Denise Reghenzani-Kearns and Peter Kearns Global … Journal of Adult Learning Volume 52, Number 2, July 2012 Lifelong learning in German learning cities/regions Denise Reghenzani-Kearns

Australian Journal of Adult Learning Volume 52, Number 2, July 2012

Lifelong learning in German learning cities/regions

Denise Reghenzani-Kearns and Peter KearnsGlobal Learning Services

This paper traces the policies and lessons learned from two consecutive German national programs aimed at developing learning cities/regions. Known as Learning Regions Promotion of Networks, this first program transitioned into the current program, Learning on Place. A case study chosen is from the Tölzer region where a network has self-sustained from its genesis in the initial program and conducts successful Learning Festivals. The German Government funded the Learning Regions Promotion of Networks Program from 2001 to 2008, with support from the European Union (EU) Social Fund. Over 70 regions were supported with a substantial budget on a phasing-out funding basis. When this program ended in 2008, a new program titled Learning on Place began, funded by the German Government and the EU Social Fund, commencing in 2009. This program has a focus on public and private partnership in supporting good educational management in cities and rural communities. In this way, by involving private

Lifelong learning in German learning cities/regions 337

foundations as partners, a framework for civic engagement has been introduced. To understand the purposes of and outcomes from these initiatives, it is important to grasp the European context within which the German Government and its Federal Ministry of Education and Research (BMBF [BundesministeriumfürBildungundForschung]) responded in answering the call to implement ‘coherent and comprehensive strategies for lifelong learning’ (European Commission 2001: 4). In setting this challenge, the Commission communication quoted from a Chinese proverb that has philosophically underpinned the approach: When planning for a year, plant corn. When planning for a decade, plant trees. When planning for life, train and educate people. (Guanzi c. 645BC) Keywords: Learning communities; civic engagement; place making; educational partnerships; capacity building; learning festivals

Introduction

Basedonconcernsaboutmovingintothe‘knowledgeage’,theLisbon(March2000)andFeira(June2000)EuropeanCouncilsoftheEuropeanCommissionforesawamandate—‘lifelonglearningforall’whichledtothelaunchofaworkingpaper,A memorandum on lifelong learningon30October,2000.Thisembodiedaimsofactivecitizenship,socialcohesion,andemployabilitywithin‘sixkeymessages’(2000:10–19):

• guarantee universal and continuing access to learning for gaining and renewing the skills needed for sustained participation in the knowledge society;

338 Denise Reghenzani-Kearns and Peter Kearns

• visibly raise levels of investment in human resources in order to place priority on Europe’s most important asset—its people;

• develop effective teaching and learning methods and contexts for the continuum of lifelong and lifewide learning;

• significantly improve the ways in which learning participation and outcomes are understood and appreciated, particularly in non-formal and informal learning;

• ensure that everyone can easily access good quality information and advice about learning opportunities throughout Europe and throughout their lives; and

• provide lifelong learning opportunities as close to learners as possible, in their own communities and supported through ICT-based facilities where appropriate.

The1996EuropeanYearofLifelongLearninghadalsoinfluencedthisemergenceofpolicyneededforthe‘neweconomies’ofthe‘knowledgeage’.Broadervisionsofthenatureoflearningandlearningenvironmentswererecognisedasstrengtheningsocial,culturalandeconomicrationalesforlifelonglearning(Kearns1999:25).Paramountwasanunderstandingofthevalueoflearning.

AlsohavingsignificantimportancewastheUNESCOInternationalCommissiononEducation’sDelorsReport(1996)withits‘pillars’of‘learningtoknow,learningtodo,learningtolivetogetherandlearningtobe’,reflectedinthefurtherdebateoftheirTaskForceonEducationfortheTwenty-firstCentury.

CoupledwiththeseinitiativeswastheOECDworkonlearningpartnershipsandlearningcities/regionsespecially.Thus,therewereparallelinfluencesandguidelinesthathadadeepimpactonenablingGermanytoshapeandmoulditsprograms.

TenpolicyprinciplesforcreatinglearningcitiesandregionswerepublishedbytheOECD(2001:120)andwereseentobeapplicabletoanynationalorlocalisedinitiativeinembracingalearning


communitypurview,basedoninputstoandmechanismsofthelearningprocess.DevelopedinEurope,thesepolicyprinciplesweregearedtoimprovingeconomicperformanceandregionaldevelopmentwith‘innovative-intensiveactivities’.Whiletheymightappearorganisationallybiased,theprinciplesaretransferableintootherlearningcommunityenvironments.

BeingimplementedconcurrentlywiththeLearning Regions Promotion of Networks Program,butculminatingin2004,wastheR3L(RegionalLifeLongLearning)initiativeacrossEuropefundedbytheEuropeanCommission.GermanLearningRegionsNetworksweredirectlyinvolved,coordinatingfouroftheseventeenEuropeanR3Lnetworksforcross-borderexchangesonissuesofgoodpracticetoachievingcooperationinthelifelonglearningfieldforamoredurableandsustainablefooting.

MuchwascoalescingtohaveaneffectontheinitiativestakeninGermany.

Objectives in German Learning City/Region Networks

TheLearning Regions Promotion of NetworksProgramwasfundedasacontributiontotheEuropeanCommissiondevelopmentobjectivesarisingfromtheLisbonConferenceof2000.Itwasaccordinglyaimedatthedevelopmentofnetworkstosupportthetransitionintoaknowledgesociety,withthesestructuresenvisagedasimprovingaccesstolearning.

