elearning_label_training_and_work
Projects
Optimierung der Eingangsstufe Ein Beitrag zur Umsetzung der Kinderkonvention in der Schule (Optimisation of access to school)
30 November 2002
A contribution to the enactment of the "Convention on the Rights of the Child at school'' is a project involving DE, FR, UK and NL.
The participating institutions plan to check their national concepts and modules in order to use them in a common - international - conception of a school, based on the Convention on the Rights of the Child.
At the end of the project this concept will be presented in the form of an international in-service training course for teachers.
The project plans to hold conceptual work meetings with the different partner institutions, to elaborate this concept, to find ways to evaluate it and to develop in service training programmes for teachers.
They will have several meetings on anational and international level to learn about other experiences and to become critical about their own system. Each year an international working group will focus on a specific subject.
The knowledge, abilities and insights acquired in international meetings will be reported back to national work groups, which will discuss and disseminate these results and report at the next international meeting. Modules and concepts developed on a national level will be reviewed by the international project group and selected for implementation in all project schools.
This will allow an evaluation of the applicability and use on a transnational level while considering the Rights of the Child Convention.
These resultswill again be made available on a European level. Through this procedure the project hopes to contribute to a harmonisation of national education systems in Europe with respect to the specificities within the countries
At the end of the project this concept will be presented in the form of an international in-service training course for teachers.
The project plans to hold conceptual work meetings with the different partner institutions, to elaborate this concept, to find ways to evaluate it and to develop in service training programmes for teachers.
They will have several meetings on anational and international level to learn about other experiences and to become critical about their own system. Each year an international working group will focus on a specific subject.
The knowledge, abilities and insights acquired in international meetings will be reported back to national work groups, which will discuss and disseminate these results and report at the next international meeting. Modules and concepts developed on a national level will be reviewed by the international project group and selected for implementation in all project schools.
This will allow an evaluation of the applicability and use on a transnational level while considering the Rights of the Child Convention.
These resultswill again be made available on a European level. Through this procedure the project hopes to contribute to a harmonisation of national education systems in Europe with respect to the specificities within the countries
Projects
Action expérimentale d'une Formation-Recherche pour les enseignants ayant des difficultés dans la gestion des classes
30 November 2002
The project aims at giving teachers training in facing the passivity or violence of some students.
Beaucoup d'enseignants éprouvent des difficultés dans la gestion de leur classe et manquent de références susceptibles de les aider à faire face aux situations particulières que sont :la passivité des élèves, l'échec scolaire, la violence .
C'est à partir de ce constat que sont définis les objectifs de ce projet:
· l'amélioration de l'action des enseignants au moyen d'une formation visant au développement de stratégies pédagogiques.
· la production de connaissances concernant les effets de ce dispositif de foramtion.
· la création d'un réseau de personnes -ressources qui multipliera l'action de formation.
Les groupes cible seront les enseignants du second degré des établissements scolaires des trois pays impliqués.
Pour atteindre ces objectifs, seront développées les activités suivantes:
· mise en place d'un dispositif de formation.
· recherche-évaluation sur les effets de la formation sur les pratiques professionnelles des enseignants.
· diffusion des résultats de la recherche.
· création et suparvision d'un réseau de personnes -ressources.
La réalisation de ce projet permettra de :
· dégager des connaissances sur les conditions d'un accompagnement( formation initiale et continue, aide aux établissements scolaires ) qui puissent favoriser l'adaptation des enseignants aux transformations de leur lmétier et prévenir le repli sur une crispation identitaire.
· mettre en oeuvre un réseau de personnes-ressources qui poursuivra cette action de formation.
C'est à partir de ce constat que sont définis les objectifs de ce projet:
· l'amélioration de l'action des enseignants au moyen d'une formation visant au développement de stratégies pédagogiques.
· la production de connaissances concernant les effets de ce dispositif de foramtion.
· la création d'un réseau de personnes -ressources qui multipliera l'action de formation.
Les groupes cible seront les enseignants du second degré des établissements scolaires des trois pays impliqués.
Pour atteindre ces objectifs, seront développées les activités suivantes:
· mise en place d'un dispositif de formation.
