and skills amongst the school population in the conviction that these are a key requirement for school success and lifelong learning.
Hungarian performance with respect to lifelong learning is in general well below the European average: the share of the population aged between 25 and 64 participating in education and training was 30.8%of the EU27 average in 2010.
Table 2 The regional innovation policy mix Name of scheme Policy objective BGP Innocheck Financed by INNOREG CHOP Other Institution-building, institutional capability accumulation
Nevertheless INNOREG's activity has had some clear merits As well as a learning organisation over time it has managed to find its place within the regional innovation system.
Thereby INNOREG contributed to policy learning and this activity has triggered non-negligible learning effects among support recipients.
Innocheck also proved highly efficient in terms of raising stakeholders'awareness of the importance of non-technological innovations,
EU Structural funds Private funds Other Form of funding provided Grants Policy learning Extent to
funds EU Structural funds Private funds Other Form of funding provided Grants Policy learning Extent to
and worthy of policy learning There has been a positive response by beneficiaries to the measure (e g. oversubscribed in terms of requested
provided Grants Policy learning Extent to which the measure can be considered as a success and worthy of policy learning There has been a positive response by beneficiaries to the measure (e g. oversubscribed in terms of requested
versus available budget) but it is too early to judge results or impact Evidence of outcomes based on evaluation and other evidence No data is available about the number of applications. 16 projects were selected,
provided Grants Policy learning Extent to which the measure can be considered as a success and worthy of policy learning It is too early to judge the success of the measure (e g results of first call for proposals still not known).
Evidence of outcomes based on evaluation and other evidence Detailed information is not available yet as the projects have not been finished
provided Grants Policy learning Extent to which the measure can be considered as a success and worthy of policy learning There has been a positive response by beneficiaries to the measure (e g. oversubscribed in terms of requested
versus available budget) but it is too early to judge results or impact Evidence of outcomes based on evaluation and other evidence Many universities applied,
Keywords Small and medium-sized enterprises Intellectual property rights Entrepreneurship Budget, source and type of funding Form of funding provided Grants Policy learning Extent to
and worthy of policy learning It is too early to judge the success of the measure (e g results of first call for proposals still not known).
of funding provided Grants Policy learning Extent to which the measure can be considered as a success
and worthy of policy learning It is too early to judge the success of the measure (e g results of first call for proposals still not known).
and, Learning Theory (for example as reported in Badii 2000,2008) have investigated human memory biases that underpin a methodological approach to evaluation and impact assessment that remains aware of 63 memory biases at individual and organisational levels.
Buckingham Shum, S. & Deakin Crick, R. 2012) Learning Dispositions...Knowledge. Vancouver, British columbia, Canada, April 29-May 2, 2012.
and lastly, supporting museums in reaching their full Introduction 4 potential as both formal and informal learning environments.
The conference itself was divided into three main components that are connected to the repositioning of museums in a contemporary, learning, digital, analogue, participatory and entrepreneurial society:
and the new audiences that were engaged as a result of the strategy's emphasis on lifelong learning. Ms. Sani also explores the EU 2020 Strategy and the potential conflict it poses for museum funding,
and presenting content in a way that mirrors learning styles. For example the National Gallery in London utilises an editorial approach termed'Skim, Swim and Dive',a three-tier approach to user engagement:'
Today, museums are asked to provide services ranging from digitisation and aggregation of digital cultural content, to interactive navigation, culture experiences, lifelong learning, social media and augmented reality applications.
thus supporting explorative learning, developing students'research skills, preparing and processing student projects completed in collaboration with museum education officers
'museums should be advocating for and learning places of basic universal human values!''In a European context one can go even further
which was lifelong learning and the importance it assumed for museums and cultural organisations. The EU defined lifelong learning as'all learning activities undertaken throughout life with the objective of improving knowledge, skills, competencies in a personal, civic, social or working perspective'.