TheFederalMinistryofEducationandResearchpublisheditsframeworktorealisethisfuture-orientedtaskin‘LearningRegions—ProvidingSupportforNetworks’tohighlighttheProgram’sprocessandproposals,whichreiteratedtheirlifelonglearningsocietygoals(2004:6):

• Strengtheningthelearners’personalresponsibilityandself-management;


• Motivatingdisadvantagedgroupsthatarecurrentlylessinvolvedineducation;

• Strengtheningrelationsbetweenalleducationalsectors;

• Cooperationofeducationalprovidersandusers;and

• Improvingthequality,quantityandstructureofoffersinordertopromoteuser-orientationinparticular.

Inthefirsttwoyearsofoperation,theProgramsoughtpublicbidsforNetworkfunding.Astudyofthesocio-economicdemographicsinpotentiallearningregionsprovidedaprofileofsettlement,populationdevelopment,employmentandunemploymentwhichinformedthemostpromisingproposalsfrom2000/2001forFederalgovernmentandstates’selection.

Intheearlyphaseofdevelopment,theNetworkschosensubmittedfour-yearplanstosupporttheirevolvingdevelopment,innovativemeasurestoachievethelifelonglearninggoals,andbusinessmodelstoincreaseasustainableco-contributionfinancially(uptoatleast40%asagoal).

Twoyears’continuationfundswerecontestedforaround50regionstoextendtheirworkandforabout40focusedlearningcommunitiesinaccordwiththenewlyidentifiedcategoryonlearningcities/regions.Thiswasduetoa‘consolidation’phaseinensuringtransferofsuccessesandresultsthrougharevisedagenda,namely,forprojectsthatprovided:

• educational counselling to foster change management—organisational guidance and instruments for guidance through counselling institutions, youth authorities, employment offices (mandatory) and other agencies;

• the creation of learning centres—curricula, courses and certification;

• continuance between lifelong learning stages (from the cradle to the grave)—including transition from school to employment;


• small to medium enterprises as relevant partners and referents for training and qualifications; and

• communities as specific learning centres—learning cities/regions.

(Thinesse-Demel2010:114).

InthisextensionoftheProgram,humanresourcescostsweremettotallybythegrants,butin-kindcontributionsforfacilitiesandequipmentfromtheparticipatingbodiesandinstitutionsmetabout20%ofbudgets.Strengtheningenvironmentaleducationandruraldevelopmentwerealsointroducedasfociandnewregionallearningcommunitiesgaveemphasistoeducationasameanstolocaltransformation.Increasinginter-regionalcooperation/networkingandgreatermobilityinlifelonglearningwerestrongpurposesforimprovingtransparencyandinformationflowsbetweenregionstoachievetheEUthemeof‘lifelonglearningforall’.

Overtheyearsofavailablefundingto2007,phasingoutin2008,118millionEURweregranted.Withinthis,approximately51millionEURcamefromtheEuropean(Union)SocialFund.OverallprojectmanagementwasoutsourcedtotheserviceprovideragencyoftheGermanCentreforAerospace.

InApril2008,theFederalGovernmentapprovedaConcept for Lifelong Learningundertheir‘QualificationInitiative’,sothisfurtherintegratedandcomplementedafocusoncontinuingeducationthroughoutlife.

Support for Networks

Asaregionalstrategyofcooperationandnetworking,stakeholdersincludedallsectorsofformaleducation,corporateandcommercialrelatedorganisations/chambers/unions,culturalandsocio-culturalinstitutions,bodiesinvolvedwithyouthactivities,guidanceandemployment,aswellasteachersandlearners.An‘exemplary’organisationalstructureofa‘NetworkforLifelongLearning’issetout


inFigure1(FederalMinistryofEducationandResearch2004:8).Networksoperatedasregisteredassociations,non-profitlimitedliabilitycompanies,legalentitieswithmemorandums,throughagreementsofcooperativeintent,orfoundations.

Becauseofthebroadsocio-economicobjectivesandrelevantpartners,Networksoftenhadasignificantnumberofmembers,35%oftheNetworkshavingbetween40–99members,whileeightpercenthadover100members.Thisrangeofparticipationmadecommunication,buildingsocialcapitalandcoordinationofeffortkeyissuesfortheNetworks.But,sizeachievedpositiveoutcomes,suchascomprehensivemarketingandbenefitsfromnon-traditionalpartnerships.

Figure 1: Exemplary organisational structure

TheLearning Regions Promotion of Networks Programillustratedanambitious,bottom-upapproachtosocio-economicdevelopmentwithinitiativesalsoinfluencedbyAmericanresearchprominentintheperiodbyscholarssuchasSenge(1990)onlearning

The NetworkManagement group Network management

Plenum

Knowledge Exchange

Education marketing

Youth aid, school and industry

Lifelong guidance

Network partners and strategic partners(schools, educational institutions, chambers, companies,

employment offices, administration, et al.)

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organisations.ThisapproachmeantthattherewasconsiderablediversityintheoutcomesfromindividualNetworks.

ThesignificanceofthisProgram’sapproachlargelyexistedintheroleofNetworksasanorganisingprincipleforcommunityandregionaldevelopmentwithanimpactonsuchaspectsasbuildingasharedvision,enhancingsupportingattitudes,integratingstrandsofdevelopmentand,inthelongterm,contributingtothecreationofsocialcapitalandalearningculture.