· recherche-évaluation sur les effets de la formation sur les pratiques professionnelles des enseignants.
· diffusion des résultats de la recherche.
· création et suparvision d'un réseau de personnes -ressources.
La réalisation de ce projet permettra de :
· dégager des connaissances sur les conditions d'un accompagnement( formation initiale et continue, aide aux établissements scolaires ) qui puissent favoriser l'adaptation des enseignants aux transformations de leur lmétier et prévenir le repli sur une crispation identitaire.
· mettre en oeuvre un réseau de personnes-ressources qui poursuivra cette action de formation.
Projects
Intercultural Learning for Teachers in secondary Schools
30 November 2002
It aims at developing training products for teachers in secondary schools to put into practice students of languages' virtual or presencial meetings.
Ce projet a pour objectif de développer des produits de formation initiale et continue
pour permettre aux enseignants de mettre a profit les rencontres d'élèves du
secondaire ou de l'enseignement professionnel (échanges, correspondance
traditionnelle ou par courrier électronique) pour une meilleure compréhension de la
dimension interculturelle de l'apprentissage des langues.
Ce projet, coordonné par le Goethe institut, réunit des universités, des associations
d'enseignants et un institut de formation.
Il a pour objectif de développer un module de formation et un manuel pour la mise à
profit des rencontres d'élèves dans le processus d'acquisition des compétences
linguistiques. Il cible dans un premier temps les langues du partenariat, à savoir DE,
DK, FI, CZ, NL, ES mais devrait être applicable à n'importe quelle langue.
pour permettre aux enseignants de mettre a profit les rencontres d'élèves du
secondaire ou de l'enseignement professionnel (échanges, correspondance
traditionnelle ou par courrier électronique) pour une meilleure compréhension de la
dimension interculturelle de l'apprentissage des langues.
Ce projet, coordonné par le Goethe institut, réunit des universités, des associations
d'enseignants et un institut de formation.
Il a pour objectif de développer un module de formation et un manuel pour la mise à
profit des rencontres d'élèves dans le processus d'acquisition des compétences
linguistiques. Il cible dans un premier temps les langues du partenariat, à savoir DE,
DK, FI, CZ, NL, ES mais devrait être applicable à n'importe quelle langue.
Projects
Synergetic New Thesis for European Simera
30 November 2002
The project aims at developing a new educative model based on the personal and social evolution of each person to romote the european dimension.
L'objectif du proje t''SYNTHESI; nouveau lieu de coopération pour l'éducation européenne aujourd'hui'' est de développer un nouveau modèle éducatif qui se base sur l'évolution personnelle et sociale de chaque personne pour promouvoir la dimension européenne. Le projet veut permettre le développement chez les enseignants de 'l'autoconnaissance critique' et de la critique active des informations émises par la société afin de conduire à une meilleure compréhension de la dimension européenne de l'éducation.
L'objectif est de parvenir à la mise en oeuvre d'une formation continue pour des enseignants voulant appliquer cette approche. Le projet sera présenté sous forme d'une pièce de théâtre la première année; dans le courant de la 2e année l'obejctif est de créer des centres de ressources et de formation pour diffuser la méthode et la promouvoir.
L'objectif est de parvenir à la mise en oeuvre d'une formation continue pour des enseignants voulant appliquer cette approche. Le projet sera présenté sous forme d'une pièce de théâtre la première année; dans le courant de la 2e année l'obejctif est de créer des centres de ressources et de formation pour diffuser la méthode et la promouvoir.
Projects
Bilingualer Unterricht als Beitrag zur Förderung von Mehrsprachigkeit in Europa
30 November 2002
The project targets teachers and student teachers who teach subject areas like history and geography in the medium of a foreign language.
Academic research and good practice at schools are to be interconnected.
The project is designed to last three years and intends to carry out the following main activities:
· national and transnational meetings, face-to-face as well as virtual;
· planning and implementation of in-service training;
· implementation of student and staff mobility;
· development, evaluation and dissemination of didactic materials.
The concrete outcomes of the project include: a handbook on bilingual teaching; a second volume with didactic materials; a Comenius 2.2 course; national websites and an internet platform for a transnational ''Virtual Workshop'' which enables participating teachers to exchange good practice, present results and store relevant information.