'Since investing in people and in their capacity to learn throughout their lifetimes was considered an essential feature of the knowledge-based society Europe wanted to become,
lifelong learning was one of the pillars of the Lisbon Strategy. And as was later apparent,
and learning fields, including museums. In recent decades, more and more cultural organisations in different European countries have been urged to engage with new and sometimes unusual audiences:
Lifelong learning-and the EU funding attached to it-has opened up a new era for museums:
Partner with citizens'organisations and the civil society at large in search of convergences to make a positive difference on the accumulation of social capital.
competences, research, social processes, learning, art, architecture and much more. They can provide a long-term perspective in relation to the past and the future to empathy,
'lines that tackle major societal issues seen through the lens of culture-from learning to citizens rights, from welfare to the human footprint on the planet.
and that is recognized as an important provider of formal and informal learning and a contributor to Europe's economic development in the future.
Margherita Sani is in charge of European museum projects, specifically in museum education, lifelong learning and intercultural dialogue at the Istituto Beni Culturali of the Region Emilia-romagna.
including the Network'LEM-The Learning Museum',the Grundtvig Multilateral Project'Lifelong Museum Learning, 'the Learning Partnership'Museums tell many stories'and the Grundtvig Multilateral Project'MAP for ID-Museums as Places for Intercultural Dialogue'.
'Since 1996, Ms. Sani has organised the annual European Museum Forum Workshop, an international training event in the museological field.
he is a cofounder and senior researcher at The Nordic Centre of Heritage Learning & Creativity, an R&d organisation for learning through heritage engagement.
Mr. Zipsane is a guest professor in heritage learning and regional development at Linköping University and an associate of Pascal Observatory and the Centre for Research and development in Adult and Lifelong Learning (CR&DALL.
Rec 4. 4) e. Ensure continuous learning and adaptation in the evaluation process. A variety of measures are proposed including:
Ensure continuous learning and adaptation in the evaluation process for the SME Instrument. This should include, in time for the next Work Programme:
Highlight areas for coordination/joint development by the Member States based on policy learning & exchange.
and related media is profoundly redesigning our living and learning. The portion of society that commonly first adapts to the new is the young,
making learning in and out of school"increasingly porous, "therefore the educational institutions have a problem,
All the university can provide is an introduction to learning, to allow us to discover our possibilities,
In the digital age the learning environment is blown completely open. The advent of new digital technology and social media is fundamentally reshaping our living and learning.
The segment of society that usually first adapts to the new is the young, as they tend to be most open to new experiences.
making learning in and out of school"increasingly porous.""Therefore the institutions have a problem,
Peers play hugely important roles in the learning environments of the 21st-Century. This kind of learning is handled intuitively, with inherent enthusiasm,
and with the interplay between peers learning and working intuitively toward shared objectives. It is quite understandable how the current educational system is inadequate to guide
and evaluate such uncommon learning, which seems more effective and valuable in many contexts than rote memorization.
while empowering them to direct their own learning. Digital and social media tools can also support students to develop technological skills;
In traditional educational settings we thought about learning International Journal of Social science and Humanity, Vol. 5, No.
and curriculum (the content which a student supposed to be learning). New digital technology and media also allow specifically and personally tailored instruction to a great numbers of students.
and conditions of their learning rather than following a prescribed route. This will encourage a higher level of specialization
Many believe that the focus should be on changing the models of teaching and learning. However, on top of everything comes the politics related to these issues.
and the refinement of inventiveness as foundations of education, we may embark onto the future of learning that is attainable, scalable and one that flourishes along with the technology.
The share of S&e graduates and the rate of participation in lifelong learning are rather low in international comparison.
the NIH foresees further accreditation rounds that will enable them to incubate start-ups with support of funding available from the Start-up 13 scheme. 2. 5 National Reform Programme 2013 and R&i With reference to research
In particular, the project aims i) to promote the role of RTDI evaluation as crucial condition for a reflexive learning innovation system;
education and training curricula mainly focus on factual learning while critical thinking, team and project work is used not frequently neither in secondary nor in higher education.