Early innovations

Akeytounderstandingwhatwasbeingnurturedwashowreflectivepracticecametotheforeinthestudyofinitiatives.Itisnotablethataseriousevaluationranconcurrentlywithdevelopments(thisisdiscussedlater).FormativeexemplarswereprovidedasrepresentativeforotherRegions,alsodemonstratingdifferentthemesoremphases,andshowingadiversityofpossibilities.Thisearlyoverviewdocumentedinnovationsandchanges;ongoingachievementswerethenrecordedinthemagazineInformandonawebsite(portal),bothsupportedbytheFederalMinistryandtheemergentBoardoftheAssociationofLearningRegionsGermany.

ThefirstscanofimplementedprojectswithintheProgramresultedinajointconferencewiththeOECDinOctober2003,Policies to Strengthen Incentives and Mechanisms for Co-financing Lifelong Learning andthe2004FederalMinistrypublicationalreadyacknowledged.AselectionoftheLearningRegionprojectsprovidesawealthofresourcesandexperiencesinsummary:

• Lake Constance—Learnservicepoints(L-points),opentoallageswithinformationandguidanceavailableonanythingtodowithlearning,trainingandfurthereducation,includingcompetencyassessment.TenL-pointsexistinschools,furthereducationinstitutions,libraries,youthcentresandotherpubliclocations.


• Lower Rhine—Marketingandmotivationalcampaignreachingpeoplethroughregularmediareporting(radioandprint)aboutlearningregionactivities,suchasschooltoworktransitions,mobilitywithlearning,orusingfamousandhighprofilecitizenstocommentontheimportanceoflearning.

• Emmendingen District—Economicstimulationbyovercomingeducationdeficitsandup-skillingpotentialemployeesforsmalltomedium-sizedenterprisesasatargetgroupinthedomesticeconomywithfurthereducationachievedthroughTheCollegeforPersonalDevelopment.

• Central-Mecklenburg-Coast—Improvingqualitysystemsineducationandlifelonglearningwithinanecological,heritageandtourismcitydevelopmenttomeetemployerandcommunityneeds.

• City of Mainz/District of Mainz-Bingen—Reachingthose‘distanced’fromeducation,especiallyoldermigrants,created‘StepOn’,aseriesofseminarsinaccessibletownhalls,neighbourhoodcentresandnetworkcafestoaccessinformationrangingfromhealthadvice,toculturallysensitivenursing,tojobsearchesviatheinternet.

• Marzahn-Hellersdorf—Educationandarchitecturehavedevelopeda‘learninglocationathome’projectbyrenovatingpre-fabricatedhousingremainingfromabuildingExpotoreceivecableprogramsproducedinhighschoolmulti-mediastudies(forexample,videoreportsofneighbourhoodliving,‘Braindays’,elearning).

• Oldenburg District—Consolidatingalearning-for-lifeapproach,50partnersintheNetworksoughttostrengthenanewlearningculturethroughfivesub-projectsonlearningcounselling,demandandsupplyeducationmodels,‘StrongforChildren’activities,mediacompetenceinrural/countrysideadulteducation,andtourismeducation.

• Wartburg Region—Inpreparingdisengagedyouthforthejobmarket,companiesandvocationaltrainingworkedtogetherina‘LearningLandscape’matchingindividualskilltoregionaleconomicfuturesconceivedas‘KnowledgecreatesPerspectives’,


andalsoinformingparentshowtoassistwithteenagerjobpreparation.

• Unna District—Cultureandtheartscapitalisedupona‘NewLearningWorld’foryouthandadultlearning,andinbuildingaCentreforInformationandEducationonanindustrialruin.Newcompetencieshavebeenlearntthroughphotography,publicart,museumvisitsandsoontobuildnewmotivations,businessandconfidence.

• Pontes/Euroregion Neisse—Amulti-historicalcityseeingitselfasa‘borderlessbridge’betweentheadjoiningthreecountries:Germany,PolandandtheCzechRepublic.TheNetwork,inconjunctionwiththeInternationalHigherEducationInstitute,workedasaEuro-regionaleducationandknowledgeserver,enablinggreatermobilitylinguisticallyandculturally.

GreatertransparencyineducationandreachingthedisengagedordisadvantagedwerecommonissuesfortheNetworkalliances.Learner-centredapproachestomakinglearningaccessibleandfundrovemanyinnovations.Astrongconnectionwasforgedbetweenacquiringnewskillsthatmatcheddemandintheworldofwork,froma‘new’worldoflearning.So,thelinkbetweeneducation,labour,aswellassocialoutcomesandfurthereducationwasimproved.Itwasobservedthatattimestherewasasolution-oriented,competitiveapproachtosimilarproblemsbetweenregions,andthatthesubsequentideasexchangesstimulated‘newimpulses’tomaximiselearningoutcomes.

Impact on state and municipal education development

TheJanuary2010issueofInform,themagazineoftheLearningRegionsGermanyAssociation,citesanumberofexampleswheretheProgramhasinfluencedinitiativestakenbystateandmunicipalauthorities.TheseareexamplesoftherippleeffectsthatoftenaccompanysuccessfulinnovationscarriedforwardasevidentinthenewLearning on Place Program.


TheexistenceoftheLearning Regions Network Programinfluencedinitiativesthatdrewontheconceptsandactivitiesoflearningregionswithinstateorcityjurisdictions.ExamplescitedinthelastissueofInform,acknowledgingthecentralreformofmakinglifelonglearningareality, includedthefollowing.

State initiatives• Hessen—‘HESSENCAMPUS—Lifelong Learning’,a

consortiuminitiativethatinvolvedcooperationbetweenfiveLearningRegionswithinthestate.

• Lower SaxonyfoundedanInstituteforInfants’EducationandDevelopmentbasedonthenetworkingprinciplesbeingimplementedinthestate.