The project is designed to last three years and intends to carry out the following main activities:
· national and transnational meetings, face-to-face as well as virtual;
· planning and implementation of in-service training;
· implementation of student and staff mobility;
· development, evaluation and dissemination of didactic materials.
The concrete outcomes of the project include: a handbook on bilingual teaching; a second volume with didactic materials; a Comenius 2.2 course; national websites and an internet platform for a transnational ''Virtual Workshop'' which enables participating teachers to exchange good practice, present results and store relevant information.
Articles
The "Social and Human Capital in the Knowledge Society" Conference is Available On-line
30 November 2002
Over 50% of all workers in the EU now use a computer for their job and there are fewer and fewer jobs where at least basic digital skills are not required. From that point of view, digital skills are almost as essential as basic literacy to be employed today.
These were some of the issues explored at the Social and Human Capital in the Knowledge Society Conference, held in Brussels in 28 and 29 October 2002. The presentations and proceedings of the Conference are now available on-line. Among other topics, the Conference focused on how companies providing employment increasingly need to devote an important part of their resources to ensure that employees are able to work with recent technological or organisational developments. This investment is today just as necessary as physical equipment. The increased rate of structural change and the greater tendency to change employment several times during the working life adds complications. Companies may be reluctant to invest in human capital if the human capital in question leaves for another job shortly afterwards. Just as formal education is seen as a social benefit, which in most countries the state sees as its role to provide, training for employment might also need to be seen as a public good.
Articles
Approaches to Media Literacy and e-Learning
02 November 2002
In the global information and knowledge society, the ability to communicate competently in all old and new media, as well as to access, analyze and evaluate the power of images, words and sounds, is a fundamental skill and competence for every young European citizen.
These skills of media literacy are essential for our future as individuals and as members of a democratic society.
A contemporary communication scholar Walter Ong speaks of “secondary orality” with the introduction of the electronic media. He asks what are the distinguishing features of media of communication, broadly understood? Ong finds “media” a troublesome term. Unreflective reliance on models has generated the term “media” to designate new technological ways of managing the world, such as writing, print, and the electronic devices. The term is useful, says Ong, but it can be misleading, encouraging us to think or writing, print, and electronic devices simply as ways of “moving information” over some sort of space intermediate between one person and another. In fact, each of the so-called “media” does far more that this: it makes possible thought processes inconceivable before (Gronbeck 1991, p.11-12).
Current research on media concentrates a lot on the so called new media and combination of many senses in the media culture. For example, the digitalisation and media convergence of telecommunication, computer and media have created an entirely new “grey area” or “media gap” with such new media that do not fall into the category of traditional mass medium but neither the private medium. The distinction between public and private is being undermined as the access and delivery of digital network media becomes available to small audiences.
The tools to amplify the mind include artificial development of sound, vision, and touch. In sound, virtual worlds can include three dimensional sound that appears to come from specific locations. In vision, computer-generated worlds need to move with the speed of live action so that viewers perceive what they see as real. In touch, gloves or entire body suits, armed with sensors let a participant communicate with the computer and direct objects in virtual space through gestures.
An important research area deals directly with human brain and behaviour. It is expected to shape and design computer-generated worlds so that the information can be presented in such a manner that it can be absorbed and manipulated more easily and quickly. For example, it is known that human mind is genetically programmed to pick up certain visual cues. This is helping researchers design better computer icons.
One of the most challenging areas for e-learning and virtual classrooms and universities is the creation of telepresence. The key to defining virtual reality in terms of human experience rather than technological hardware is the concept of presence. Presence can be thought of as the experience of one´s physical environment – it is defined as the sense of being in an environment. The term telepresence can be used to refer to the extent to which one feels present in the mediated environment, rather than in the immediate physical environment. Telepresence is defined as the experience of presence in an environment by means of a communication medium. In other words, presence refers to the natural perception of an environment, and telepresence refers to the mediated perception of an environment (Steuer 1995, p.35-36).
