The GINCO Network recently held a successful Information and Training Day on Grundtvig IST (In-Service Training) provision.
The day was opened by Guy Tilkin from Landcommanderie Alden Biesen, in Belgium, and the Co-ordinator of the GINCO Network, who delivered a presentation on Validation of professional development in Adult Education.
This was followed by Sonia Shakir, from ECORYS UK, who operate as the National Agency for UK Grundtvig provision who gave an overview of the Lifelong Learning Programme and details of the Grundtvig IST programme from both trainers and trainees perspectives.
In a short presentation prior to breaking for lunch, Muir Houston from Glasgow University provided an overview and some details about the upcoming inaugural GINCO Quality Award to be presented at the 3rd GINCO Annual Conference to be held in Hasselt, Belgium 26th to 29th September 2012.
The afternoon session was given over to Jaap van Lakerveld Director of the PLATO research centre who provided the training element of the day and delivered two fine presentations: one on issues of quality in Grundtvig courses; and one on representations of adult learning, which included an interactive breakout session with some scenarios for participants to discuss.bridgemedia | Releases Nike Shoes
Over the last 40 years the experience of ‘popular education’ in Latin America has made a massive contribution to the theory and practice of adult education around the world. The names of Paulo Freire and Augusto Boal are well known but it is the cumulative work of the popular education movement - a social movement in its own right - which has been so important in Latin America.
In the 1970s and 1980s, in the face of severe oppression from authoritarian governments, the popular education movement worked predominantly outside the state, openly working for progressive social change while developing exciting educational ideas and methodologies which challenged mainstream thinking and practice.
Without losing its independence, from the 1990s onwards, the movement also sought to influence state education from within. Particularly given recent political developments in Latin America, with a move towards the left (sometimes referred to as the ‘pink tide’) and increasing rejection of ‘neoliberal’ economics, the question of what popular education can and cannot do within the state has become topical.Professor Rodolfo Hachén will talk about popular education in Latin America,particularly in Argentina, addressing how it has operated both outside the state, in social movements, and inside the state, with particular reference to the role potentially played by university education.
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On 18 April 2012 more than 60 academics, students, teachers and representatives from Non Governmental Organisations (NGOs) attended the UK launch of the new edition of the internationally popular development education resource, "80:20 – Development in an unequal world". The launch, hosted by The Glasgow Centre for International Development (GCID) and The Centre for Research and Development in Adult and Lifelong Learning (CR&DALL) in conjunction with the Conforti Institute and Oxfam, was introduced by Colm Regan, the book’s editor.
Colm explained how the book, jointly published by 80:20 Educating and Acting for a Better World, Ireland and the University of South Africa Press is a development education resource designed and written by an international group of authors and educationalists to provide an introductory and accessible overview of development and human rights issues today. Now in its 6th edition it is extensively used by universities, schools, adult and youth organisations as well as by NGOs. Prof John Briggs highlighted Glasgow’s commitment to development issues and to the strong links between the University of South Africa and the University of Glasgow following the signing of a Memorandum of Understanding in 2010. Philippa Bonella, SCIAF’s head of Education and Communications spoke about how the book is used in classrooms in Scottish schools. Prof Mike Osborne emphasised the importance of a text that is used internationally to discuss the inequalities and injustices in the 21st century.Running sneakers | Patike – Nike Air Jordan, Premium, Retro Klasici, Sneakers , Iicf
This seminar presents findings from the R3L+ project which took a case study approach to investigate issues of quality in the development of learning cities and regions. Speakers from three of the cases (Germany, Romania and the UK) will provide an overview of their respective cases with reference to issues of partnership, participation and lifelong learning.latest Running | Air Jordan 4 - Collection - Sb-roscoff
On the 17th of October, CR&DALL, the Centre for Research and Development in Adult and Lifelong Learning, hosted a gathering of senior figures in higher education from all five continents. This meeting of minds considered the place of universities in our communities of the future.
The individuals participating in the ‘Global Dialogue 2’ represent all of the significant networks that exist world-wide in this area of study. Held in collaboration with the Global Alliance on Community-Engaged Research (GACER) the ‘Global Dialogue 2’ is chaired from the University of Glasgow by Professor M.J. Osborne (Director of CR&DALL and Co-Director of the PASCAL International Observatory) and by Professor Rajesh Tandon (Chair of GACER and President of Participatory Research Institute Asia (PRIA), India).
The objectives were, first, to produce a short collective statement that highlights a future vision for community-university research and engagement. For example: imagine the world report on higher education, knowledge and engagement for the year 2030, what are some of the key achievements that should have been made by our post-secondary institutions and communities working together?
