Denise Reghenzani-Kearns and Peter Kearns Global … Journal of Adult Learning Volume 52, Number 2,...
Transcript of Denise Reghenzani-Kearns and Peter Kearns Global … Journal of Adult Learning Volume 52, Number 2,...
Australian Journal of Adult Learning Volume 52, Number 2, July 2012
Lifelong learning in German learning cities/regions
Denise Reghenzani-Kearns and Peter KearnsGlobal Learning Services
This paper traces the policies and lessons learned from two consecutive German national programs aimed at developing learning cities/regions. Known as Learning Regions Promotion of Networks, this first program transitioned into the current program, Learning on Place. A case study chosen is from the Tölzer region where a network has self-sustained from its genesis in the initial program and conducts successful Learning Festivals. The German Government funded the Learning Regions Promotion of Networks Program from 2001 to 2008, with support from the European Union (EU) Social Fund. Over 70 regions were supported with a substantial budget on a phasing-out funding basis. When this program ended in 2008, a new program titled Learning on Place began, funded by the German Government and the EU Social Fund, commencing in 2009. This program has a focus on public and private partnership in supporting good educational management in cities and rural communities. In this way, by involving private
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foundations as partners, a framework for civic engagement has been introduced. To understand the purposes of and outcomes from these initiatives, it is important to grasp the European context within which the German Government and its Federal Ministry of Education and Research (BMBF [BundesministeriumfürBildungundForschung]) responded in answering the call to implement ‘coherent and comprehensive strategies for lifelong learning’ (European Commission 2001: 4). In setting this challenge, the Commission communication quoted from a Chinese proverb that has philosophically underpinned the approach: When planning for a year, plant corn. When planning for a decade, plant trees. When planning for life, train and educate people. (Guanzi c. 645BC) Keywords: Learning communities; civic engagement; place making; educational partnerships; capacity building; learning festivals
Introduction
Basedonconcernsaboutmovingintothe‘knowledgeage’,theLisbon(March2000)andFeira(June2000)EuropeanCouncilsoftheEuropeanCommissionforesawamandate—‘lifelonglearningforall’whichledtothelaunchofaworkingpaper,A memorandum on lifelong learningon30October,2000.Thisembodiedaimsofactivecitizenship,socialcohesion,andemployabilitywithin‘sixkeymessages’(2000:10–19):
• guarantee universal and continuing access to learning for gaining and renewing the skills needed for sustained participation in the knowledge society;
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• visibly raise levels of investment in human resources in order to place priority on Europe’s most important asset—its people;
• develop effective teaching and learning methods and contexts for the continuum of lifelong and lifewide learning;
• significantly improve the ways in which learning participation and outcomes are understood and appreciated, particularly in non-formal and informal learning;
• ensure that everyone can easily access good quality information and advice about learning opportunities throughout Europe and throughout their lives; and
• provide lifelong learning opportunities as close to learners as possible, in their own communities and supported through ICT-based facilities where appropriate.
The1996EuropeanYearofLifelongLearninghadalsoinfluencedthisemergenceofpolicyneededforthe‘neweconomies’ofthe‘knowledgeage’.Broadervisionsofthenatureoflearningandlearningenvironmentswererecognisedasstrengtheningsocial,culturalandeconomicrationalesforlifelonglearning(Kearns1999:25).Paramountwasanunderstandingofthevalueoflearning.
AlsohavingsignificantimportancewastheUNESCOInternationalCommissiononEducation’sDelorsReport(1996)withits‘pillars’of‘learningtoknow,learningtodo,learningtolivetogetherandlearningtobe’,reflectedinthefurtherdebateoftheirTaskForceonEducationfortheTwenty-firstCentury.
CoupledwiththeseinitiativeswastheOECDworkonlearningpartnershipsandlearningcities/regionsespecially.Thus,therewereparallelinfluencesandguidelinesthathadadeepimpactonenablingGermanytoshapeandmoulditsprograms.
TenpolicyprinciplesforcreatinglearningcitiesandregionswerepublishedbytheOECD(2001:120)andwereseentobeapplicabletoanynationalorlocalisedinitiativeinembracingalearning
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communitypurview,basedoninputstoandmechanismsofthelearningprocess.DevelopedinEurope,thesepolicyprinciplesweregearedtoimprovingeconomicperformanceandregionaldevelopmentwith‘innovative-intensiveactivities’.Whiletheymightappearorganisationallybiased,theprinciplesaretransferableintootherlearningcommunityenvironments.
BeingimplementedconcurrentlywiththeLearning Regions Promotion of Networks Program,butculminatingin2004,wastheR3L(RegionalLifeLongLearning)initiativeacrossEuropefundedbytheEuropeanCommission.GermanLearningRegionsNetworksweredirectlyinvolved,coordinatingfouroftheseventeenEuropeanR3Lnetworksforcross-borderexchangesonissuesofgoodpracticetoachievingcooperationinthelifelonglearningfieldforamoredurableandsustainablefooting.
MuchwascoalescingtohaveaneffectontheinitiativestakeninGermany.
Objectives in German Learning City/Region Networks
TheLearning Regions Promotion of NetworksProgramwasfundedasacontributiontotheEuropeanCommissiondevelopmentobjectivesarisingfromtheLisbonConferenceof2000.Itwasaccordinglyaimedatthedevelopmentofnetworkstosupportthetransitionintoaknowledgesociety,withthesestructuresenvisagedasimprovingaccesstolearning.
TheFederalMinistryofEducationandResearchpublisheditsframeworktorealisethisfuture-orientedtaskin‘LearningRegions—ProvidingSupportforNetworks’tohighlighttheProgram’sprocessandproposals,whichreiteratedtheirlifelonglearningsocietygoals(2004:6):
• Strengtheningthelearners’personalresponsibilityandself-management;
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• Motivatingdisadvantagedgroupsthatarecurrentlylessinvolvedineducation;
• Strengtheningrelationsbetweenalleducationalsectors;
• Cooperationofeducationalprovidersandusers;and
• Improvingthequality,quantityandstructureofoffersinordertopromoteuser-orientationinparticular.