An American professor W. James Potter (1998, p. 4-12) has articulated the fundamental ideas of the definition of media literacy in the following four principles:
1. Media literacy is a continuum, not a category. There are degrees in this continuum and we all occupy some position on the media literacy continuum. There is no point below which we could say that someone has no literacy, and there is no point at the high end where we can say that someone is fully literate because there is always room for improvement.
2. Media literacy needs to be developed. Some of this change occurs through a process of maturation, and some of it can only be accomplished by conscious practice. We also mature emotionally and morally. As we reach higher levels of maturation intellectually, emotionally, and morally we are able to perceive more in the media messages. If we are passive, we can still pick up a good deal of information in our media saturated culture, but that information will be neither balanced nor complete. People operating at the lowest levels of media literacy are a relatively mindless state during exposure in the sense that they are not concentrating on the messages, nor are they actively thinking about the meaning of those messages. People operating at a slightly higher level of media literacy are often active in processing messages and constructing their own interpretations. People operating at high levels of media literacy are mindful during exposure.
3. Media literacy is multidimensional including cognitive, emotional, aesthetic, moral dimensions. According to Potter, someone who is highly media literate realizes that there is a synergy among the four; that is, developing to a very high level on one usually requires significant development on the other three. The cognitive domain refers to mental processes and thinking. This is the intellectual dimension. The emotional domain is the dimension of feeling. Emotions need not be only the stong ones like rage, fear and hate but there are also a more subtle emotions, such as ambivalence, confusion, wariness, etc. The aesthetic domain refers to the ability to enjoy, understand, and appreciate media content from an artistic point of view. The moral domain refers to the ability to infer the values underlying the messages. It takes a highly media literate person to perceive moral themes well. Like in other dimensions, this is also a continuum.
4. The purpose of media literacy is to give us more control over interpretations because all media messages are interpretations.Note: this text is an extraction from Tapio Varis's speech, "Approaches to Media Literacy and e-Learning," which he delivered on November 16, 2002. The full text and corresponding bibliography can be found in the "pdf" at the top of the page.
A contemporary communication scholar Walter Ong speaks of “secondary orality” with the introduction of the electronic media. He asks what are the distinguishing features of media of communication, broadly understood? Ong finds “media” a troublesome term. Unreflective reliance on models has generated the term “media” to designate new technological ways of managing the world, such as writing, print, and the electronic devices. The term is useful, says Ong, but it can be misleading, encouraging us to think or writing, print, and electronic devices simply as ways of “moving information” over some sort of space intermediate between one person and another. In fact, each of the so-called “media” does far more that this: it makes possible thought processes inconceivable before (Gronbeck 1991, p.11-12).
Current research on media concentrates a lot on the so called new media and combination of many senses in the media culture. For example, the digitalisation and media convergence of telecommunication, computer and media have created an entirely new “grey area” or “media gap” with such new media that do not fall into the category of traditional mass medium but neither the private medium. The distinction between public and private is being undermined as the access and delivery of digital network media becomes available to small audiences.
The tools to amplify the mind include artificial development of sound, vision, and touch. In sound, virtual worlds can include three dimensional sound that appears to come from specific locations. In vision, computer-generated worlds need to move with the speed of live action so that viewers perceive what they see as real. In touch, gloves or entire body suits, armed with sensors let a participant communicate with the computer and direct objects in virtual space through gestures.
An important research area deals directly with human brain and behaviour. It is expected to shape and design computer-generated worlds so that the information can be presented in such a manner that it can be absorbed and manipulated more easily and quickly. For example, it is known that human mind is genetically programmed to pick up certain visual cues. This is helping researchers design better computer icons.
One of the most challenging areas for e-learning and virtual classrooms and universities is the creation of telepresence. The key to defining virtual reality in terms of human experience rather than technological hardware is the concept of presence. Presence can be thought of as the experience of one´s physical environment – it is defined as the sense of being in an environment. The term telepresence can be used to refer to the extent to which one feels present in the mediated environment, rather than in the immediate physical environment. Telepresence is defined as the experience of presence in an environment by means of a communication medium. In other words, presence refers to the natural perception of an environment, and telepresence refers to the mediated perception of an environment (Steuer 1995, p.35-36).