Yet, both the share of S&e graduates and the rate of participation in lifelong learning are rather low in international comparison.
i) lack of political commitment,(ii) instability,(iii) shortfalls in implementation,(iv) slow, insufficiently informed policy learning processes.
i) lack of organisational capacities possibility for organisational learning and thus weakened policy formation and implementation capabilities;(
13 Hungarian universities and research organisations declared the implementing the European Charter for Researchers and the Code of conduct for the Recruitment of Researchers.
The Hungarian Rectors Conference called the attention of the rectors in January 2013 to join to the Code of conduct for the Recruitment of Researchers that aims to improve recruitment,
therefore they often go to (multinational)(+Draft Science Policy Strategy 2014-2020(+)Draft Higher education Strategy(-)Low number of institutions signed the Code of conduct for the Recruitment of Researchers
and the Momentum programme of the Hungarian Academy of Sciences(-)No action or initiative could have been identified that support the introduction of foreign experts in peer reviews.
+The Hungarian Accreditation Committee reviews regularly the operation of the doctoral schools run by universities and publish their results on it website(-)Regulation of doctoral schools doesn't mention the principles of innovative doctoral training Action 5:
Learning from Emergent Practices. Nairobi: UN-Habitat..2013. Tools to Support Transparency in Land Administration.
but does not have any special accreditation, such as an authorized economic operator status. is owned 100%domestically.
http://eng. ffe-ye. dk The South East European Centre for Entrepreneurial Learning (SECEL), aims to support the needs of South East European countries for structured strategic regional cooperation
in the development of a lifelong entrepreneurial learning system as a part of their implementation of the Small Business Act for Europe (SBA) human capital dimension,
Promoting work based learning including quality traineeships, apprenticeships and dual learning models to help the transition from learning to work;
Promoting partnerships between public and private institutions in order to ensure appropriate curricula and skills provision; Promoting mobility through the proposed Erasmus for All programme. 28 COM (2011) 567.
raising of awareness, capability development and mutual learning amongst all relevant parties to procurement of innovation, contracting authorities, organisations and SMES in order to show how contracting authorities
Theapplication of a design-driven approach fosters organisational learning through the integration of design thinking. It has been proven that
Ladder models of design propose that there is a range of rolesof design that are stepped from the bottom-up from no designuse to more integrated and sophisticated applications of designby firms. 9the Danish Model and theglobalizing Learning Economy, Bengt-Åke
Innovation capability building is a learning activity that is incremental in nature but it needs the right environment to foster creative and innovative behaviour that will develop
and the willingness to learnand a learning organisation encourages thought leadership, problem solving best practice and creative thinking. 04mindsetthe main barriers 27 to innovation are perceived to be norms andvalues prevailing in the organization and the lack of strategicdirection.
Firms need structured methodologies that use best practice tools within an applied learning process. The figure below shows a design-driven innovation approach that builds an integrated innovation business capability by aligning the company vision and strategy with its customers.
techniques and learnings to cover both the front and back end of theinnovation process. Communicationsthe purpose and vision of the organisation acts a guide whendeveloping concepts
and this view may prevent firms taking advantage of the potential for the accumulation of designer capability
It takes a‘learning by doing'approach whereby coaching enables the business to identify where design can best meet their goals
while adhering to a strict code of practice. Design Leadership/Designing Demand Programmecountry: UK Funded by: Department for Business, Innovation and Skillsinvestment:
Participants will take on the‘challenge'by applyingthe new learning, tools and techniques to their own company situation.
Our home, learning and working environments are all becoming increasingly digitally networked. Digitisation also facilitates the provision of medical care, for example,
and of the worlds of learning, work and business is achieved in a systematic, socially acceptable, responsible and safe manner.
are exploited fully for the purposes of learning and research. The State is also a major player in the digital space.
this is as a result of increasing volumes of video communication and transfer, simultaneous use of digital devices in the home, digital learning and other applications,
This development means that all citizens can availing of tremendous opportunities in the above areas for learning
Together with the Länder and all education stakeholders, the Federal government will develop a digital learning strategy that will systematically use,
and in turn learning from the progress made in this area by our partners on the neighbouring continent. zzdigitisation is seen increasingly as a crosscutting issue in German development cooperation.
which provides access to a myriad of learning systems, job matching services, entrepreneurship courses, contests,
42 7. 1 New learning models...44 7. 1. 1 Blended learning...44 7. 1. 2 Self-directed learning...