Inthefirsttwoyearsofoperation,theProgramsoughtpublicbidsforNetworkfunding.Astudyofthesocio-economicdemographicsinpotentiallearningregionsprovidedaprofileofsettlement,populationdevelopment,employmentandunemploymentwhichinformedthemostpromisingproposalsfrom2000/2001forFederalgovernmentandstates’selection.
Intheearlyphaseofdevelopment,theNetworkschosensubmittedfour-yearplanstosupporttheirevolvingdevelopment,innovativemeasurestoachievethelifelonglearninggoals,andbusinessmodelstoincreaseasustainableco-contributionfinancially(uptoatleast40%asagoal).
Twoyears’continuationfundswerecontestedforaround50regionstoextendtheirworkandforabout40focusedlearningcommunitiesinaccordwiththenewlyidentifiedcategoryonlearningcities/regions.Thiswasduetoa‘consolidation’phaseinensuringtransferofsuccessesandresultsthrougharevisedagenda,namely,forprojectsthatprovided:
• educational counselling to foster change management—organisational guidance and instruments for guidance through counselling institutions, youth authorities, employment offices (mandatory) and other agencies;
• the creation of learning centres—curricula, courses and certification;
• continuance between lifelong learning stages (from the cradle to the grave)—including transition from school to employment;
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• small to medium enterprises as relevant partners and referents for training and qualifications; and
• communities as specific learning centres—learning cities/regions.
(Thinesse-Demel2010:114).
InthisextensionoftheProgram,humanresourcescostsweremettotallybythegrants,butin-kindcontributionsforfacilitiesandequipmentfromtheparticipatingbodiesandinstitutionsmetabout20%ofbudgets.Strengtheningenvironmentaleducationandruraldevelopmentwerealsointroducedasfociandnewregionallearningcommunitiesgaveemphasistoeducationasameanstolocaltransformation.Increasinginter-regionalcooperation/networkingandgreatermobilityinlifelonglearningwerestrongpurposesforimprovingtransparencyandinformationflowsbetweenregionstoachievetheEUthemeof‘lifelonglearningforall’.
Overtheyearsofavailablefundingto2007,phasingoutin2008,118millionEURweregranted.Withinthis,approximately51millionEURcamefromtheEuropean(Union)SocialFund.OverallprojectmanagementwasoutsourcedtotheserviceprovideragencyoftheGermanCentreforAerospace.
InApril2008,theFederalGovernmentapprovedaConcept for Lifelong Learningundertheir‘QualificationInitiative’,sothisfurtherintegratedandcomplementedafocusoncontinuingeducationthroughoutlife.
Support for Networks
Asaregionalstrategyofcooperationandnetworking,stakeholdersincludedallsectorsofformaleducation,corporateandcommercialrelatedorganisations/chambers/unions,culturalandsocio-culturalinstitutions,bodiesinvolvedwithyouthactivities,guidanceandemployment,aswellasteachersandlearners.An‘exemplary’organisationalstructureofa‘NetworkforLifelongLearning’issetout
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inFigure1(FederalMinistryofEducationandResearch2004:8).Networksoperatedasregisteredassociations,non-profitlimitedliabilitycompanies,legalentitieswithmemorandums,throughagreementsofcooperativeintent,orfoundations.
Becauseofthebroadsocio-economicobjectivesandrelevantpartners,Networksoftenhadasignificantnumberofmembers,35%oftheNetworkshavingbetween40–99members,whileeightpercenthadover100members.Thisrangeofparticipationmadecommunication,buildingsocialcapitalandcoordinationofeffortkeyissuesfortheNetworks.But,sizeachievedpositiveoutcomes,suchascomprehensivemarketingandbenefitsfromnon-traditionalpartnerships.
Figure 1: Exemplary organisational structure
TheLearning Regions Promotion of Networks Programillustratedanambitious,bottom-upapproachtosocio-economicdevelopmentwithinitiativesalsoinfluencedbyAmericanresearchprominentintheperiodbyscholarssuchasSenge(1990)onlearning
The NetworkManagement group Network management
Plenum
Knowledge Exchange
Education marketing
Youth aid, school and industry
Lifelong guidance
Network partners and strategic partners(schools, educational institutions, chambers, companies,
employment offices, administration, et al.)
Election
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organisations.ThisapproachmeantthattherewasconsiderablediversityintheoutcomesfromindividualNetworks.
ThesignificanceofthisProgram’sapproachlargelyexistedintheroleofNetworksasanorganisingprincipleforcommunityandregionaldevelopmentwithanimpactonsuchaspectsasbuildingasharedvision,enhancingsupportingattitudes,integratingstrandsofdevelopmentand,inthelongterm,contributingtothecreationofsocialcapitalandalearningculture.
Early innovations
Akeytounderstandingwhatwasbeingnurturedwashowreflectivepracticecametotheforeinthestudyofinitiatives.Itisnotablethataseriousevaluationranconcurrentlywithdevelopments(thisisdiscussedlater).FormativeexemplarswereprovidedasrepresentativeforotherRegions,alsodemonstratingdifferentthemesoremphases,andshowingadiversityofpossibilities.Thisearlyoverviewdocumentedinnovationsandchanges;ongoingachievementswerethenrecordedinthemagazineInformandonawebsite(portal),bothsupportedbytheFederalMinistryandtheemergentBoardoftheAssociationofLearningRegionsGermany.
ThefirstscanofimplementedprojectswithintheProgramresultedinajointconferencewiththeOECDinOctober2003,Policies to Strengthen Incentives and Mechanisms for Co-financing Lifelong Learning andthe2004FederalMinistrypublicationalreadyacknowledged.AselectionoftheLearningRegionprojectsprovidesawealthofresourcesandexperiencesinsummary:
• Lake Constance—Learnservicepoints(L-points),opentoallageswithinformationandguidanceavailableonanythingtodowithlearning,trainingandfurthereducation,includingcompetencyassessment.TenL-pointsexistinschools,furthereducationinstitutions,libraries,youthcentresandotherpubliclocations.
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• Lower Rhine—Marketingandmotivationalcampaignreachingpeoplethroughregularmediareporting(radioandprint)aboutlearningregionactivities,suchasschooltoworktransitions,mobilitywithlearning,orusingfamousandhighprofilecitizenstocommentontheimportanceoflearning.