• Schleswig-Holsteinpromotedastate-widenetworkoftwelvefurthereducationallianceswithfederal,stateandEUfunding.Thealliancesfunctionedasregionalnetworkstofosterinformationandknowledgeflows,andpromotecooperation.Theymetinafederal-stateworkinggroupsetupbytheMinistryofEconomyinwhichtheLearningRegionsinthestatealsoparticipated.

Intheseexamples,applicationsofnetworkingprinciplesinrelatedfieldsextendedthebenefitsfromtheProgramandattemptedtoensuresustainability.

Municipal/city initiatives• Lippe, inNorth-RhineWestphalia, establishedfivelearning

centreswithlinkstotheLearningRegion,offeringinnovativeapproachestolifelonglearningforarangeoftargetgroups.

• Nuremburg collaboratedintheprovisionforlifelonglearningthroughtheLearningCentreSouth(Südpunkt)‘House’andmobile‘LearningLounges’.

• Offenbachchampionedthecross-departmentalmunicipalmanagementprogramtofurtherdevelopsoundinfrastructureforurbaneducationthroughacomprehensiveregionaldatabaseandaSelf-LearningCentre.


TheseexamplesreinforcetheimportantpointthattheoutcomesoftheLearning Regions Network Programresidenotonlyintheactivitiesandsustainabilityofindividualnetworksbutalso,andperhapsmoreimportantly,inthestimulustoinitiativestakenbythestatesandmunicipalitieswhichapplynetworkingandcooperationprinciplesinextendingprovisionforlifelonglearning.

Evaluation

TheLearning Regions Promotion of Networks ProgramwassubjecttoacarefulevaluationthroughoutitsdurationbyateamfromtheLudwig-MaximillianUniversity(LMU),Munich.Thisstudyledtoasubstantialreportpublishedin2009thatisavailableinGermanonly,butaccesstoanEnglishSummaryofthereport(Gylling:undated)producedbytheLearningRegionsGermanyAssociationdocumentedusefulinformationonthisstudy.

Outcomes and results

ItwasevidentfromdiscussionswithLMUthattheProgramhadmixedresults,asmighthavebeenexpectedfromthebottom-upphilosophyprocesswithadiversityofapproaches.Inthiscontext,thesuccessfactorsidentifiedintheevaluationreportassumeparticularsignificance.

TheevaluationreportSummaryprovidedtheresultsofthePrograminthefollowingstructure:

• Innovationinnetworks

• Interlockingthesectorsofeducationandfacilitatingtransitions

• Qualityassurance

• Marketingeducation

• Educationalcounselling

• Newlearningworlds.


ThisSummaryshowedtheProgramencouragedagooddealofinnovationinareassuchasfosteringimprovedtransitionbetweensectorsofeducation(‘interlockingofthesectorsofeducation’),marketingeducation,theuseofe-learningandfacilitatingeducationin‘newlearningworlds’.Insomecases,theProgramservedasatriggerforinnovationinregionaleducationdevelopmentandpromotingnewproductsfortheregionaswellasinfluencingstateandmunicipalrolesineducation.

Benefits of networking

TheSummaryidentifiedthreedirectbenefitsofhorizontalandverticalnetworking:

• Changeintheattitudesofparticipantstowardsnetworking.

• Knowledgetransferbetweeninstitutions.

• Increaseincompetenceoftheindividualinstitutions.

Thesebenefitsarecentraltoachievingclearsynergiesfromnetworkdevelopment.ThebenefitsmayalsobeseenaslearningprocessessothattheNetworksfunctionaslearningorganisationswithbenefitsthatenhancetheperformanceandproductivityofnetworkmemberswhilealsobuildingaculturethatsupportsfurtherdevelopmentofthecommunityorregion.

Achievingeachofthesebenefitsinvolvedaddressingvariousbarriers,suchascompetitionpressures,thatimpededachievementofthebenefits.ItwasseenNetworksneededtoestablishsocialcohesionandidentityinordertosurvive.Maximisingcommunicationbetweenthepartnersandbuildingonindividualstrengthswereseenasmotivatingfactorsforsuccess.

Success factors

SuccessfactorsidentifiedintheevaluationSummaryinvolvedaspectrumofelementsincludingeffectivecommunication,goodmanagementpractice,andstrategiesthatbuiltsocial,cultural,


educationalandeconomiccapital.Whenwellexecuted,theNetworkledtosynergyandproductivityoutcomesthatclearlybroughtbenefitstoallstakeholders.ApointofinterestintheSummarywastheachievementrecognisedbythegeographicclosenessofaregionalapproachacceleratingexchanges:

…abetterrevelationandmobilisationoftheresources…strengthenstheproblemsolvingpotentialoftheNetworks…acorrelationbetweensocietal,culturalandeconomicdevelopmentbecomesclearandmeaningfulonaregionallevel.(Gylling,undated:6)

IdentificationoftheNetworkpartnerswiththeNetworkanditsgoalswasseenalsoasakeysuccessfactor.FosteringmutualtrustandbuildingsocialcapitalwasobviouslycentraltotheNetworkconcept.ItissalutarytonotealsoReghenzani’s(2002:14)Australiancasestudyassessment,inthatpartnershipsmustattendcomprehensivelytoallimpactsandareheavily relational, dynamic and need to recognise the investment of all partnersinestablishingandmaintaininglearningcommunitiesofpractice.

