Adult Learning and Education in International Contexts: Future Challenges for its Professionalization
Comparative Perspectives from the 2016 Würzburg Winter School
This volume analyses adult education and lifelong learning as international phenomena, which have a strong influence on professionals working in this field. Based on the 2016 Würzburg Winter School, the book identifies influences on policy at local, national and international levels. It examines the internationalization of adult education and emphasizes the emergence of different dimensions of professionalism in adult education.
Capacities for Cooperation: Potentials for and Barriers to Adult-Learning Professionals in Learning City-Region Formations (Julia Di Campo, Thomas Barany, Georg Henning & Balázs Németh)
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Julia Di Campo, Thomas Barany, Georg Henning & Balázs Németh
Capacities for Cooperation: Potentials for and Barriers to Adult-Learning Professionals in Learning City-Region Formations
Abstract: This paper aims at providing a comparative analysis of the relevance of learning city-region models that have been recently used in Germany, Hungary and Italy. Its authors will focus on the impacts of initiatives from these countries and highlight key insights for adult-learning professionals.
Some Theoretical Frameworks for Learning and the Learning Economy
Learning city-region models first appeared after World War II, when heavy industries began to be engulfed by crisis after approximately two decades of economic recovery. More flexible forms of teaching and learning were claimed in both formal and non-formal structures in order to generate the new skills and competencies vital to a changing labour market and society. While the concept of the learning economy and educating and learning cities thus dates back to the 1970s (Longworth 2006), we will concentrate on how the learning city-region models have changed in the last twenty-five years.
In the 1990s, economic geographers conceptualized learning cities and regions and connected them to spatial innovations and contexts. It was Florida (1995) who invented the model of the learning region, and further researchers also identified this concept (Bokema et al. 2000) as the grounds for regional innovation systems. These narratives worked from the base assumption that learning should be promoted by reasonable learning...
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