• Emmendingen District—Economicstimulationbyovercomingeducationdeficitsandup-skillingpotentialemployeesforsmalltomedium-sizedenterprisesasatargetgroupinthedomesticeconomywithfurthereducationachievedthroughTheCollegeforPersonalDevelopment.
• Central-Mecklenburg-Coast—Improvingqualitysystemsineducationandlifelonglearningwithinanecological,heritageandtourismcitydevelopmenttomeetemployerandcommunityneeds.
• City of Mainz/District of Mainz-Bingen—Reachingthose‘distanced’fromeducation,especiallyoldermigrants,created‘StepOn’,aseriesofseminarsinaccessibletownhalls,neighbourhoodcentresandnetworkcafestoaccessinformationrangingfromhealthadvice,toculturallysensitivenursing,tojobsearchesviatheinternet.
• Marzahn-Hellersdorf—Educationandarchitecturehavedevelopeda‘learninglocationathome’projectbyrenovatingpre-fabricatedhousingremainingfromabuildingExpotoreceivecableprogramsproducedinhighschoolmulti-mediastudies(forexample,videoreportsofneighbourhoodliving,‘Braindays’,elearning).
• Oldenburg District—Consolidatingalearning-for-lifeapproach,50partnersintheNetworksoughttostrengthenanewlearningculturethroughfivesub-projectsonlearningcounselling,demandandsupplyeducationmodels,‘StrongforChildren’activities,mediacompetenceinrural/countrysideadulteducation,andtourismeducation.
• Wartburg Region—Inpreparingdisengagedyouthforthejobmarket,companiesandvocationaltrainingworkedtogetherina‘LearningLandscape’matchingindividualskilltoregionaleconomicfuturesconceivedas‘KnowledgecreatesPerspectives’,
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andalsoinformingparentshowtoassistwithteenagerjobpreparation.
• Unna District—Cultureandtheartscapitalisedupona‘NewLearningWorld’foryouthandadultlearning,andinbuildingaCentreforInformationandEducationonanindustrialruin.Newcompetencieshavebeenlearntthroughphotography,publicart,museumvisitsandsoontobuildnewmotivations,businessandconfidence.
• Pontes/Euroregion Neisse—Amulti-historicalcityseeingitselfasa‘borderlessbridge’betweentheadjoiningthreecountries:Germany,PolandandtheCzechRepublic.TheNetwork,inconjunctionwiththeInternationalHigherEducationInstitute,workedasaEuro-regionaleducationandknowledgeserver,enablinggreatermobilitylinguisticallyandculturally.
GreatertransparencyineducationandreachingthedisengagedordisadvantagedwerecommonissuesfortheNetworkalliances.Learner-centredapproachestomakinglearningaccessibleandfundrovemanyinnovations.Astrongconnectionwasforgedbetweenacquiringnewskillsthatmatcheddemandintheworldofwork,froma‘new’worldoflearning.So,thelinkbetweeneducation,labour,aswellassocialoutcomesandfurthereducationwasimproved.Itwasobservedthatattimestherewasasolution-oriented,competitiveapproachtosimilarproblemsbetweenregions,andthatthesubsequentideasexchangesstimulated‘newimpulses’tomaximiselearningoutcomes.
Impact on state and municipal education development
TheJanuary2010issueofInform,themagazineoftheLearningRegionsGermanyAssociation,citesanumberofexampleswheretheProgramhasinfluencedinitiativestakenbystateandmunicipalauthorities.TheseareexamplesoftherippleeffectsthatoftenaccompanysuccessfulinnovationscarriedforwardasevidentinthenewLearning on Place Program.
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TheexistenceoftheLearning Regions Network Programinfluencedinitiativesthatdrewontheconceptsandactivitiesoflearningregionswithinstateorcityjurisdictions.ExamplescitedinthelastissueofInform,acknowledgingthecentralreformofmakinglifelonglearningareality, includedthefollowing.
State initiatives• Hessen—‘HESSENCAMPUS—Lifelong Learning’,a
consortiuminitiativethatinvolvedcooperationbetweenfiveLearningRegionswithinthestate.
• Lower SaxonyfoundedanInstituteforInfants’EducationandDevelopmentbasedonthenetworkingprinciplesbeingimplementedinthestate.
• Schleswig-Holsteinpromotedastate-widenetworkoftwelvefurthereducationallianceswithfederal,stateandEUfunding.Thealliancesfunctionedasregionalnetworkstofosterinformationandknowledgeflows,andpromotecooperation.Theymetinafederal-stateworkinggroupsetupbytheMinistryofEconomyinwhichtheLearningRegionsinthestatealsoparticipated.
Intheseexamples,applicationsofnetworkingprinciplesinrelatedfieldsextendedthebenefitsfromtheProgramandattemptedtoensuresustainability.
Municipal/city initiatives• Lippe, inNorth-RhineWestphalia, establishedfivelearning
centreswithlinkstotheLearningRegion,offeringinnovativeapproachestolifelonglearningforarangeoftargetgroups.
• Nuremburg collaboratedintheprovisionforlifelonglearningthroughtheLearningCentreSouth(Südpunkt)‘House’andmobile‘LearningLounges’.
• Offenbachchampionedthecross-departmentalmunicipalmanagementprogramtofurtherdevelopsoundinfrastructureforurbaneducationthroughacomprehensiveregionaldatabaseandaSelf-LearningCentre.
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TheseexamplesreinforcetheimportantpointthattheoutcomesoftheLearning Regions Network Programresidenotonlyintheactivitiesandsustainabilityofindividualnetworksbutalso,andperhapsmoreimportantly,inthestimulustoinitiativestakenbythestatesandmunicipalitieswhichapplynetworkingandcooperationprinciplesinextendingprovisionforlifelonglearning.
Evaluation
TheLearning Regions Promotion of Networks ProgramwassubjecttoacarefulevaluationthroughoutitsdurationbyateamfromtheLudwig-MaximillianUniversity(LMU),Munich.Thisstudyledtoasubstantialreportpublishedin2009thatisavailableinGermanonly,butaccesstoanEnglishSummaryofthereport(Gylling:undated)producedbytheLearningRegionsGermanyAssociationdocumentedusefulinformationonthisstudy.
