of intervention that emphasized assumption surfacing, dialogue, and learning was related to higher incidences of double-loop learning. These results indicate that traditional approaches to intervening with teams may be insufficient to facilitate double-loop learning.

Hanna Heikkinen
When Your Team Enjoys Playing Together
The story of Team Academy, a learning school
Team Academy aims to educate people to grow to their full potential by learning more effectively together. It builds an entrepreneurial attitude to living and working. Over 30 percent of Team Academy graduates start their own company after graduation or continue with the business they have created during the studies. The employment rate is 100 percent.


MEANINGS OF LIFELONG LEARNING

Kjell Rubenson
Adult Education and Cohesion
In all the 22 countries from the International Adult Literacy Survey the inequality gap is wide, but the Nordic NOMAD report shows a close-up of the least unequal part of the industrialised countries. Kjell Rubenson analyses the structures of the Nordic countries, which, while different in application in each country, yet show an impact on society where education and welfare state. Rubenson sees a strong correlation between social cohesion, welfare state and a wide participation in adult education across the whole society. So far the model has held its ground but there are threats and the trends towards the individualistic and commercial are eroding it.

LLinE Interview
Learning for Inclusion
Adama Ouane, Director of the UNESCO Institute for Education UIE in Hamburg, summarises the discussion on the themes of the CONFINTEA V briefly. A lot has been done; a lot remains to be done. It is relatively easy to reach the 80 percent inclusion, but the remaining 20 percent are the true challenge. This pattern holds true both at the individual level and between countries.

Seppo Niemelä
Education for Social Capital
The growth of social capital can consciously be enhanced by creating non-formal learning situations and also informal encounters. In these encounters the various communities of civil society are very important. Social capital also supports formal education and e-learning, and it should be taken into account in organising education.

The 150 years of educational and pedagogic tradition of the Nordic Folk High Schools and 100 years of study circles give important ideas and inspiration at the moment when we are reflecting on how to consciously increase social capital. Essential elements of learning environments are freedom, communication, dialogue, exchange of experiences, also narrative information, doing together and shared visions, shared goals.

Monika Oels
Lifelong Learning Creates Active Citizenship
The text introduces several European institutions that have been set up to support European citizens. Mostly they have a linkage to learning to live in a diverse and multicultural society, which has its own pressures for competition in the globalised world. The EU promotes lifelong learning, both for active citizenship and for increased competitiveness. For both objectives it has devised policies and programmes for learning communities, cities and regions, as well as better information on Europe.

Active citizenship calls for social space, social capital, and therefore comes close to civil society and NGOs. Is the ultimate result then “a global me”, a cosmopolitan?

Knud Illeris
Learning Changes through Life
What is learning? Illeris includes not only learning theories but also psychological, social psychological and sociological theories. In different phases of our lives we learn for different purposes and therefore in different ways. The life age or life span is usually divided into childhood, youth, adulthood and mature adulthood. Learning in these life ages is reflected against some overall positions like the learning theory and late modernity. Interesting insights provide the changing orientation to the roles and expectations of the learner and the teacher, as well as the changes in the goals of learning, often in relation to life goals.
Eeva Siirala »