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European Developments and Opportunities

European Developments and Opportunities. Introduction on knowledge creation in Europe Ulf Lundgren on Nordic initiatives Hannele Neimi on Finland’s Interlearn Martin Lawn on developments in EERA Alan Brown on European programmes and the LIRICA proposal

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European Developments and Opportunities

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  1. European Developments and Opportunities

  2. Introduction on knowledge creation in Europe • Ulf Lundgren on Nordic initiatives • Hannele Neimi on Finland’s Interlearn • Martin Lawn on developments in EERA • Alan Brown on European programmes and the LIRICA proposal • Alan Brown on the case of work-related learning

  3. KNOWLEDGE CREATION?How can new educational knowledge be created and applied in contemporary European societies?

  4. A strategic dilemma Communities of scholars? vs Central planning? …… or how to manage the best of both?

  5. Academic communities EERA Council of national associations 25 research networks (tribes & territories?) EERJ + ECER Voluntary efforts, financial difficulties and serendipitous generation of knowledge? EARLI ?

  6. European Community European Commission ‘European Research Area’ 6th Framework, Priority 7 225m Euro for soc sci Angelos Agalianos – a challenge to fragmentation and compartmentalism in educational research Policy-driven research, with clear views on relevance but with massive budgets!

  7. Educational research in the Sixth EU Framework Programme • Q ‘The education research community is so fragmented and compartmentalised that it is almost unable to make a valid contribution to contemporary European societies’. • Q ‘There is a need to re-conceive the value and potential contribution of educational research and in so doing so, to require fresh, coordinated proposals.’ Angelos Agalianos, EC, DG-Research EERA, Crete, September 2004

  8. Educational research in the Sixth EU Framework Programme FP6, Priority 7: Citizens and governance in a knowledge-based society Instruments: • Integrated projects • Networks of excellence • Specific targeted research projects • Coordinated actions • Specific support actions

  9. Coordinated research programmes as a contribution?National development strategies in UK, Finland, France, Netherlands, Norway, Sweden and elsewhere … International liaison between these?

  10. ERA-NET bids • EDRES: UK, Finland, France, Netherlands, Norway, Sweden – all with specific research programmes. • Seeking deeper forms of scientific cooperation. • Liaison with associations unnecessary? • Too much focus on ‘research’? • A ‘lack of ambition’?

  11. ERA-NET bids • LIRICA II: Italy, Greece, Hungary, Romania, Finland, Spain, Sweden, France, Norway, Sweden - with Austria, Netherlands, UK, Germany, Portugal to be confirmed, and Estonia, Malta, Switzerland, Iceland, Bulgaria, Turkey, Slovenia and Denmark under discussion - ‘to reach a complete coverage of Europe’. • Seeking broader forms of developmental cooperation. • Development or research? • Politically brilliant, but can the aspirations be met? • What role for European associations such as EERA?

  12. Life as Learning, LEARN LIFE AS LEARNING, LEARN A National Research Programme, funded by the Academy of Finland, 2002-2006, EUR 5.1 Million

  13. Aims of LEARN The aim of the research programme is • a new research culture and new research partnerships • interdisciplinaryand internationalresearch projects around the problems of learning; • lifelong and lifewide learning in order to avoid a new kind of exclusion: • interdisciplinary research base for developing teaching and learning in different educational and working-life contexts; and • to anticipate future learning needs from the point of view of society, culture and the individual.

  14. Themes of LEARN To redefine and to examine • the concept of learning • the social and cultural contexts of learning • the knowledge creation • working environments • new teachership

  15. Projects in LEARN • 17 projects, • of which 3 consortia - alltogether 21 projects

  16. Strengths of the LEARN Program • Cross-boundary co-operation between institutional and non-institutional learning environments • The multidisciplinary approaches: education, psychology, sociology, technology and engineering, neurology, economics • Joint projects between universities • Creating new tools: basic research have components how to manage changing contexts or to change practices

  17. Strengths, continuing… • A large variety of contexts of human learning in working life, educational institutions, non-formal learning settings, virtual learning environments • Learning approached at individual and collaborative levels • The research methods aim understanding of learning processes • The projects cover different age levels and transition period periods of human life

  18. International co-operation: INTERLEARNConference in Helsinki, December 1-2, 2005 www.aka.fi/learn/

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