Outcomes and results
ItwasevidentfromdiscussionswithLMUthattheProgramhadmixedresults,asmighthavebeenexpectedfromthebottom-upphilosophyprocesswithadiversityofapproaches.Inthiscontext,thesuccessfactorsidentifiedintheevaluationreportassumeparticularsignificance.
TheevaluationreportSummaryprovidedtheresultsofthePrograminthefollowingstructure:
• Innovationinnetworks
• Interlockingthesectorsofeducationandfacilitatingtransitions
• Qualityassurance
• Marketingeducation
• Educationalcounselling
• Newlearningworlds.
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ThisSummaryshowedtheProgramencouragedagooddealofinnovationinareassuchasfosteringimprovedtransitionbetweensectorsofeducation(‘interlockingofthesectorsofeducation’),marketingeducation,theuseofe-learningandfacilitatingeducationin‘newlearningworlds’.Insomecases,theProgramservedasatriggerforinnovationinregionaleducationdevelopmentandpromotingnewproductsfortheregionaswellasinfluencingstateandmunicipalrolesineducation.
Benefits of networking
TheSummaryidentifiedthreedirectbenefitsofhorizontalandverticalnetworking:
• Changeintheattitudesofparticipantstowardsnetworking.
• Knowledgetransferbetweeninstitutions.
• Increaseincompetenceoftheindividualinstitutions.
Thesebenefitsarecentraltoachievingclearsynergiesfromnetworkdevelopment.ThebenefitsmayalsobeseenaslearningprocessessothattheNetworksfunctionaslearningorganisationswithbenefitsthatenhancetheperformanceandproductivityofnetworkmemberswhilealsobuildingaculturethatsupportsfurtherdevelopmentofthecommunityorregion.
Achievingeachofthesebenefitsinvolvedaddressingvariousbarriers,suchascompetitionpressures,thatimpededachievementofthebenefits.ItwasseenNetworksneededtoestablishsocialcohesionandidentityinordertosurvive.Maximisingcommunicationbetweenthepartnersandbuildingonindividualstrengthswereseenasmotivatingfactorsforsuccess.
Success factors
SuccessfactorsidentifiedintheevaluationSummaryinvolvedaspectrumofelementsincludingeffectivecommunication,goodmanagementpractice,andstrategiesthatbuiltsocial,cultural,
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educationalandeconomiccapital.Whenwellexecuted,theNetworkledtosynergyandproductivityoutcomesthatclearlybroughtbenefitstoallstakeholders.ApointofinterestintheSummarywastheachievementrecognisedbythegeographicclosenessofaregionalapproachacceleratingexchanges:
…abetterrevelationandmobilisationoftheresources…strengthenstheproblemsolvingpotentialoftheNetworks…acorrelationbetweensocietal,culturalandeconomicdevelopmentbecomesclearandmeaningfulonaregionallevel.(Gylling,undated:6)
IdentificationoftheNetworkpartnerswiththeNetworkanditsgoalswasseenalsoasakeysuccessfactor.FosteringmutualtrustandbuildingsocialcapitalwasobviouslycentraltotheNetworkconcept.ItissalutarytonotealsoReghenzani’s(2002:14)Australiancasestudyassessment,inthatpartnershipsmustattendcomprehensivelytoallimpactsandareheavily relational, dynamic and need to recognise the investment of all partnersinestablishingandmaintaininglearningcommunitiesofpractice.
WhiletherewasprogressinmanyNetworks,theSummaryalsopointedtodifficultiesinbalancingcooperationandcompetitionandthevaryingcommitmentstoNetworksbymembersandsectorssothattheintensityofcooperationvariedbetweenNetworksandpartners.
Notsurprisingly,leadership,soundcommunicationsandeffectivemanagementinareassuchasundertakinganintensiveregionaldemandorneedsanalysisatthebeginningwereseenasimportant.
AusefuloverviewofsuccessbasicsandbenefitsinsustainingNetworkswasprovidedbyGnahsoftheGermanInstituteforAdultEducation,whichwasincludedinInform(January2010:7).Thesefactorswereseenas:
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• Learning Networks were generally created out of a concrete problem (e.g. high unemployment, problems in the further education market), and oriented towards enhancing the problem solving capability of the network and improving the situation.
• The implementation and success of Learning Region Networks is highly dependent on personal and institutional considerations. Personal and institutional hostilities and competition are often barriers.
• Learning Networks are especially successful when they are interlocked with other policy fields. Integrated in the larger connection (reducing unemployment, strengthening regional economic capacity) gives Networks legitimacy and promotes access to scarce resources.
• Learning Networks are most effective when they open up new opportunities for cooperation leading to synergy and productivity benefits.
• Learning Networks generally improve the conditions of the regional education market (e.g. through greater transparency), as supply and demand become more tailored to meet market needs, and more concrete and specific.
• Learning Networks often have a pioneering and innovation role in leading to guidelines for regional development that complement existing measures.
ThisprécisreflectsmuchoftheexperiencedocumentedintheEvaluationReportSummarywhichalsosynthesisedkeyfeaturesofaLearningNetwork,notedashighperformanceagainststructure,functionandproactivedevelopments.Marketabilityoflearningproductswasidentifiedforthoseprovidingthe‘biggestchances’forindependenceandsustainability.
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SuccessfulLearningNetworks,suchastheBadTölzNetwork,whichisdiscussedasacasestudy,demonstratewhatcanbeachievedinservingthelearningneedsofacommunitythroughabottom-upapproachtoregionaldevelopmentdrivenbyqualityleadership,highregardforlocalconditions,cooperativepartnershipsandsound,systematicmanagement.
Network typology
TheevaluationteamdevelopedaNetworktypologywithproduct/processandcentralised/decentraliseddimensions.Fivepositionswereidentifiedwithinthetypologyasidealtypes(GyllingreproducedtheLMUderivedtypology:27).Astheevaluationstudywasundertakenbeforethediscontinuanceofgovernmentfunding,thesubsequentrelationshipofsustainabilityofNetworksintermsoftypologypositionswouldbeasubjectofconsiderableinterest.