WhiletherewasprogressinmanyNetworks,theSummaryalsopointedtodifficultiesinbalancingcooperationandcompetitionandthevaryingcommitmentstoNetworksbymembersandsectorssothattheintensityofcooperationvariedbetweenNetworksandpartners.

Notsurprisingly,leadership,soundcommunicationsandeffectivemanagementinareassuchasundertakinganintensiveregionaldemandorneedsanalysisatthebeginningwereseenasimportant.

AusefuloverviewofsuccessbasicsandbenefitsinsustainingNetworkswasprovidedbyGnahsoftheGermanInstituteforAdultEducation,whichwasincludedinInform(January2010:7).Thesefactorswereseenas:


• Learning Networks were generally created out of a concrete problem (e.g. high unemployment, problems in the further education market), and oriented towards enhancing the problem solving capability of the network and improving the situation.

• The implementation and success of Learning Region Networks is highly dependent on personal and institutional considerations. Personal and institutional hostilities and competition are often barriers.

• Learning Networks are especially successful when they are interlocked with other policy fields. Integrated in the larger connection (reducing unemployment, strengthening regional economic capacity) gives Networks legitimacy and promotes access to scarce resources.

• Learning Networks are most effective when they open up new opportunities for cooperation leading to synergy and productivity benefits.

• Learning Networks generally improve the conditions of the regional education market (e.g. through greater transparency), as supply and demand become more tailored to meet market needs, and more concrete and specific.

• Learning Networks often have a pioneering and innovation role in leading to guidelines for regional development that complement existing measures.

ThisprécisreflectsmuchoftheexperiencedocumentedintheEvaluationReportSummarywhichalsosynthesisedkeyfeaturesofaLearningNetwork,notedashighperformanceagainststructure,functionandproactivedevelopments.Marketabilityoflearningproductswasidentifiedforthoseprovidingthe‘biggestchances’forindependenceandsustainability.


SuccessfulLearningNetworks,suchastheBadTölzNetwork,whichisdiscussedasacasestudy,demonstratewhatcanbeachievedinservingthelearningneedsofacommunitythroughabottom-upapproachtoregionaldevelopmentdrivenbyqualityleadership,highregardforlocalconditions,cooperativepartnershipsandsound,systematicmanagement.

Network typology

TheevaluationteamdevelopedaNetworktypologywithproduct/processandcentralised/decentraliseddimensions.Fivepositionswereidentifiedwithinthetypologyasidealtypes(GyllingreproducedtheLMUderivedtypology:27).Astheevaluationstudywasundertakenbeforethediscontinuanceofgovernmentfunding,thesubsequentrelationshipofsustainabilityofNetworksintermsoftypologypositionswouldbeasubjectofconsiderableinterest.

Figure 2: German Learning Regional Network Typology

Initiators

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Product Innovation

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Achieving sustainability

TheLearning Region Promotion of Networks ProgramaimedfromthebeginningforNetworkstoachievesustainabilitywithoutgovernmentfunding.Fundingwasprovidedonadecreasingbasistoencourageexplorationofalternativefundingsources.WhileabouthalftheNetworksfoldedwithoutcontinuinggovernmentfinancialsupport,BadTölzprovidesafineexampleofaNetworkthathasremainedsustainableandindependent.

Bad Tölz Learning Region case study

BadTölzLandkreis(District)inthestateofBavariahasapopulationof121,373(December2010),withadistributionof110inhabitantsperkm2.Whilethereare21identifiedcommunities,orcounties,threemajortownsarethefocalpointsoftheLearningRegion:BadTölz(pop.17,815),Wolfratshausen(pop.17,992)andGerestreid(pop.23,306)(http://www.nationmaster.com/country/gm-germany/geo-geography).

Consideredtheheartofthedistrict,BadTölzisanhistoric,medievaltownwithspas,Alpviews,pilgrimagesite,Europe’sfirstindoorwaterpark,theIsarRiverflowingtoMunich,andaneighbouringspreadofservice,commercialandruralindustries.Unemploymentis2.4%(July2011),significantlylowerthanthenationalaverageof6.5%(August2011).Therehasbeendescribedatensionbetweenpreservingthetraditionsoftheoldwithmodernisation.

FirsthandinsightsintothemanagementandoutputsoftheBadTölzLearningRegion(southofMunich)initiativeweregainedfromtheChairofthemanagingBoardofthisNetwork,andhiswifewhoisalsoactiveintheNetwork asanAdvisor.Asformerjournalists,theChairhavingformerlyservedasmanagingeditorofabusinessjournal,theyareseenasbringingexpertiseincommunicationcombinedwithhighlydevelopedmanagementskills,especiallyinmarketing


practicesforthedevelopmentoftheLearningRegion.ThisexpertisewasrecognisedbytheMinistryofEducationandResearchwhichgavethemtheleadershiproleincommunicationpracticeworkshopsforthewholeProgram nationally.

Thisroleincludedtheconductofrelevantconferencestopassonbestpracticeincommunicationandmarketing.TheattentiongiventoeffectivecommunicationsandbusinessplanningisevidentinthesuccessoftheLearning Festival (LernFest)conductedbyBadTölzeverysecondyearataformermonastery—Benediktbeurern.ThisFestivalispromotedthroughoutsouthernGermanyandhasattracted38,000participantsinasingleday.Ontheinterveningyear,aHealth LernFest isorganised.

Structure

BadTölzLearningRegionoperatesinadualwaywithcommercialprojects(forinstance,workshopsandsymposia)thatbringinrevenue,andcommunityoriented,non-profitactivities.Thisdualityisreflectedinorganisationalandfinancialarrangements.Trainingisconductedonafee-for-servicebasis.TheLearning FestivalandFamily Compassareexamplesofaltruisticcommunity-orientedprojects.TheLearningRegionhasalegalstatuswithstrongrepresentationonitsBoard.