An American professor W. James Potter (1998, p. 4-12) has articulated the fundamental ideas of the definition of media literacy in the following four principles:
1. Media literacy is a continuum, not a category. There are degrees in this continuum and we all occupy some position on the media literacy continuum. There is no point below which we could say that someone has no literacy, and there is no point at the high end where we can say that someone is fully literate because there is always room for improvement.
2. Media literacy needs to be developed. Some of this change occurs through a process of maturation, and some of it can only be accomplished by conscious practice. We also mature emotionally and morally. As we reach higher levels of maturation intellectually, emotionally, and morally we are able to perceive more in the media messages. If we are passive, we can still pick up a good deal of information in our media saturated culture, but that information will be neither balanced nor complete. People operating at the lowest levels of media literacy are a relatively mindless state during exposure in the sense that they are not concentrating on the messages, nor are they actively thinking about the meaning of those messages. People operating at a slightly higher level of media literacy are often active in processing messages and constructing their own interpretations. People operating at high levels of media literacy are mindful during exposure.
3. Media literacy is multidimensional including cognitive, emotional, aesthetic, moral dimensions. According to Potter, someone who is highly media literate realizes that there is a synergy among the four; that is, developing to a very high level on one usually requires significant development on the other three. The cognitive domain refers to mental processes and thinking. This is the intellectual dimension. The emotional domain is the dimension of feeling. Emotions need not be only the stong ones like rage, fear and hate but there are also a more subtle emotions, such as ambivalence, confusion, wariness, etc. The aesthetic domain refers to the ability to enjoy, understand, and appreciate media content from an artistic point of view. The moral domain refers to the ability to infer the values underlying the messages. It takes a highly media literate person to perceive moral themes well. Like in other dimensions, this is also a continuum.
4. The purpose of media literacy is to give us more control over interpretations because all media messages are interpretations.Note: this text is an extraction from Tapio Varis's speech, "Approaches to Media Literacy and e-Learning," which he delivered on November 16, 2002. The full text and corresponding bibliography can be found in the "pdf" at the top of the page.
Projects
Strukturentwicklung und Arbeit Berlin - Brandenburg
29 November 2002
In view of the opportunities and risks of the industrial structure in this region, the project intends to provide new economic and social opportunities to disadvantaged groups.
The EQUAL-SABB project is dedicated to the very different environments of life in Berlin and the surrounding area, taking the differences between East and West as its theme and helping to break down barriers.
In this point this project is unique and the findings are transferable to other border areas and conurbations.
Therefore the SABB Development Partnership is demanding a concept of integration in four dimensionss:
- integration of measures of qualification, consultation and employer coaching,
- integration of areas of East and West Germany and
- City and Country Boroughs as well as
- various groups of people involved from educational institutions, communities, employment agencies, small and large businesses, regional government, scientists, consultants and last but not least unions.
In this point this project is unique and the findings are transferable to other border areas and conurbations.
Therefore the SABB Development Partnership is demanding a concept of integration in four dimensionss:
- integration of measures of qualification, consultation and employer coaching,
- integration of areas of East and West Germany and
- City and Country Boroughs as well as
- various groups of people involved from educational institutions, communities, employment agencies, small and large businesses, regional government, scientists, consultants and last but not least unions.
Articles
Major research trends in ICT
14 November 2002
In March 2002, the European Commission invited the research community to express their fields of interest for the new Framework Programme.
It appears that research priorities are technologies for collaborative and experiential learning, as well as personalised access to learning content over broadband networks. Novel applications for creating and delivering e-learning content in different contexts (school, university, work place, lifelong learning) are sought. They encompass innovative strategies, including organisational changes and new business models, and e-learning across the extended value chain of e-business. Building and sharing competencies for the knowledge society, facing the ICT skills gap and fostering social inclusion are also major drivers.
Major research trends can be clustered in:
Advanced technologies and infrastructures for access to learning:
broadband and GRID technologies, mobile learning, learning appliances, avatars and intelligent agents, virtual reality and mixed-augmented reality, simulators, interfaces, computer supported collaborative learning, intelligent ambient learning environments;
Knowledge and learning:
integration of knowledge management or learning management systems and enterprise resource planning, learner modelling, metadata for learning objects, virtual knowledge sharing spaces;
Learning resources management:
new forms of content modelling, authoring and distribution, standards, learning content management systems, certification;
Virtual learning communities:
learning regions, social learning, collaborative knowledge producing, communities of practice, virtual campuses.