Figure 2: German Learning Regional Network Typology
Initiators
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Structural Developers
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Achieving sustainability
TheLearning Region Promotion of Networks ProgramaimedfromthebeginningforNetworkstoachievesustainabilitywithoutgovernmentfunding.Fundingwasprovidedonadecreasingbasistoencourageexplorationofalternativefundingsources.WhileabouthalftheNetworksfoldedwithoutcontinuinggovernmentfinancialsupport,BadTölzprovidesafineexampleofaNetworkthathasremainedsustainableandindependent.
Bad Tölz Learning Region case study
BadTölzLandkreis(District)inthestateofBavariahasapopulationof121,373(December2010),withadistributionof110inhabitantsperkm2.Whilethereare21identifiedcommunities,orcounties,threemajortownsarethefocalpointsoftheLearningRegion:BadTölz(pop.17,815),Wolfratshausen(pop.17,992)andGerestreid(pop.23,306)(http://www.nationmaster.com/country/gm-germany/geo-geography).
Consideredtheheartofthedistrict,BadTölzisanhistoric,medievaltownwithspas,Alpviews,pilgrimagesite,Europe’sfirstindoorwaterpark,theIsarRiverflowingtoMunich,andaneighbouringspreadofservice,commercialandruralindustries.Unemploymentis2.4%(July2011),significantlylowerthanthenationalaverageof6.5%(August2011).Therehasbeendescribedatensionbetweenpreservingthetraditionsoftheoldwithmodernisation.
FirsthandinsightsintothemanagementandoutputsoftheBadTölzLearningRegion(southofMunich)initiativeweregainedfromtheChairofthemanagingBoardofthisNetwork,andhiswifewhoisalsoactiveintheNetwork asanAdvisor.Asformerjournalists,theChairhavingformerlyservedasmanagingeditorofabusinessjournal,theyareseenasbringingexpertiseincommunicationcombinedwithhighlydevelopedmanagementskills,especiallyinmarketing
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practicesforthedevelopmentoftheLearningRegion.ThisexpertisewasrecognisedbytheMinistryofEducationandResearchwhichgavethemtheleadershiproleincommunicationpracticeworkshopsforthewholeProgram nationally.
Thisroleincludedtheconductofrelevantconferencestopassonbestpracticeincommunicationandmarketing.TheattentiongiventoeffectivecommunicationsandbusinessplanningisevidentinthesuccessoftheLearning Festival (LernFest)conductedbyBadTölzeverysecondyearataformermonastery—Benediktbeurern.ThisFestivalispromotedthroughoutsouthernGermanyandhasattracted38,000participantsinasingleday.Ontheinterveningyear,aHealth LernFest isorganised.
Structure
BadTölzLearningRegionoperatesinadualwaywithcommercialprojects(forinstance,workshopsandsymposia)thatbringinrevenue,andcommunityoriented,non-profitactivities.Thisdualityisreflectedinorganisationalandfinancialarrangements.Trainingisconductedonafee-for-servicebasis.TheLearning FestivalandFamily Compassareexamplesofaltruisticcommunity-orientedprojects.TheLearningRegionhasalegalstatuswithstrongrepresentationonitsBoard.
Theimportantcompanyroleinthestructureofthisinitiativeisreflectedintheownershipofthenon-profitcompanythatcoordinatesactivities(LRTZGmblinBadTölz),withshareholdersincludingwell-knowncompaniesintheregion,aswellasotherprojectpartners.LocalcompaniessupporttheLearning Festivalinvariousways,aswellassponsorshipfrommajorcompanies,forexample,Audi,Roche,SparkasseBank,SitecAerospace,RadioOberlandandTyczkaEnergy.
Anofficeismaintainedwithfull-andpart-timestaffinmanagement,jointprojectcontrol,eventorganisation,communication,advisorsandofficeassistance,inadditiontothevoluntarycommittee.
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TheFamily Compassprojecthasacontact/coordinationofficer.Anewsletterispublishedeverytwomonths,withanonlinerequestfacility.
Function
CommunityresourcesineachofthethreemajortownsoftheBadTölzLandkreisaredrawnuponinfurtheringtheobjectivesoftheLearningRegion.Communicationandmarketinghavebeenapriorityfromthebeginning,givingtheinitiativeahighvisibilityintheRegion,especiallywithattractivemottosandcatchphrasesforprojects.Transparencyandcommunicationareveryimportantinprovidingthe‘gluetobind’anyNetwork.Thetransparencyobjectiveinfluencedanapproachtooutcomes,withprecisioninoutcomes(dataonoutcomesandbenefits)seenasimportantinpromotiontopartnersandforsuccess.
ThelifelonglearningmessagesingeneralprogramsandthroughLernFestfurtheredtheinterestsofcompaniesinattractingandretainingyoungpeoplesothattherewascommoninterestinsupportingtheLearningRegioninitiative.
Proactive developments
Projects(products)otherthanthebiennialLernFestundertakenbyBadTölzhaveincluded:
• vocationalguidanceentrepreneurshipactivityforyoungpeople,aJob Compassaptitudetest,programsforyouthwithspecialneeds;
• conductofaHealth(andWellbeing)Festival(Health LernFest);• atransitionmanagementinitiativeinvolvingalleducationsectors
tosolveissuesinthemovementfromschooltofurthertrainingandprofessions;
• conductoffuture-orientedForumsintheBenediktbeuernMonastery,forexample,socialandeconomicchallengesforguidanceandcareorganisations,managementinturbulenttimesandsoon;
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• aSustainabilityDeclarationthatwasadoptedbylocalorganisationsandalliancescoveringeconomical,environmentalandenergysustainabilityresultingfromtheBenediktbeuernForums;
• developmentofacareerguidancemanualcoveringschooltoworktransitionwhichisavailableasafreee-book‘trainingoffensive’inconjunctionwithstrengtheningwork-relatedskills;and
• conductofaparentsurveyoninformationandserviceneedsoffamiliesresultinginFamily Compass (seminars,databaseguideforeducationalandcounsellingservicestowardsfamilystrengthening,interfacebetweenaschool-family-circlewithincommunityeducationproviders,carefacilities,furthereducationforparentswithkindergartenagechildren,andactiveteenopportunities[suchasScouts])4.