46 7. 1. 3 Collaborative learning...48 7. 2 Partnerships for learning and jobs...49 7. 3 Learning and innovation places...
50 7. 3. 1 Co-working spaces and technology hubs...51 7. 3. 2 Hacker/maker spaces...
51 7. 4 Repositories, games and mobile resources...52 7. 4. 1 Online repositories...52 7. 4. 2 Games...
52 7. 4. 3 Social media...53 7. 4. 4 Mobile phones learning on the go...53 7. 5 Certification...
59 8. 3 Alternative accreditation and certification methods...59 8. 4 Public-private partnerships...60 8. 5 Policies to support youth entrepreneurship...
and what institutions of learning formal and non-formal are providing. Schools and other centres of learning are challenged to keep pace with rapid technological changes
and many are stuck in old methods of instruction that are suited ill to ways in which ICT skills can be acquired.
Against this gloomy picture there is an explosion of new learning opportunities that employ novel (and often free or inexpensive) ways for people to gain the right skills.
The same forces that have unleashed a myriad of new career options are generating new forms of learning.
flipped classrooms, mobile learning, and other innovations are redefining the realm of the possible, propelling a learning revolution that has the potential to reach a far greater proportion of the world's youth.
What is needed for youth to acquire ICT and entrepreneurship skills and seize new ICT-enabled career prospects?
Some of the nascent markets and learning programmes will become huge forces that reshape entire industries;
and new ways of learning. Chapter 4 identifies and discusses a range of emerging work opportunities, from microwork to app development,
again with a greater focus on new models of learning. Chapter 8 discusses the role of government in supporting youth employment and entrepreneurship.
It is beyond the scope of this report to provide in depth discussions of the ways ICTS can be used in agriculture or the pedagogical strengths and weaknesses of different learning models.
administer professional accreditation certifications; elevate awareness of local and regional activities, and; build community and provide opportunities for accessibility professionals to engage with each other. 98 There are also numerous targeted efforts to spur the development of accessible ICTS.
leisure, social, buying and selling, learning, citizenship, well-being, and employability. The list above illuminates this tendency with the inclusion of such competences as netiquette,
This has strong implications for lifelong learning and ensuring people have multiple avenues for acquiring new skills,
The Framework for 21st Century Learning, produced by the Partnership for 21st Century Skills, articulates the key elements needed to ensure people are equipped for lifelong success. Among other features,
learning and innovation skills, and; information, media and technology skills. The latter has been addressed in detail above. The contents of the other two areas deserve elaboration because of their relevance to employability.
Innovative ICT solutions for youth employment 35 Learning and innovation skills: creativity and innovation; critical thinking and problem solving;
A learning and networking event for NGOS. Workshop Report, Barcelona, June 2007,"(Seattle: Technology & Social Change Group, 2007), http://hdl. handle. net/1773/16291.126 Global Entrepreneurship Monitor, 2011 GEM Global Report.
and break down complex business skills from learning how to research the market to developing an effective sales pitch
www. microsoft. com/about/corporatecitizenship/en-us/youthspark/youthsparkhub/7 Getting there becoming ICT-savvy Young people have an innate appetite for learning-be it, alone, in the school system,
Innovative ICT solutions for youth employment 43 A study looking at learning spaces and the influence of ICTS identifies six trends as the hallmark of the learning experience of and with ICTS:
148 a. Classrooms are not the only form of learning space. b. Social interaction is a growing part of learning.
