Ducht Learn for Life
37
My background 1978 started in catholic rural folk high school Ons Erf (our farm) Worked for Driekant, Odyssee and Stavoor Board member in EAEA Owner for The Elephant Learning in Diversity Secretary of Learn for Life Board member of Participatie in Diversiteit
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Presentation about history Dutch non-formal adult education and some ideas about the future. Special attention to the folk high schools and the folk universities.
Transcript of Ducht Learn for Life
My background
1978 started in catholic rural folk high school Ons Erf (our farm)
Worked for Driekant, Odyssee and Stavoor
Board member in EAEA
Owner for The Elephant Learning in Diversity
Secretary of Learn for Life
Board member of Participatie in Diversiteit
Vorming – Bildung –Educational Work -
pedagogiskt arbete -Utbildning
social changeInnovation and implementation
Dutch PlatformFor International Adult Learning
OUR VISION
connection between national and international developments in AE
‘translation’ of EU policy to the Dutch situation and vice versa
LEARN FOR LIFE believes that policy in the Netherlands should be more focused on a responsible analysis and implementation of European views and recommendations. Not only the national government, but also regional and local governments can benefit from European developments in local education.
OUR VISION
Lifelong learning offers an important contribution to
◦ the further democratisationof society
◦ the emancipation of vulnerable groups
◦ the promotion of social consciousness
Dissemination of the international approach to lifelong learning, and non-formal learning for adults in particular
Our mission
a network bringing professional adult
educators and researchers working for
different and sometimes competitived
organizations around the table in order
to exchange and discuss experiences
with projects and policy documents
Our mission
international project development and innovation
national dissemination of project results
OUR MISSION
supporting local and regional organisations and authorities in the Netherlands in the development and shaping of internationalisation policy
Our mission
following European developments and discussions such as◦ implementation of EQF/NLQF
◦ strategic goals of Educ. & Training 2020
◦ European Agenda for Adult Learning
◦ Erasmus for All 2014-2020
OUR MISSION
Advocating the developments of Dutch AE
Contact for Ministries, local authorities, AE institutions and organisations
Commenting and influencing Dutch Policy
OUR ACTIVITIES
Area Rural Development and Education, amongst others:
LEARNING HEART VITAL VILLAGES LILLA SMART I-CARE RURAL ACADEMY
Area Lifelong Learning, amongst others
SOWING THE LEARNING SEEDS ALWE TROG
Coordinator ands partner in European projects
OUR ACTIVITIES
National award for Dutch international AE-projects
OUR ACTIVITIES
Round table discussions, expert- and network
OUR ACTIVITIES
International exchange:◦ Information for young people one year stay at a Norwegian folk high school
◦ Studyvisits
Activities
Learning Festival
Encouraginge people to further develop their knowledge and skills.
‘You are capable of more than you think’
Target audience adults,
particularly senior citizens, ethnic minorities, the disabled, job seekers and those who have not had the benefit of higher education.
National kick off meeting followed by local activities mostly organised by a local chain of education providers.
Our credo
Non-formalpopular education
Folk University Amsterdam
1913
Folk Highschool Allardsoog Bakkeveen
1931-1932
COMING AND GOING OF INSTITUTIONS AND ORGANISATIONS
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1900
1950
1965
1965
1990
2010
HOLLAND AS PILLAR SOCIETY
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Political party
Trade union
Tv
Radio
Journal
Organisations
Social work
Footballclubs
Housingorganisations
Protestant
•Federation of residential adult education centres
Catholic
•Catholic Folk High Schools
Liberal
•Association of Folk high schools
Socialistic
-Woodbrookers
1946-1959 RESTORATION
New spirit of cooperation and community development
De facto restoration of the formerpillars – national umbrellaorganisations
Strong focus on social work as intervention against “the decliningof norm awareness, the threat of the youth and the danger of the mass”
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Changing roleof the state
1950-1960 need forgovernemental support
1960-1963 increasinggovernemental support
1964-1973 from fully grantedinto subsidy of activities
1974-2013 decentralisation and withdrawal
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1964-1973 the long run through the institutions
Provocation
Breaking the pillars
Power to the people
Professionalisation
New productivity
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the seventies
New education structures
Basis
education
Educational work withyoung adults
Educational work withworking youngsters
Open school activities
•Decentralised tomunicipalities
Folk Universities
•State subsidy forvoluntary workorganisations andvulnerable groups
•Funds social partners forworking councils
•Market orientied: pre-retirement education, management training,
Folk High Schools
ADDITIONAL
Who am I?societal personal
identity-representing
identity-creating
The idea that a human being is free to chose its own community
A LIFE LONG LEARNING
DEVELOPING QUALIFYING
1988-2000 Memorandum of Lifelong Learning
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1988-2000 mergers andmanagers, market and marketing
45 > 5 residentialfolkhighschools
450 > 90 folk universities
650 > 400 municipalities
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2000-2010 NETWORK SOCIETY
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Integration
Language training
Dutch
Socialparticipation
Politicalparticipation
(local)
Mothertongue
1001
power
SUB
sIDIS
ed
AT
YOUr
OWN
COSTS
s
Multi- & intercultural
Own guilt
CULTURE OF
GUILT
CULTURE OF
SHAME retiringEverything is
poss ible,
normlessnes TALK CULTURE
CULTURE OF
SILENCE Tabuisation
I
New
Melange
western/european not-western
individual orientation collective orientationwe
Independent
opinion Rel iable
Man-Woman
Equal i ty Sel f
respons ible
Inner control
SHADOW-
SIDE: too
much individualisation
Loyality
Dependancy
Woman subordina
to man
Social control
SHADOW-
SIDE: too much
group behaviour and
stigmatisation
(J. Simsek)
Migrant groups
No education any longer
Too less competency development
Too less financial expertise
Bad financial management
Growing frustration
Eruptions
Where do we go from here?
Less tolerant and severe migration policy
End of subsidies
End of the multicultural society
Higher educated 2nd and 3rd generation
Between obedient and willing integration, solidarity with protests in Turkey and jihad battle in Syria
If Grundtvig should live nowadays….
He should not have established the folk high schools
He should have been active on the work widewide web, online in various learningcommunities and using several social media
This would be his new transformation of “the school for life’
Learning is not anylonger bound in place andtime
Networks are getting more important thaninstitutions
Multidmensional learning
blended learning
Knowledge sharing,
peer learning, communities of good practices
http://the-elephant.nl