TheBadTölzLearning Festival(LernFest)providesavehicletofocuscommunityattentiononemergingthemesandissues;forexample,bionicshasbeenbroughtintotheFestivalasamajortopicwithavideothatcanbedownloadedbythecommunityinadvanceoftheFestival.TheFestivalissupportedbya32-pageprogramthatdirectscommunityattentiontohighlights.IntheLernFest,allagesandpopulationsarecateredforacrossthemesdesignedtopresenttheassetsoftheTölzerlandintheneedfor‘activeexchangesandevernewimpulses’.Thethemesin2010were:
• UNI Learning Fair(discoveringandexperiencingscienceandtechnology)
• Economy(securinganentrepreneurialfuturethroughsustainablemanagement)
• Family(workingandshapingenvironmentsthroughfamilylife)• Children and Youth(developingincrementaleducationandjob
opportunities)
4 FamilysupportinitiativeshavebeenafeatureoftheBadTölzLearningRegionincollaborationwithrelevantfoundationsandorganisations.
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• Bio Mall(findingbioproductsandservicesfordemanding,healthylifestyles)
• Liveability(usinglifevaluesandculturaltraditionsforthefuture)
• Health Services(harnessingstrengthandnaturaltranquillity).
Festivalsuccessisreflectedintheincreasinghighparticipation,attractingpeoplefromMunichaswellasthesurroundingarea/county.The2008LearningFestivalwasawinnerinaFederalGovernmentcompetitionon‘Germany—LandofIdeas’initsapproachtomobilisingfurtherlearningbyovercomingresistanceorbarrierstolearning.
Justreleasedprogrammingforthe2012LernFestinsetaroundinspiringparticipantstoknowtheirabilitiesandbuildonpotential.Approximately300‘actionstations’havebeenarranged,withideasworkshopsheldinNovember2011andFebruary2012forstakeholdersonthethemes:
• Youthneedfutures
• Weallhavegreatminds
• Strongfamily
• Sportasaculturalasset
• Valuesthatsurvivehistoricalturningpoints.
TheroleofthisLearningRegioninleadingmarketingforNetworkshasresultedinaseriesofconferencedocumentationsadvisingon,forexample,thewaytoformalearningregion,strategiccollaborations,partnerenthusiasm,targetmarketing,thewaytoabrand,andnewapproachesforsitemarketing.Professionalsfromeconomicdevelopment,regionaltourismdevelopment,localgovernmentandeducationprovidershavebeenengagedinworkshops,innovationforumsandanalysestokeepbuildingknowledgeandcooperationmomentumforthefuture.
Lifelong learning in German learning cities/regions 357
TheFourthHealth(andWellbeing)FestivalwasheldinSeptember2011,adoptingasitsmotto:Feel Life—Conscious Health ExperienceswiththeongoingentreatytoExperience, Learn, Recall amongthe130displaysprovidinginsightsintohealthcareandrecreation.Manyoftheexhibitorsarrangedinteractiveandoutdooropportunities.Afree,one-daycongressprecedingtheFestivalbuiltonthehistoricalBadTölzspatowneconomywithpresentationspersonallyandcorporatelyonthelatestscientificresearchandhealthpolicy/practiceperspectivesforthisindustry.
Ininitiativessuchasthese,theBadTölzLearningRegionhasdemonstrateditsrelevanceandvalue,andsoachievedabasisforsustainability.Afactorinsecuringthehighvisibilityandcontinuityofcommitmentisintheacknowledgementreceivedfromnationalandstatepoliticalandcivicleadersengagedinopening,speakingorhostingroleswithintheLernFestactivities.
Thecaregiventogoodcommunication,soundmanagementandregionalidentityarekeyfactorsinitssustainability,whilethebroadapproachadoptedthatrangesacrosssocial,cultural,educationalandeconomicdevelopmentillustratesthevalueofholisticandintegratedstrategiesofthisnature.Intheseways,theLearningRegioninitiativeisassistingBadTölzinmakingthetransitiontoaknowledgesocietyandeconomy.
Learning on Place Program
WiththeendingoftheLearning Regions Promotion of Networks Program,theGermanGovernmentisnowfundinganewProgramtitledLearning on PlacewhichcommencedinNovember2009.Fortyprojectshavebeenfundedincitiesandcountieswithparticipationfromallstatesoverathree-yearperiodwiththeoptionoftwoyears’extension.OverallprojectmanagementonceagainisundertakenbytheGermanCentreforAerospaceonbehalfoftheFederalMinistryofEducationandResearch.Fortheinitialthreeyears,60millionEUR
358 Denise Reghenzani-Kearns and Peter Kearns
areavailablefromtheFederalGovernmentandtheEuropeanSocialFund.
TheProgramisdirectedatpublicandprivatepartnershipstosupportgoodeducationalmanagementon‘site’,‘spot’or‘location’,thatis,‘place’,incitiesandcounties/ruraldistricts.
Engagement with Foundations
TheimportantroleofFoundationsinbringingaprivatesectorpartnershiproleconveyssomewhatofa‘big’or‘civilsociety’flavourtothisinitiativewhichisbothlessambitiousandmorehighlystructuredthantheformerLearning Regions Promotion of Networks.Thefoundationsformanationaladvisorybodyprovidingadviceondirectionsforthiscurrent Program.Incollaboration,theNationalFoundationNetworkwilldevelopkeyfindingsandconclusionsfromtheProgram.
Foundationsareseentoexerciseinterdependenceinbeing‘catalystsforeducationinnovation’,especiallyinunderstandingtheeducationallandscapeoftheirlocality.Theycanalsosponsorandprovideamentorrelationship.Twenty-sixfoundationsbeganinaNationalFoundationNetwork(nowthereare46)tobeengagedintheProgramoverall,whileindividualfoundationsarespecifictothe40projects.
Thus,therearelevelsoffoundationinvolvementbeyondtheNationalNetwork.Morethan140foundationscomposeacommitmenttoinitiatives.Alocalauthoritymighthaveanumberoffoundationscontributingthroughanumbrellafoundation,sometimesincludinganationallyoperatingfoundation;oralocalfoundationisorganised.Ifthereisaclusterorconsortiumoffoundations,atleastoneisrepresentedontheNationalNetwork.Wherethereisco-sponsorshipofprojects,acooperationagreementexists.