Theimportantcompanyroleinthestructureofthisinitiativeisreflectedintheownershipofthenon-profitcompanythatcoordinatesactivities(LRTZGmblinBadTölz),withshareholdersincludingwell-knowncompaniesintheregion,aswellasotherprojectpartners.LocalcompaniessupporttheLearning Festivalinvariousways,aswellassponsorshipfrommajorcompanies,forexample,Audi,Roche,SparkasseBank,SitecAerospace,RadioOberlandandTyczkaEnergy.

Anofficeismaintainedwithfull-andpart-timestaffinmanagement,jointprojectcontrol,eventorganisation,communication,advisorsandofficeassistance,inadditiontothevoluntarycommittee.


TheFamily Compassprojecthasacontact/coordinationofficer.Anewsletterispublishedeverytwomonths,withanonlinerequestfacility.

Function

CommunityresourcesineachofthethreemajortownsoftheBadTölzLandkreisaredrawnuponinfurtheringtheobjectivesoftheLearningRegion.Communicationandmarketinghavebeenapriorityfromthebeginning,givingtheinitiativeahighvisibilityintheRegion,especiallywithattractivemottosandcatchphrasesforprojects.Transparencyandcommunicationareveryimportantinprovidingthe‘gluetobind’anyNetwork.Thetransparencyobjectiveinfluencedanapproachtooutcomes,withprecisioninoutcomes(dataonoutcomesandbenefits)seenasimportantinpromotiontopartnersandforsuccess.

ThelifelonglearningmessagesingeneralprogramsandthroughLernFestfurtheredtheinterestsofcompaniesinattractingandretainingyoungpeoplesothattherewascommoninterestinsupportingtheLearningRegioninitiative.

Proactive developments

Projects(products)otherthanthebiennialLernFestundertakenbyBadTölzhaveincluded:

• vocationalguidanceentrepreneurshipactivityforyoungpeople,aJob Compassaptitudetest,programsforyouthwithspecialneeds;

• conductofaHealth(andWellbeing)Festival(Health LernFest);• atransitionmanagementinitiativeinvolvingalleducationsectors

tosolveissuesinthemovementfromschooltofurthertrainingandprofessions;

• conductoffuture-orientedForumsintheBenediktbeuernMonastery,forexample,socialandeconomicchallengesforguidanceandcareorganisations,managementinturbulenttimesandsoon;


• aSustainabilityDeclarationthatwasadoptedbylocalorganisationsandalliancescoveringeconomical,environmentalandenergysustainabilityresultingfromtheBenediktbeuernForums;

• developmentofacareerguidancemanualcoveringschooltoworktransitionwhichisavailableasafreee-book‘trainingoffensive’inconjunctionwithstrengtheningwork-relatedskills;and

• conductofaparentsurveyoninformationandserviceneedsoffamiliesresultinginFamily Compass (seminars,databaseguideforeducationalandcounsellingservicestowardsfamilystrengthening,interfacebetweenaschool-family-circlewithincommunityeducationproviders,carefacilities,furthereducationforparentswithkindergartenagechildren,andactiveteenopportunities[suchasScouts])4.

TheBadTölzLearning Festival(LernFest)providesavehicletofocuscommunityattentiononemergingthemesandissues;forexample,bionicshasbeenbroughtintotheFestivalasamajortopicwithavideothatcanbedownloadedbythecommunityinadvanceoftheFestival.TheFestivalissupportedbya32-pageprogramthatdirectscommunityattentiontohighlights.IntheLernFest,allagesandpopulationsarecateredforacrossthemesdesignedtopresenttheassetsoftheTölzerlandintheneedfor‘activeexchangesandevernewimpulses’.Thethemesin2010were:

• UNI Learning Fair(discoveringandexperiencingscienceandtechnology)

• Economy(securinganentrepreneurialfuturethroughsustainablemanagement)

• Family(workingandshapingenvironmentsthroughfamilylife)• Children and Youth(developingincrementaleducationandjob

opportunities)

4 FamilysupportinitiativeshavebeenafeatureoftheBadTölzLearningRegionincollaborationwithrelevantfoundationsandorganisations.


• Bio Mall(findingbioproductsandservicesfordemanding,healthylifestyles)

• Liveability(usinglifevaluesandculturaltraditionsforthefuture)

• Health Services(harnessingstrengthandnaturaltranquillity).

Festivalsuccessisreflectedintheincreasinghighparticipation,attractingpeoplefromMunichaswellasthesurroundingarea/county.The2008LearningFestivalwasawinnerinaFederalGovernmentcompetitionon‘Germany—LandofIdeas’initsapproachtomobilisingfurtherlearningbyovercomingresistanceorbarrierstolearning.

Justreleasedprogrammingforthe2012LernFestinsetaroundinspiringparticipantstoknowtheirabilitiesandbuildonpotential.Approximately300‘actionstations’havebeenarranged,withideasworkshopsheldinNovember2011andFebruary2012forstakeholdersonthethemes:

• Youthneedfutures

• Weallhavegreatminds

• Strongfamily

• Sportasaculturalasset

• Valuesthatsurvivehistoricalturningpoints.