Many researchers are preoccupied with interconnections between technological, pedagogical, social and organisational aspects.
The wide range of specific research subjects includes e-learning for all (marginalised people, unemployed, people with learning difficulties, people living in rural areas), ICT skills, telerobotic, health education, on-line labs, environment, evaluation and assessment, architectural design, construction.
More information:
EoI Analysis in CORDIS FP6 website
Some publications and presentations on Key Action 3 made by the representatives of the Education and Training Applications Unit
Major research trends can be clustered in:
Advanced technologies and infrastructures for access to learning:
broadband and GRID technologies, mobile learning, learning appliances, avatars and intelligent agents, virtual reality and mixed-augmented reality, simulators, interfaces, computer supported collaborative learning, intelligent ambient learning environments;
Knowledge and learning:
integration of knowledge management or learning management systems and enterprise resource planning, learner modelling, metadata for learning objects, virtual knowledge sharing spaces;
Learning resources management:
new forms of content modelling, authoring and distribution, standards, learning content management systems, certification;
Virtual learning communities:
learning regions, social learning, collaborative knowledge producing, communities of practice, virtual campuses.
Many researchers are preoccupied with interconnections between technological, pedagogical, social and organisational aspects.
The wide range of specific research subjects includes e-learning for all (marginalised people, unemployed, people with learning difficulties, people living in rural areas), ICT skills, telerobotic, health education, on-line labs, environment, evaluation and assessment, architectural design, construction.
More information:
EoI Analysis in CORDIS FP6 website
Some publications and presentations on Key Action 3 made by the representatives of the Education and Training Applications Unit
Projects
Ostbrandenburg / Chancen der Grenzregion-Perspektiven für KMU
29 November 2002
It aims at developing new marketing strategies for the regions and companies and of networks using the internet will result in additional possibilities and resources.
The strategic objectives of the development partnership are the consolidation and strengthening of companies and the increase of the attractiveness of the region. Through an improvement of the competitiveness of the companies additional employment potential will be developed and new innovative business start-ups will be supported.
The derivation of qualification needs and competence profiles from the development strategies of the companies enables the development and adaptation of future-oriented qualification offers and the integration of new learning methods and forms.
All individual projects are aimed at the operational processes and the identification of additional potentials through new markets, innovation and management changes as well as the effective application of new IT.
The resulting effects are exploitted by the suitable qualification of unemployed people within the region in order to create additional employment and business start-up opportunities. Through the further development of the job rotation system into a TANDEM system possibilities and strategies are worked out in order to integrate unemployed people and particularly women into the primary labour market and to create long-term employment relationships. The know-how and the experience from the project “Flexi-Plus – Labour Time Flexibilisation” are taken into account in all company-specific organisation and development processes such as new marketing forms, new operating areas and other things.
The preparation of potential and SWOT analyses form the basis for the evolution of development strategies and concepts. From these regional strategies the regional models are developed. Under the motto “Border Zone East Brandenburg” the required steps for the preparation of the small and medium-sized businesses, administrative departments and the people of the region with regard to the planned EEC expansion and the planned integration of Poland will be implemented. The exchange of experience with other European regions which have also been affected by EEC expansion processes supports these processes of change.
The integrative approach of the development partnership ensures the compatibility of the objectives and approaches of the individual projects. The complex aspects of operational processes, required processes of innovation and change as well as the implementation of various qualification offers constitute the interfaces between the individual projects. The approach is always orientated towards the focus of the individual projects aiming at the growth potential.
Through the structure of diversely designed competence networks the connection between the competencies and potentials of the individual partners to the development partnership is ensured. The supplementation of the functions and competencies of the partners ensures the complementarity of the players and the openness for new partners.
The development and improvement of an innovative information and communications structure using modern IT leads to internal (within the development partnership) and regional information and knowledge management. The exchange of experiences in the individual project stages, transnational cooperation, periodical SWOT analyses and potential profiles promote the progress in achieving the development objectives and strategies. This process of coordination is ensured by the intensive joint effect of labour market and economy promotion within the scope of the strategic development partnership. Additional effects of the above joint activity are the early identification of discrimination and exclusion and intervention in all areas.