Lifelong learning in German learning cities/regions 359
Efficiencyandcoordinationareimportantthemeswithakeyobjectivebeingtoshiftresponsibilitytothemunicipalities.Newissuessuchasdemographicchangewithanageingpopulation,under-educationofmigrants,andskillshortageswithwomenunder-representedinscienceandengineering,havearisenthatnowneedtobeaddressedsystematicallysothatmorecoherentandcoordinatedarrangementsforeducationaredevelopedintheparticipatingcitiesandcounties.
TheProgramthusaimstofostercohesive,integratedsystemsforlifelonglearning,supportedbytheFederalMinistryofEducationandResearchandtheFoundationNetwork.TheProgramisimportantintestingapublic/privatepartnershipapproachtofosteringlifelonglearningincommunities.Theconceptof‘lifelonglearningforall’remainscentralwiththemotto,Advancement through Education.Itisforeseenthatwell-educated,creativeandimaginativepeoplewillmaintaineconomicandsocialdevelopmentaswellascityandregionalcompetiveness,inadjustingtolifecoursechanges.
Objectives of Learning on Place
ObjectivesofthiscurrentPrograminclude:
• increasingschoolparticipation;
• strengtheningemployability;
• meetinglaboursupplyrequirements;
• improvingthetransparencyofeducation;
• improvingtransitionsbetweendifferentphasesofeducation;
• improvingeducationalaccess;
• strengtheningdemocraticculture;and
• managingdemographicchange.
Thismixofeducational,social,labourmarket,economicandculturalobjectivesisorientedtotheneedsandconditionsofparticularcitiesandcountiessothatplacemanagementwillbeanimportanttheme.
360 Denise Reghenzani-Kearns and Peter Kearns
Eachoftheparticipatingcommunitieshasidentifiedparticulargoalsinapplications,forexample,fiveBavariancommunitiesbeingfundedincludethefollowingobjectivesasexamplesguidingtheirinitiatives.
Lindau• Aneducationalcounsellingcentrewillbesetupwithanetworkof
supportthroughoutthecounty;
• Anearlydetectionsystemfortheregionaltrainingmarketwillbedeveloped;
• Anewdepartmentofeducationandregionaldevelopmentisenvisaged;
• TheprojectwillbesupportedbythePeterDornierFoundation,theLakeConstanceFoundationandtheFoundationLindauCitizenstobuildonlessonsfromtheBodenseeLearningRegion.
Kaufbeuren• Therewillbeaspecialfocusontransitionsbetweensectors,
buildingontheworkofexistingbodiessuchastheIntegrationForumandtheCityYouthCouncil;
• Educationalguidancewillbestrengthened;
• Familylearningandrespondingtodemographicchangewillbepriorities;
• TheprojectwillbesupportedbytheCommunityFoundationofKaufbeuren,theHansSeidelFoundationandtheBavarianSavingsBankFoundation.
Landkreis Mühldorf am Inn• Toincreaseparticipationofcitizensinlifelonglearningwillbea
priority,therebyincreasingregionalhumancapital;
• Aholisticapproachtoeducationwillbeadoptedwithstrongcoordinationbetweensectors;
• TheMühldorfEducationNetworkwillbeextended;
Lifelong learning in German learning cities/regions 361
• TheRolandBergerFoundationandacompositeoflocalfoundationswillsupporttheinitiative.
Munich• Theinitiativewilldevelopresponsestocurrentstructuralchanges
intheenvironmentsetbyfamilies,includingtheincreasingvarietyoflifeforms,adeteriorationofthesocio-economicsituationandthelabourmarket,andthesegmentationofpopulationgroups;
• Initiativeswillbebuiltintoacity-widestrategy;
• Neighbourhood-basededucationwillbestrengthened;
• AMunichconferenceoneducationwillbeestablished;
• Holisticeducationmanagementwillbeprogressed;
• Socialdiversitywillbeaddressedthroughastrengtheningofintegration/diversitymanagement;
• TheinitiativewillbesupportedbytheEberhardvonKuenheimFoundationofBMWAG.
Nuremberg• Acoherentoverallapproachtourbaneducationinthecitywillbe
developed;
• TheEducationConferenceandBoardofEducationwillbebroughttogetherinEducationfortheCityofNuremberg;
• Currenthumanrightsdevelopmentwillbeextended;
• Integration/diversitymanagementwillbeenhancedwithculturalmainstreaming;
• TheinitiativewillbesupportedbytheSparkasseNurembergfortheCityofNuremberg,andtheFoundationNuremberg—ACityofPeaceandHumanRights.
Thesewereallidentifiedaswhatweretermed‘Individual’projects.Anexampleofa‘Collaborative’projectcomesfromthenorth,asundertakenbyacity-state.
362 Denise Reghenzani-Kearns and Peter Kearns
Bremen and Bremerhaven (Bremen’s harbour)• Across-departmentalsteeringgroupbridgingmunicipalitieswill
overseethedesignofacomprehensiveeducationandlifelonglearningsystemthroughtheSenateforEducationandScience;
• Aparenteducationvisionwillbedeveloped;
• Integrationofneighbourhoodorientedapproacheswillbepartofanurbandevelopmentstrategy;
• Modelprojectswilltestimprovedtoolsformonitoringandqualitycontrol;
• TheinitiativewillbesupportedbytheGermanChildrenandYouthFoundation.
SimilarobjectivesmaybeseenforotherparticipatingcommunitiesinthesummariesavailableontheProgramwebsite:www.lernen-vor-ort.info.
TheLearning on Placeinitiativewillprovidemodelsforplacemanagementinbuildingcoherentarrangementstofosterlifelonglearning,whilealsoaddressingmajorchallengesposedbysocialandeconomicchange,suchastheexamplesgivenabove.
Related initiatives
Germanlearningcitiesandregionshavealsobeenengagedinarangeofinternationalandnationallyrelatedinitiatives,namely:
• PIE(ProgramofInternationalExchanges)—PASCAL(PlaceManagement,SocialCapitalandLearningRegions)InternationalObservatory,www.pie.pascalobservatory.org;
• EUROlocal,www.eurolocal.info;
• ELLI(EuropeanLifelongLearningIndicators),www.elli.org;and
• LearningRegionsGermany(LRD)Association,www.lrd-ev.net.