TheroleofthisLearningRegioninleadingmarketingforNetworkshasresultedinaseriesofconferencedocumentationsadvisingon,forexample,thewaytoformalearningregion,strategiccollaborations,partnerenthusiasm,targetmarketing,thewaytoabrand,andnewapproachesforsitemarketing.Professionalsfromeconomicdevelopment,regionaltourismdevelopment,localgovernmentandeducationprovidershavebeenengagedinworkshops,innovationforumsandanalysestokeepbuildingknowledgeandcooperationmomentumforthefuture.


TheFourthHealth(andWellbeing)FestivalwasheldinSeptember2011,adoptingasitsmotto:Feel Life—Conscious Health ExperienceswiththeongoingentreatytoExperience, Learn, Recall amongthe130displaysprovidinginsightsintohealthcareandrecreation.Manyoftheexhibitorsarrangedinteractiveandoutdooropportunities.Afree,one-daycongressprecedingtheFestivalbuiltonthehistoricalBadTölzspatowneconomywithpresentationspersonallyandcorporatelyonthelatestscientificresearchandhealthpolicy/practiceperspectivesforthisindustry.

Ininitiativessuchasthese,theBadTölzLearningRegionhasdemonstrateditsrelevanceandvalue,andsoachievedabasisforsustainability.Afactorinsecuringthehighvisibilityandcontinuityofcommitmentisintheacknowledgementreceivedfromnationalandstatepoliticalandcivicleadersengagedinopening,speakingorhostingroleswithintheLernFestactivities.

Thecaregiventogoodcommunication,soundmanagementandregionalidentityarekeyfactorsinitssustainability,whilethebroadapproachadoptedthatrangesacrosssocial,cultural,educationalandeconomicdevelopmentillustratesthevalueofholisticandintegratedstrategiesofthisnature.Intheseways,theLearningRegioninitiativeisassistingBadTölzinmakingthetransitiontoaknowledgesocietyandeconomy.

Learning on Place Program

WiththeendingoftheLearning Regions Promotion of Networks Program,theGermanGovernmentisnowfundinganewProgramtitledLearning on PlacewhichcommencedinNovember2009.Fortyprojectshavebeenfundedincitiesandcountieswithparticipationfromallstatesoverathree-yearperiodwiththeoptionoftwoyears’extension.OverallprojectmanagementonceagainisundertakenbytheGermanCentreforAerospaceonbehalfoftheFederalMinistryofEducationandResearch.Fortheinitialthreeyears,60millionEUR


areavailablefromtheFederalGovernmentandtheEuropeanSocialFund.

TheProgramisdirectedatpublicandprivatepartnershipstosupportgoodeducationalmanagementon‘site’,‘spot’or‘location’,thatis,‘place’,incitiesandcounties/ruraldistricts.

Engagement with Foundations

TheimportantroleofFoundationsinbringingaprivatesectorpartnershiproleconveyssomewhatofa‘big’or‘civilsociety’flavourtothisinitiativewhichisbothlessambitiousandmorehighlystructuredthantheformerLearning Regions Promotion of Networks.Thefoundationsformanationaladvisorybodyprovidingadviceondirectionsforthiscurrent Program.Incollaboration,theNationalFoundationNetworkwilldevelopkeyfindingsandconclusionsfromtheProgram.

Foundationsareseentoexerciseinterdependenceinbeing‘catalystsforeducationinnovation’,especiallyinunderstandingtheeducationallandscapeoftheirlocality.Theycanalsosponsorandprovideamentorrelationship.Twenty-sixfoundationsbeganinaNationalFoundationNetwork(nowthereare46)tobeengagedintheProgramoverall,whileindividualfoundationsarespecifictothe40projects.

Thus,therearelevelsoffoundationinvolvementbeyondtheNationalNetwork.Morethan140foundationscomposeacommitmenttoinitiatives.Alocalauthoritymighthaveanumberoffoundationscontributingthroughanumbrellafoundation,sometimesincludinganationallyoperatingfoundation;oralocalfoundationisorganised.Ifthereisaclusterorconsortiumoffoundations,atleastoneisrepresentedontheNationalNetwork.Wherethereisco-sponsorshipofprojects,acooperationagreementexists.


Efficiencyandcoordinationareimportantthemeswithakeyobjectivebeingtoshiftresponsibilitytothemunicipalities.Newissuessuchasdemographicchangewithanageingpopulation,under-educationofmigrants,andskillshortageswithwomenunder-representedinscienceandengineering,havearisenthatnowneedtobeaddressedsystematicallysothatmorecoherentandcoordinatedarrangementsforeducationaredevelopedintheparticipatingcitiesandcounties.

TheProgramthusaimstofostercohesive,integratedsystemsforlifelonglearning,supportedbytheFederalMinistryofEducationandResearchandtheFoundationNetwork.TheProgramisimportantintestingapublic/privatepartnershipapproachtofosteringlifelonglearningincommunities.Theconceptof‘lifelonglearningforall’remainscentralwiththemotto,Advancement through Education.Itisforeseenthatwell-educated,creativeandimaginativepeoplewillmaintaineconomicandsocialdevelopmentaswellascityandregionalcompetiveness,inadjustingtolifecoursechanges.

Objectives of Learning on Place

ObjectivesofthiscurrentPrograminclude:

• increasingschoolparticipation;

• strengtheningemployability;

• meetinglaboursupplyrequirements;

• improvingthetransparencyofeducation;

• improvingtransitionsbetweendifferentphasesofeducation;

• improvingeducationalaccess;

• strengtheningdemocraticculture;and

• managingdemographicchange.

Thismixofeducational,social,labourmarket,economicandculturalobjectivesisorientedtotheneedsandconditionsofparticularcitiesandcountiessothatplacemanagementwillbeanimportanttheme.


