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Ducht Learn for Life


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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.

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Ducht Learn for Life

  1. 1. My background1978 started in catholic rural folk highschool Ons Erf (our farm)Worked for Driekant, Odyssee and StavoorBoard member in EAEAOwner for The Elephant Learning inDiversitySecretary of Learn for LifeBoard member of Participatie in Diversiteit
  2. 2. Vorming – Bildung –Educational Work -pedagogiskt arbete -Utbildning
  3. 3. social changeInnovation and implementationDutch PlatformFor InternationalAdult Learning
  4. 4. OUR VISION connection between national and internationaldevelopments in AE ‘translation’ of EU policy to the Dutch situation and viceversaLEARN FOR LIFE believes thatpolicy in the Netherlands shouldbe more focused on aresponsible analysis andimplementation of Europeanviews and recommendations.Not only the nationalgovernment, but also regionaland local governments canbenefit fromEuropean developments in localeducation.
  5. 5. OUR VISION Lifelong learning offers an important contribution to◦ the further democratisationof society◦ the emancipation ofvulnerable groups◦ the promotion ofsocial consciousness Dissemination of the international approach tolifelong learning, and non-formal learning for adults inparticular
  6. 6. Our missiona network bringing professional adulteducators and researchers working fordifferent and sometimes competitivedorganizations around the table in orderto exchange and discuss experienceswith projects and policy documents
  7. 7. Our mission international project development andinnovation national dissemination of project results
  8. 8. OUR MISSION supporting local and regionalorganisations and authorities in theNetherlands in the development andshaping of internationalisation policy
  9. 9. Our mission following European developments anddiscussions such as◦ implementation of EQF/NLQF◦ strategic goals of Educ. & Training 2020◦ European Agenda for Adult Learning◦ Erasmus for All 2014-2020
  10. 10. OUR MISSION Advocating the developments of Dutch AE Contact for Ministries, local authorities, AEinstitutions and organisations Commenting and influencing Dutch Policy
  11. 11. OUR ACTIVITIES Area Rural Developmentand Education, amongstothers: LEARNING HEART VITAL VILLAGES LILLA SMART I-CARE RURAL ACADEMY Area Lifelong Learning,amongst others SOWING THE LEARNING SEEDS ALWE TROGCoordinator ands partner in European projects
  12. 12. OUR ACTIVITIES National award for Dutch international AE-projects
  13. 13. OUR ACTIVITIES Round table discussions, expert- andnetwork
  14. 14. OUR ACTIVITIES International exchange:◦ Information for young people one year stay ata Norwegian folk high school◦ Studyvisits
  15. 15. Activities Learning Festival Encouraginge people to furtherdevelop their knowledge andskills. ‘You are capable of more than youthink’

 Target audience adults,particularly senior citizens, ethnicminorities, the disabled, job seekers andthose who have not had the benefit ofhigher education.
 National kick off meeting followedby local activities mostlyorganised by a local chain ofeducation providers.
  16. 16. Our credo
  17. 17. Non-formalpopular education Folk University Amsterdam1913 Folk HighschoolAllardsoog Bakkeveen 1931-1932
  18. 18. COMING AND GOING OFINSTITUTIONS ANDORGANISATIONS20-6-2013 Jumbo Klercq 18190019501965196519902010
  19. 19. HOLLAND AS PILLAR SOCIETY20-6-2013 Jumbo Klercq 19Political partyTrade unionTvRadioJournalOrganisationsSocial workFootballclubsHousingorganisationsProtestant•Federation of residential adult education centresCatholic•Catholic Folk High SchoolsLiberal•Association of Folk high schoolsSocialistic-Woodbrookers
  20. 20. 1946-1959 RESTORATIONNew spirit of cooperation andcommunity developmentDe facto restoration of the formerpillars – national umbrellaorganisationsStrong focus on social work asintervention against “the decliningof norm awareness, the threat of theyouth and the danger of the mass”20-6-2013 Jumbo Klercq 20
  21. 21. Changing roleof the state1950-1960 need forgovernemental support1960-1963 increasinggovernemental support1964-1973 from fully grantedinto subsidy of activities1974-2013 decentralisation andwithdrawal20-6-2013 Jumbo Klercq 21
  22. 22. 1964-1973the long runthrough theinstitutionsProvocationBreaking the pillarsPower to the peopleProfessionalisationNew productivity20-6-2013 Jumbo Klercq 22
  23. 23. the seventies
  24. 24. New education structuresBasiseducationEducational work withyoung adultsEducational work withworking youngstersOpen school activities•Decentralised tomunicipalitiesFolkUniversities•State subsidy forvoluntary workorganisations andvulnerable groups•Funds social partners forworking councils•Market orientied: pre-retirement education,management training,Folk HighSchoolsADDITIONAL
  25. 25. Who am I?societal personaidentity-representingidentity-creatingThe idea that a human being is free to chose its own community
  27. 27. 1988-2000Memorandumof Lifelong Learning20-6-2013 Jumbo Klercq 27
  28. 28. 1988-2000 mergers andmanagers, market and marketing45 > 5 residentialfolkhighschools450 > 90 folkuniversities650 > 400municipalities20-6-2013 Jumbo Klercq 28
  29. 29. 2000-2010 NETWORK SOCIETY20-6-2013 Jumbo Klercq 29
  30. 30. IntegrationLanguagetrainingDutchSocialparticipationPoliticalparticipation(local)Mothertongue1001powerSUBsIDISedATYOUrOWNCOSTS
  31. 31. Multi- & interculturalOwn guiltCULTURE OFGUILTCULTURE OFSHAME retiringEverything ispossible,normlessnes TALK CULTURECULTURE OFSILENCE TabuisationINewMelangewestern/european not-westernindividual orientation collective orientationweIndependentopinion ReliableMan-WomanEquality SelfresponsibleInner controlSHADOW-SIDE: toomuchindividualisationLoyalityDependancyWoman subordinato manSocial controlSHADOW-SIDE: too muchgroup behaviour andstigmatisation(J. Simsek)
  32. 32. Migrant groups No education any longer Too less competency development Too less financial expertise Bad financial management Growing frustration Eruptions
  33. 33. 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 jihadbattle in Syria
  34. 34. If Grundtvig should live nowadays…. He should not have established the folkhigh 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’
  35. 35.  Learning is not anylonger bound in place andtime Networks are getting more important thaninstitutions Multidmensional learningblended learning Knowledge sharing,peer learning, communities of good practices
  36. 36.