Lifelong learning in German learning cities/regions 363
Comments on learnings from Germany
TheGermanexperienceinbuildinglearningcommunitiesandregionsisofinterestindemonstratingtheoutcomesofabottom-upnetworkingapproach,withtop-downgovernmentsupport,tofosteringlifelonglearningandfacilitatingthetransitionofcommunitiestoaknowledgesocietyandeconomy.Whiletheresultshavebeenmixed,agooddealhasbeenlearnedfromsuccessfactorsthroughtheLearning Regions Promotion of Networks.
TheapproachadoptedbytheBadTölzregionprovidesacriticalexemplarofhowleadership,communicationandgoodmanagementareexercisedtoachievethebenefitsofsynergyandenhancedproductivityfromnetworkingtobuildsocialandhumancapitalincitiesandthesurroundingcountryside.
Animportantbenefitresidesintheinfluenceofalifelonglearningstrategyonstateandmunicipalapproacheswhichintegratescohesiveplanningandpublic/privatepartnershipsforeducationandlearning.TheimmediacyofaddressingkeypolicyandpracticeissueslocallyisseeninthecurrentLearning on Place Program.
WhiletheearlierGermanNetworkapproachraisedquestionsofsustainabilitywhengovernmentmoneyceased,theunderstandingofeducational,social,culturalandeconomicdevelopmentwasadoptedaspartofthefabricofalearnedsociety.Howtomaintainandachievethisholisticapproachisakeychallengeforallcommunitiesmovingforward.
UniversitieshavenotbeenleadingplayersintheGermanprograms,yetfosteringsocialandhumancapitalthroughserviceinbuildingnetworks,raisingstudentattributesandundertaking‘realtime’researchisessentialforregionalcommunityengagementanddevelopment.ThenewLearning on Place Programencouragesgreaterrepresentationincollaborativeefforts.
364 Denise Reghenzani-Kearns and Peter Kearns
Theroleofprivatefoundationsbothinadvisinggeneraldirectionsandinsupportingindividualprojectsbringsanewwaveofphilanthropicresponsibilityandaccountabilitythatviewslifelongandlife-widelearningaspurposefulandnecessary.
Insummary,theGermanexperiencehasbeena‘lighthouse’tolearningcommunitypolicyandimplementation,withthekeyinsightsgainedincludingthefollowing:
• ThevalueofanationalrolethroughfundingframeworkssuchastheFederalMinistryofEducationandResearchandaccesstoEuropeanSocialFund/EuropeanCommissiongrants;
• Soundstrategiesandstructuresinnetworkbuilding,interactionandinsupportingrelevantinnovativeprojects;
• Fosteringofcreative,solution-orientedcross-fertilisationofprocessesandprojectsinthegenerationofcohesively,transparentresponses;
• Abalancebetweenreflectivecontinuousimprovementandtheimportanceofevaluativemeasuresthroughout;
• Holisticapproachbetweenvariousplayersandstakeholdersinprovidinglearningwhereitisneeded,includingthejustificationforelearninginitiativesandcommunications;
• Monitoringofprogressandadoptingrelevanttransnationalmethodsandmodelstoinformwideraudiences;
• Conductofongoingworkshopssharingknowledgeandexpertisesothatbestpracticeissystematicallyintegratedandpromotedinmaximisingthetake-upof‘big’ideasandproducts;
• Considerationsforsustainabilityacrossallfacetsoflearningfordevelopment,themestoaddress,andinclusionofthoseengaged,suchasfoundationsandmunicipalities;and
• Understandingoflifelonglearningascentraltosocial,educational,culturalandeconomicdevelopment,withlearningcities/regionsasthesocietalmechanismtorealisethispotential.
Lifelong learning in German learning cities/regions 365
Overall,theGermanexperienceinbuildinglearningcommunitiesbasedontheLearning Region NetworksandLearning on PlaceProgramsholdsconsiderableinterestasalaboratoryfortestingapproachestolifelonglearningincitiesandregions.ThefundamentaltenantsofA Memorandum on Lifelong LearningandtheOECDlearningcityandregionsprincipleshavebeenprogressed.
Networkingthenetworksinordertoaddressimportantpolicy/practiceissuesbringstogetherthebenefitsfromlocal,regional,stateandnationalpartnershipsandthepolicythrustsofgovernmenttorespondtomajorchallenges.ManyoftheseapproachesaretransferabletootherinternationalcontextsandtherearefundamentalpoliciesandkeycommitmentsAustraliacanadopt.
Acknowledgements
Theauthorsacknowledgethesupportininterviews/meetingsandongoingdiscussionswith:
• DrAndreaReupold,memberofLudwig-MaximillianUniversityresearchteamthatevaluatedtheLearningRegionsNetworkProgramwithProfessorTippelt
• DrJuttaThinesse-Demel,Chair—LearningRegionsGermanyAssociation
• Mr&MrsRolf&RominaPrudent,ManagerandAdvisorrespectivelyoftheBadTölzLearningRegion
• BielefeldandBremenlearningcitypersonnel.
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About the authors
Dr Denise Reghenzani-Kearns has had an extensive and diverse working life in adult and lifelong learning through youth affairs, VET and university initiatives. Her work in the field, policy and international education has kept her abreast of key life phase and operational issues. In an ‘encore career’, she serves on professional and community association executives and has worked with her husband in Global Learning Services.
Lifelong learning in German learning cities/regions 367
Peter Kearns OAM is known nationally and internationally for his thought-provoking research and writing on lifelong learning and learning communities. The author of over 80 consultancy reports on educational concerns, he is an Associate of the PASCAL International Observatory and inceptor of its Program of International (Ideas) Exchanges. He is a founding member of the Advisory Board to the Hume Global Learning Village and Global Learning Services. In 2003, he will be guest co-editor of a special learning cities issue of the International Journal of Lifelong Education.
Contact details
Tel: +61 (0)7 3378 0601 Email: [email protected] and [email protected]