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Learning Regions: framework of action

Page history last edited by Randolph Preisinger-Kleine 8 years, 6 months ago

 

Through the past decade the Learning Region has become a widely adopted concept in European education policies as well as on the national level. However if one looks closer it becomes immediately clear that the concept took different notions and has been reflected in a variety of figurations. For example a differentiation might be seen among Learning Regions, which developed in an explicitly European setting (R3L) and their national counterparts. Obviously there is only limited exchange among the different levels and thus, little chance to capitalize on experience gained from LR implementations on both sides. That is particularly true where LR programmes were implemented with regard to posing problems of national education systems and therefore took specific pathways of learning.

 

However due to the different departures each of the learning regions has developed domain specific knowledge, for example in areas like social capital building, good governance and institution building, stakeholder collaboration, public-private partnerships and cross-sectoral cooperations. The basic intention of the project is to capitalize on this diversity in order to learn from each other and jointly elaborate a common framework for quality good practice in the management of cooperative learning arrangements among educational providers, SMEs and public agencies.

 

The partners based on their expertise during the first phase of the project have produced 7 national reports, which deliver background information on the learning regions addressed and constitute our framework of action. Amongst others the reports in particular refer to the quality issue and pick up current lines of discussion in learning regions. The purpose of the reports is to a) assist a common understanding of cooperation patterns and the quality issue in learning regions, b) identifying key areas of quality with regard to their strategic relevance for cooperations among educational providers, c) making visible domain specific competences in quality , and d) build a common ground for subsequent developmental activities. Each country report has 4 main chapters, that is about a) functioning of educational networks within the broader context of educational systems, b) collaborative patterns, c) assets and delivery of educational goods and services with special regard to d) quality issues concerned.

 

The following chapters give a brief overview of the R3L+ learning cities and regions, their main features and quality approach.

 

 

General information about R3L+ Learning Regions

Collaborative Patterns

Main actors of the Learning Regions

Management of the Learning Regions’ network

Quality of the Learning Regions

Role of EU Policies

How Learning Regions actors do consider our project to improve the quality of the network

Exploitation and learning opportunities

Consequences 

 

 

 

 

 

 

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