Through the regional offices for women and labour market particularly the gender-specific aspects of the individual projects are taken into account and additional offers with regard to advice and assistance are provided. Especially the integration of women into the primary labour market, the identification of innovative qualifications in demand for this target group, the improvement of the chances of getting a job and the reduction of inequality are aspects all projects are focussed on.
The development of offers concerning social and intercultural competencies and their implementation in the course of the single projects supports tolerant and friendly behaviour towards strangers and foreigners.
The development of consulting competencies among the participants in the development partnership serves for the implementation of business-oriented demand assessment, assistance with human resources and organisational development within the small and medium-sized businesses as well as the direction of the learning processes in the companies.
Raising the awareness of the people in the region of a new learning culture, namely self-organised and self-monitored learning, requires the activity of all participants in the educational process and the application of innovative teaching and learning methods as well as IT. The electronic learning platform ihk-lernstudio.de supports self-monitored and organised learning. Joint learning in communities enhanced by communication forums and the assistance provided by tutors ensures effective learning processes and positive experiences with transnational partners.
The development and the application of high-quality content increases the attractiveness of this form of offer. This learning platform is used in all individual projects of the development partnership.
The change in regional learning culture will only be successful as long as integrative activities are supported by all project partners. Representatives of the corporate economic partners participate in the development partnership (DP).
The integration of regional science institutions such as Europa-Universität Viadrina, the technical college of Eberswalde and the technical college of Wildau secures the know-how transfer within the competence networks and between the companies in the region.
Interconnection of the activities of the border zone initiatives, the Euro-regions in order to create synergies and transfer of experience.
Public relations work via the media and information platforms of the development partnership and the partners and presentation of the current activities, milestones and success of the DP.
Intensive communication in the form of regular conferences, regional meetings and project workshops of the players. Professional project and network management ensures the functionality of the DP and the accommodation of conflicting interests among all partners as well as the joint benefit for all partners.
Processes of change within the region and the companies as well as learning methods depend on a development process with regard to the educational institutions within the DP which need to become providers of educational services. The structuring of these consulting competencies for PE/OE will be implemented in the course of projects.
The regional and business-related networks and cooperations require the competencies of each partner for the coordination of these forms of cooperation. According to the innovative concept “Coordinator of Business Networks (IHK)” the responsible representatives of the partners to the development partnership will be qualified in Action 1 and Action 2. Also the strategic partners will have to fulfil tasks such as the promotion of the economy for a regional development strategy. The personnel employed in administrative departments and institutions will be trained in this respect.
The entire project work aims at the concrete achievement of the objectives. The following work forms are included:
Information analysis within the companies and business practices
Evaluation of existing statistical surveys, evaluations etc.
Brainstorming and workshops for solution development
Regional conferences and innovation forums for the presentation of predominant results regarding educational policy and labour market policy
Coaching and immediate consulting for companies, employees and organisations
Project work for the development of new educational concepts
Implementation and evaluation of courses and electronically assisted educational measures
The achievement of the objectives will be measured using defined milestones.
The derivation of qualification needs and competence profiles from the development strategies of the companies enables the development and adaptation of future-oriented qualification offers and the integration of new learning methods and forms.
All individual projects are aimed at the operational processes and the identification of additional potentials through new markets, innovation and management changes as well as the effective application of new IT.
The resulting effects are exploitted by the suitable qualification of unemployed people within the region in order to create additional employment and business start-up opportunities. Through the further development of the job rotation system into a TANDEM system possibilities and strategies are worked out in order to integrate unemployed people and particularly women into the primary labour market and to create long-term employment relationships. The know-how and the experience from the project “Flexi-Plus – Labour Time Flexibilisation” are taken into account in all company-specific organisation and development processes such as new marketing forms, new operating areas and other things.
The preparation of potential and SWOT analyses form the basis for the evolution of development strategies and concepts. From these regional strategies the regional models are developed. Under the motto “Border Zone East Brandenburg” the required steps for the preparation of the small and medium-sized businesses, administrative departments and the people of the region with regard to the planned EEC expansion and the planned integration of Poland will be implemented. The exchange of experience with other European regions which have also been affected by EEC expansion processes supports these processes of change.
