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.
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;(
Learning from Emergent Practices. Nairobi: UN-Habitat..2013. Tools to Support Transparency in Land Administration.
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
It takes a‘learning by doing'approach whereby coaching enables the business to identify where design can best meet their goals
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...
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.
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:
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;
and technology to enhance learning. 149 Flipped classroom is a blended learning model that where the teacher leverages technology to instruct,
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,
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.
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 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:
and can reduce cycle time, increase flexibility, foster faster learning, and enable innovation. Buying local includes not only local companies but also local units of national or international companies.
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.
share learning and best practice, and seek funding and sustainable new business models. This research has identified the goals of policy,
5. 3 Research and Innovation support 5. 4 Dissemination & learning 5. 5 Evaluation 6. 1
These kinds of projects are able to combine open hardware technologies with new learning methods to experiment with new educational practices,
enhanced by the way technology is integrated within the learning environment. Open standards A number of organisations affect DSI in Europe through acting as expert bodies on the development of policy and strategies and advocating
& constructing informal learning networks: Fab academy; Institute for network culture; Coder dojo's; and more generally the hacking culture of sharing skills and knowledge. 46 Growing a Digital Social Innovation Ecosystem for Europe Arduino OPEN HARDWARE OPEN HARDWARE new ways of making
& learning 5. 5 Evaluation 66 Growing a Digital Social Innovation Ecosystem for Europe Policy Tools ECONOMIC INSTRUMENTS REGULATION LEGAL FRAMEWORKS RESEARCH AND INNOVATION
SUPPORT DISSEMINATION & LEARNING EVALUATION In order to implement future DSI policy goals and strategies, several tools and instruments have to be deployed.
and entrepreneurs together to create new digital products, new public services or learning programmes. The creation of a European network that would encompass regional innovation labs (both public
& NETWORKING TRAINING DSI networking and crowdfunding platform Fabacademy 5. 4 DISSEMINATION & LEARNING Growing a Digital Social Innovation Ecosystem for Europe 81 Firstly,
learning and action programme linking cities financed under the ERDF http://urbact. eu/4 http://ec. europa. eu/employment social/equal/products/index en. cfm 5 The LEADER
How can they capitalise on the collective learning processes that social innovation engenders? How can they capitalise on the transformative promise that social innovation holds for public sector service provision11?
which has been continued in this period with ESF Learning Networks which involve Managing Authorities on more than a dozen themes.
In the current period, efforts to innovate continue in the cooperation programmes of the ERDF including both INTERREG IVC and URBACT and in ESF transnational actions and Learning networks
or the low level of IT skills is a particular form of social exclusion resulting in serious barriers to having access to services, low participation in lifelong learning,
DAIN is founded on the philosophy of inclusion through community-based learning. The basic idea is excluded that digitally people can be reached best
The project organises drop in sessions in local community premises or face-to-face learning sessions. Twenty Digital Activists, all volunteers, recruited from among disadvantaged people,
To promote learning and the exchange of ideas a network of municipalities involved in the neighbourhood renewal programme meets on a regular basis with support from the State government of NRW.
Thematic objective (10) investing in education, skills and lifelong learning by developing education and training infrastructure;
capacity-building tools and learning processes) have become necessary. Measures of the success/impact of social innovation is shared the increasingly idea that‘economic outcomes have for a long time been the main indicator to measure the development of organisations and countries,
In line with the idea that we are still in a learning process, analysis and research is being conducted on the measurement of societal (social and environmental) value creation and the development of indicators. 61 On the latter issue,
Lifelong learning via a participatory process with citizens. Social contract for housing: participatory process with public and private agents defining housing policy for the next 15 years.
whether it is appropriate to bring together new learning experiences and networks for public sector leaders at European level;
and youth unemployment is also being tackled through more workplace and entrepreneurial learning experiences and more possibilities for self employment.
learner-centred models involving personalised and interdisciplinary learning, soft-skills and platforms for knowledge, especially in ICT,
and for establishing national systems for the validation of non-formal and informal learning. 1. 1. 7. The European Platform against Poverty
to support people in lifelong learning, to ensure adequate livelihoods in a changing world; to bring private and nongovernmental resources to complement state funding through innovative partnerships
mutual learning and grants) and will have a specific budget for social innovation and social policy experimentation. Easi should provide a new impetus to social innovation activities,
In 2012 and 2013, the Lifelong Learning Programme paved the way to a new action (European policy experimentations) under Erasmus+by promoting two pilot calls for proposals for policy experimentations,
and replace the Lifelong learning Erasmus mundus and Youth in action programmes. http://eacea. ec. europa. eu/erasmus-plus en.
and wellbeing and promote a learning and participatory society. Drawing from the inputs of the Commission's services
Transnational‘Learning Networks'of ESF Managing Authorities and Intermediate Bodies that focus on specific thematic and governance issues,
Social innovation includes collective and creative learning processes, in which key players form different social groups and rural and urban contexts participate.
and applied learning about systems change. Based on the premise of inviting participation, as is encouraged In commission-supported external activities across the Union,
media, investors and EU citizens. yy It enhances transnational learning and cooperation to better value the societal potential in Europe for social innovation,
reflexive process, grounded in continuing thinking, learning and improvements, and involving employees and managers at all levels.
the Council recommendation on the validation of non-formal and informal learning emphasises the role that non-formal learning plays in increasing the employability and social inclusion of young people;
and an initiative to improve the availability of data on European higher education learning mobility and employment in cooperation with Eurostat.
Youth work and non-formal learning play an important role in social innovation, particularly by offering alternative ways of learning and through practices that tackle inclusion problems such as youth employment or early
a peer learning exercise launched in 2012 in the framework of the European Youth Strategy,
which looks at how to promote the creativity and innovative capacity of young people through non formal and informal learning experiences, finalised its report,
The Science with and for Society programme supports social innovation via Mobilisation and Mutual Learning Action Plans (MML) targeting a number of focus areas, one
and on the implications of new technologies for teaching and learning. In particular, a large-scale FP7-funded research project dedicated to Reducing Early School Leaving in Europe206 addresses the broad topic of education systems in the 21st century by systematically studying the issue of early school/training leaving
ICT-based learning: Developing the capabilities of children to understand written texts is key to their development as young adults.
TERENCE is developing an adaptive learning system for reasoning in the context of stories for 7-11 year olds with text comprehension difficulties.
when the central learning & development unit gave them some space and resources, they started experimenting with participatory leadership practices
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