Team and collaborative learning is encouraged. c. Technology is natural in the lives of the student as the digital native
methods and channels for learning and teaching. Most of the programmes and activities target youth,
the first explores new learning models; the second looks at partnerships for promoting jobs and learning;
the third examines the role of physical places for learning; the fourth explores the range of online resources that have proliferated;
and the last section presents new accreditation models that are expanding ways to recognize skills. 148 Andrew J Milne,"Chapter 11:
Designing Blended learning Space Student Experience, in Learning Spaces. eds. Diana G Oblinge (EDUCAUSE, 2006. Digital opportunities:
Innovative ICT solutions for youth employment 44 Figure 15: Story of Kelvin Doe Source: Authors 7. 1 New learning models New technologies are changing how learning
and teaching is done, creating new opportunities and challenges for teachers and learners alike. Teachers can take on the role of expert-facilitators of learning,
while students can own the learning process and acquire knowledge at their own pace. New ways of interacting in the learning environment are also emerging.
Three key trends are explored below: blended learning, self-directed learning, and collaborative learning. 7. 1. 1 Blended learning Blended learning is the pedagogical integration of digital and face-to-face instruction.
Blended learning encompasses flipped classroom, mix-mode, hybrid, technology-mediated instruction, and web-enhanced instruction. In flipped classrooms, 149 for instance, technologies are integrated intricately in the teaching process.
The use of new technologies in learning is more than a mere substitution of the medium of instruction;
it is an intentional design that takes advantage of digital tools and technology to enhance learning. 149 Flipped classroom is a blended learning model that where the teacher leverages technology to instruct,
while reserving the classroom time to interact with students. Video lectures and other class-related information are delivered via the internet.
and learning potential, Kelvin could make significant engineering contributions to his country. Digital opportunities: Innovative ICT solutions for youth employment 45 Figure 16:
Authors The blended learning process relies on digital environments called Learning Management Systems (LMS. LMS enable the creation of a virtual classroom for the students,
and institutions will be using the blended learning model around the world. 7. 1. 2 Self-directed learning With ICTS
There is a transformative element to self-directed learning as Kelvin's case illustrates above. Self-directed learning is an option for youth who find themselves trapped in the vicious circle of low skills,
low productivity and low income. 151 The opportunities to learn in a selfdirected fashion are enormous.
Self-directed learning Source: Authors 151 International Labour Office, Apprenticeship in the Informal Economy in Africa,(Geneva:
Innovative ICT solutions for youth employment 47 Prominent and emerging models of self-directed learning include open universities, open course ware (OCW), open educational resources (OER), and massive open online courses (MOOCS.
empower learners of any age to take learning into their own hands by providing them with good educational options,
What can be assumed is that this type of learning will expand exponentially. This movement marks a transition to a learning paradigm in
which knowledge acquisition is no longer only in the hands of policy-makers, publishing houses or instructors. Youth feel more empowered to decide on the type of education
Other examples of initiatives assisting self-directed learning include: Moodle157, Udacity158, Edx159, Second Life160, among others. 7. 1. 3 Collaborative learning There are vast opportunities for youth to engage in collaborative
Collaborative learning relies on positive interdependence with the group, individual accountability for learning and teaching,
and improves learning outcomes. As a model, collaborative learning undergirds many significant ICT initiatives such as the open source model.
Collaborative learning events are opportunities for young people to learn ICTS (basic and advanced) as well as entrepreneurial skills.
thus collaborative learning offers networking opportunities that may lead to participants learning about jobs as well.
Peer 2 Peer University is an online space for learning guided by values of openness, community and peer learning.
info. p2pu. org 7. 2 Partnerships for learning and jobs As noted in chapters 3 and 4,
Several reports point to the importance of mentoring in learning and skill development, finding that when youth Digital opportunities:
code. google. com/soc 7. 3 Learning and innovation places The classic notion of the learning place is associated with organized institutions such as schools, universities,
With the advance of new learning models described above, youth are taking learning to places like technology hubs, co-working spaces,
and hacker/maker spaces. The popularity of these places demonstrates the lasting value of face-to-face interaction,
allows these places to offer a rich environment for learning, collaboration and co-creation. 164 See reports by the European Youth Forum (2008);
especially in terms of the widespread impact of social networking and new locales for learning. 7. 3. 1 Co-working spaces and technology hubs There are a growing number of co-working spaces
an Imagining Exercise on the Future of Learning, JRC Scientific and Technical Reports (2008), doi:
Learning with games is not an entirely new phenomenon; roleplaying has been used for many years in education to impart new knowledge
including for learning. Games attract massive audiences with a diversity of backgrounds and gives rise to multiple opportunities for expanding the scope and uses of game playing.