The integrative approach of the development partnership ensures the compatibility of the objectives and approaches of the individual projects. The complex aspects of operational processes, required processes of innovation and change as well as the implementation of various qualification offers constitute the interfaces between the individual projects. The approach is always orientated towards the focus of the individual projects aiming at the growth potential.
Through the structure of diversely designed competence networks the connection between the competencies and potentials of the individual partners to the development partnership is ensured. The supplementation of the functions and competencies of the partners ensures the complementarity of the players and the openness for new partners.
The development and improvement of an innovative information and communications structure using modern IT leads to internal (within the development partnership) and regional information and knowledge management. The exchange of experiences in the individual project stages, transnational cooperation, periodical SWOT analyses and potential profiles promote the progress in achieving the development objectives and strategies. This process of coordination is ensured by the intensive joint effect of labour market and economy promotion within the scope of the strategic development partnership. Additional effects of the above joint activity are the early identification of discrimination and exclusion and intervention in all areas.
Through the regional offices for women and labour market particularly the gender-specific aspects of the individual projects are taken into account and additional offers with regard to advice and assistance are provided. Especially the integration of women into the primary labour market, the identification of innovative qualifications in demand for this target group, the improvement of the chances of getting a job and the reduction of inequality are aspects all projects are focussed on.
The development of offers concerning social and intercultural competencies and their implementation in the course of the single projects supports tolerant and friendly behaviour towards strangers and foreigners.
The development of consulting competencies among the participants in the development partnership serves for the implementation of business-oriented demand assessment, assistance with human resources and organisational development within the small and medium-sized businesses as well as the direction of the learning processes in the companies.
Raising the awareness of the people in the region of a new learning culture, namely self-organised and self-monitored learning, requires the activity of all participants in the educational process and the application of innovative teaching and learning methods as well as IT. The electronic learning platform ihk-lernstudio.de supports self-monitored and organised learning. Joint learning in communities enhanced by communication forums and the assistance provided by tutors ensures effective learning processes and positive experiences with transnational partners.
The development and the application of high-quality content increases the attractiveness of this form of offer. This learning platform is used in all individual projects of the development partnership.
The change in regional learning culture will only be successful as long as integrative activities are supported by all project partners. Representatives of the corporate economic partners participate in the development partnership (DP).
The integration of regional science institutions such as Europa-Universität Viadrina, the technical college of Eberswalde and the technical college of Wildau secures the know-how transfer within the competence networks and between the companies in the region.
Interconnection of the activities of the border zone initiatives, the Euro-regions in order to create synergies and transfer of experience.
Public relations work via the media and information platforms of the development partnership and the partners and presentation of the current activities, milestones and success of the DP.
Intensive communication in the form of regular conferences, regional meetings and project workshops of the players. Professional project and network management ensures the functionality of the DP and the accommodation of conflicting interests among all partners as well as the joint benefit for all partners.
Processes of change within the region and the companies as well as learning methods depend on a development process with regard to the educational institutions within the DP which need to become providers of educational services. The structuring of these consulting competencies for PE/OE will be implemented in the course of projects.
The regional and business-related networks and cooperations require the competencies of each partner for the coordination of these forms of cooperation. According to the innovative concept “Coordinator of Business Networks (IHK)” the responsible representatives of the partners to the development partnership will be qualified in Action 1 and Action 2. Also the strategic partners will have to fulfil tasks such as the promotion of the economy for a regional development strategy. The personnel employed in administrative departments and institutions will be trained in this respect.
The entire project work aims at the concrete achievement of the objectives. The following work forms are included:
Information analysis within the companies and business practices
Evaluation of existing statistical surveys, evaluations etc.
Brainstorming and workshops for solution development
Regional conferences and innovation forums for the presentation of predominant results regarding educational policy and labour market policy
Coaching and immediate consulting for companies, employees and organisations
Project work for the development of new educational concepts
Implementation and evaluation of courses and electronically assisted educational measures
The achievement of the objectives will be measured using defined milestones.