Second, to explore priorities areas for collaboration amongst the various networks that might help them to achieve what they wish for 2030. For example: If one of the targets is to have some positive impact on the lives of the "bottom billion" people living in the world, what are some priorities or areas of engagement that the diverse networks might work towards?
Thirdly, the Global University Network for Innovation (GUNI) will focus its next World Report on Higher Education on Knowledge, Engagement and Post-Secondary Education in 2012/13. Forty per cent of the report will be on current trends, but 60 per cent should be on looking forward. So, what are the most promising areas for new or expanded investment in community-university research and engagement?
The dialogue will expand and facilitate discussion aimed at securing tangible outcomes for the processes of interaction between higher education institutions and systems and the communities they exist to serve.buy footwear | Nike Air Max 270 - Deine Größe bis zu 70% günstiger
The main challenges for the ageing knowledge economy are the constant upgrading of the skills of the working population and the mitigation of both new and existing social risks. In an aging society surrounded by a globalised knowledge economy, people in mid-life are increasingly exposed to social risks of exclusion from the labour market. Many are excluded from formal Lifelong Learning (LLL), specifically Tertiary Lifelong Learning (TLL) within universities and colleges. The access of mid-life learners to TLL and their retention in the system has an increasing relevance for the socio-economic sustainability of the ageing European knowledge society.
TLL is considered a key to the development of more inclusive and responsive universities. Opening HE for mid-life learners, designing flexible pathways from VET and professional experience to higher education, flexible learning
arrangements conciliating family, work-life and learning and the adaptation of pedagogical methods in HE are all challenges. Opening Higher Education (HE) to those in mid-life group is still a minor aspect of education and training reforms but it is a strategic goal in raising the skill levels of the adult EU population, as well as addressing the mismatch between supply and demand for high-skilled workers.
The Tertiary lifelong learning for people in mid-life project (THEMP), part funded by the EC and involving 6 collaborating universities across Europe, uses an innovative combination of Transitional Labour market approaches to define and measure social risks; and the capability and capital approach to operationalize employability and well-being (see http://thempeu.navreme.cz/). It aims to provide differentiated tools to analyse TLL programs and their integration in higher education systems - based on adequate definitions of efficiency and quality - to evaluate the inclusion of mid-life learners. It also analyses the regulation of the TLL system, not only with respect to labour markets and society, but also its internal regulation in terms of access, learning pathways, certification, recognition of prior learning and funding.
The seminar introduces the conceptual and theoretical framework of the study and the methodology being used.url clone | Nike
The University of Glasgow was delighted to host the 2011 Forum for Access and Continuing Education conference on the theme of Lifelong Learning and Community Development from Wednesday 29th June Friday 1st July 2011.Sneakers Store | Nike Air Max 270 - Deine Größe bis zu 70% günstiger
Presentation: Professor Knox will lead a discussion of innovation and change which will include reference to the following:
- Interconnected influences related to persons, groups, organizations and society that warrant attention to intervention.
- Analysis of reflective leadership and organizational innovation.Guidelines for successful program proposals to enable mutually beneficial cooperation by multiple stakeholders.Strategies for comparative analysis to assess how collaborative efforts work and could be enabled to work better by emphasis on benefits to multiple stakeholders.
Biography: Alan B. Knox is Professor of continuing education at the School of Education, University of Wisconsin, USA. Dr. Knox is well known globally for his teaching, administration, research,editing, publications, association leadership, and international comparative education projects. Topics of his books include: adult development and learning, helping adults learn, leadership strategies, global perspectives on synergistic leadership, and evaluation for continuing education.
This spring, Professor Knox is teaching a graduate seminar on ‘Reflective Leadership’ in the UW School of Education, Department of Educational Leadership. He is also affiliated with the UW School of Medicine and Public Health, Office of Continuing Professional Development. In addition to assistance with professional development projects in Wisconsin and the United States, he is engaged in planning and evaluation for several international projects, such as:
- A five year collaboration by four US medical Schools and four medical schools in Ethiopia regarding preparatory and continuing education of physicians and related health professionals to increase availability and effectiveness of local and regional health care in Ethiopia.
- An international two year project focused on university collaboration for regional economic development to assist public administrators deal with regional challenges such as employment, health, and education.
- A long term effort by a health profession association that has long provided outstanding professional development services to members in North America, and is now responding to opportunities for collaboration with corresponding associations in Europe and in Asia.
In addition to conducting the CRADALL Seminar on Innovation in the afternoon of Monday, May 23, Dr. Knox welcomes other opportunities to meet with scholars and practitioners interested in lifelong learning opportunities for adults, during his current visit to Scotland. Individual conversations or meetings during May 22-27, can be arranged - which could occur by phone if this suits. Conversations and meetings can include exploration of mutually beneficial future effortsaffiliate link trace | Air Jordan 1 Retro High OG 'University Blue' — Ietp