Innovative ICT solutions for youth employment 53 7. 4. 3 Social media Social media are used extensively for learning as well.
and institutions of learning to enrich the learning experience. For example people who enrol in MOOCS take advantage of both online social media tools
and learning is nothing more or less than traversing them. In the same way that you become proficient in a piece of music by playing its notes in order in an expressive way that is
has turned them into a learning tool that can bring people living in remote areas closer to education.
private and public entities have stepped up to offer mobile learning programs in numerous languages across all continents.
and dedication being directed to the potential of mobile phones to vastly expand learning opportunities, especially for those in developing countries. 171 Mobile learning is still in its infancy,
while others integrate mobiles into a broader educational experience following the blended learning, self-directed learning, and collaborative learning examples discussed earlier.
it is the proliferation of data-enabled phones (smart phones) that offers the greatest opportunities for mobile learning.
Badges have become an alternative form of accreditation, led by the Mozilla Foundation and its Mozilla Open Badges.
precisely what skills have been learned, a level of granularity that is unavailable in other forms of accreditation. The importance of badges rests on its premise that ICT skills need to be recognized regardless of the place where the learner has acquired them.
1) integrating ICTS into education,(2) supporting non-formal channels of learning,(3) supporting alternative accreditation systems,(4) advancing public-private partnerships,
ICT learning restricted to studying basic computer literacy and not for learning other subjects; and importantly, the limited capacity of teachers to make more integrated use of ICTS for teaching
187 a comprehensive policy-driven national programme designed to facilitate the construction of new learning environments
Learning can happen anywhere, be this in hackathons, meetups, MOOCS, codefests, using freely available information online,
and support as they have shown to be fertile sites for innovation and learning. Promoting these kinds of activities requires openness to uncertainty and risk.
industry leaders and ICT innovators. 8. 3 Alternative accreditation and certification methods A key factor in the success of alternative learning pathways is recognizing the skills
and accreditation systems are appropriate. Conventional accreditation and certification systems represent agreed upon standards, often sanctioned by authorities created to guide the work of education granting organizations and institutions.
Such systems are of course important and need to be updated continuously to reflect changes in technology
and exchange to encourage more South-South and North-South collaborations for learning and trade.
Innovations in learning both ICT and soft skills are plentiful and increasing every month. Existing programmes are improving,
Advances in mobile learning are opening new doors. Moreover, many of the resources are available at little or no cost.
Government can lead efforts to incorporate a number of the learning programmes and pedagogical models, such as blended learning and flipped classrooms, into K-12 and higher education.
They represent a non-formal channel for learning, and as such they tend to have more flexibility than formal schools to experiment
and otherwise provide an environment that facilitates learning. While selfdirected youth can take advantage of online programmes on their own,
A Learning and Networking Event for NGOS. Workshop Report, Barcelona, June 2007.""Seattle: Technology & Social Change Group, 2007. http://hdl. handle. net/1773/16291.
an Imagining Exercise on the Future of Learning. JRC Scientific and Technical Reports. European commission, Joint Research Centre, Institute for Prospective Technological Studies, 2008. http://ipts. jrc. ec. europa. eu/publications/pub. cfm?
Designing Blended learning Space Student Experience, in Learning Spaces. eds. Diana G Oblinge. EDUCAUSE, 2006. Monitor Group.
MENA Knowledge and Learning Quick Notes Series, no. 49. WASHINGTON DC: World bank, 2011. http://documents. worldbank. org/curated/en/2011/12/15572235/striving-betterjobs-challenge-informality-middle-east-north-africa-region.
Mobile learning Learning via a mobile device or learning that happens when the learner is not at a fixed location.
Centre for Learning Corner Samora Machel and Hampton Road P o box BE 792 Belvedere Harare Zimbabwe Email:
Overtext Web Module V3.0 Alpha
Copyright Semantic-Knowledge, 1994-2011