Eachoftheparticipatingcommunitieshasidentifiedparticulargoalsinapplications,forexample,fiveBavariancommunitiesbeingfundedincludethefollowingobjectivesasexamplesguidingtheirinitiatives.

Lindau• Aneducationalcounsellingcentrewillbesetupwithanetworkof

supportthroughoutthecounty;

• Anearlydetectionsystemfortheregionaltrainingmarketwillbedeveloped;

• Anewdepartmentofeducationandregionaldevelopmentisenvisaged;

• TheprojectwillbesupportedbythePeterDornierFoundation,theLakeConstanceFoundationandtheFoundationLindauCitizenstobuildonlessonsfromtheBodenseeLearningRegion.

Kaufbeuren• Therewillbeaspecialfocusontransitionsbetweensectors,

buildingontheworkofexistingbodiessuchastheIntegrationForumandtheCityYouthCouncil;

• Educationalguidancewillbestrengthened;

• Familylearningandrespondingtodemographicchangewillbepriorities;

• TheprojectwillbesupportedbytheCommunityFoundationofKaufbeuren,theHansSeidelFoundationandtheBavarianSavingsBankFoundation.

Landkreis Mühldorf am Inn• Toincreaseparticipationofcitizensinlifelonglearningwillbea

priority,therebyincreasingregionalhumancapital;

• Aholisticapproachtoeducationwillbeadoptedwithstrongcoordinationbetweensectors;

• TheMühldorfEducationNetworkwillbeextended;


• TheRolandBergerFoundationandacompositeoflocalfoundationswillsupporttheinitiative.

Munich• Theinitiativewilldevelopresponsestocurrentstructuralchanges

intheenvironmentsetbyfamilies,includingtheincreasingvarietyoflifeforms,adeteriorationofthesocio-economicsituationandthelabourmarket,andthesegmentationofpopulationgroups;

• Initiativeswillbebuiltintoacity-widestrategy;

• Neighbourhood-basededucationwillbestrengthened;

• AMunichconferenceoneducationwillbeestablished;

• Holisticeducationmanagementwillbeprogressed;

• Socialdiversitywillbeaddressedthroughastrengtheningofintegration/diversitymanagement;

• TheinitiativewillbesupportedbytheEberhardvonKuenheimFoundationofBMWAG.

Nuremberg• Acoherentoverallapproachtourbaneducationinthecitywillbe

developed;

• TheEducationConferenceandBoardofEducationwillbebroughttogetherinEducationfortheCityofNuremberg;

• Currenthumanrightsdevelopmentwillbeextended;

• Integration/diversitymanagementwillbeenhancedwithculturalmainstreaming;

• TheinitiativewillbesupportedbytheSparkasseNurembergfortheCityofNuremberg,andtheFoundationNuremberg—ACityofPeaceandHumanRights.

Thesewereallidentifiedaswhatweretermed‘Individual’projects.Anexampleofa‘Collaborative’projectcomesfromthenorth,asundertakenbyacity-state.


Bremen and Bremerhaven (Bremen’s harbour)• Across-departmentalsteeringgroupbridgingmunicipalitieswill

overseethedesignofacomprehensiveeducationandlifelonglearningsystemthroughtheSenateforEducationandScience;

• Aparenteducationvisionwillbedeveloped;

• Integrationofneighbourhoodorientedapproacheswillbepartofanurbandevelopmentstrategy;

• Modelprojectswilltestimprovedtoolsformonitoringandqualitycontrol;

• TheinitiativewillbesupportedbytheGermanChildrenandYouthFoundation.

SimilarobjectivesmaybeseenforotherparticipatingcommunitiesinthesummariesavailableontheProgramwebsite:www.lernen-vor-ort.info.

TheLearning on Placeinitiativewillprovidemodelsforplacemanagementinbuildingcoherentarrangementstofosterlifelonglearning,whilealsoaddressingmajorchallengesposedbysocialandeconomicchange,suchastheexamplesgivenabove.

Related initiatives

Germanlearningcitiesandregionshavealsobeenengagedinarangeofinternationalandnationallyrelatedinitiatives,namely:

• PIE(ProgramofInternationalExchanges)—PASCAL(PlaceManagement,SocialCapitalandLearningRegions)InternationalObservatory,www.pie.pascalobservatory.org;

• EUROlocal,www.eurolocal.info;

• ELLI(EuropeanLifelongLearningIndicators),www.elli.org;and

• LearningRegionsGermany(LRD)Association,www.lrd-ev.net.


Comments on learnings from Germany

TheGermanexperienceinbuildinglearningcommunitiesandregionsisofinterestindemonstratingtheoutcomesofabottom-upnetworkingapproach,withtop-downgovernmentsupport,tofosteringlifelonglearningandfacilitatingthetransitionofcommunitiestoaknowledgesocietyandeconomy.Whiletheresultshavebeenmixed,agooddealhasbeenlearnedfromsuccessfactorsthroughtheLearning Regions Promotion of Networks.

TheapproachadoptedbytheBadTölzregionprovidesacriticalexemplarofhowleadership,communicationandgoodmanagementareexercisedtoachievethebenefitsofsynergyandenhancedproductivityfromnetworkingtobuildsocialandhumancapitalincitiesandthesurroundingcountryside.

Animportantbenefitresidesintheinfluenceofalifelonglearningstrategyonstateandmunicipalapproacheswhichintegratescohesiveplanningandpublic/privatepartnershipsforeducationandlearning.TheimmediacyofaddressingkeypolicyandpracticeissueslocallyisseeninthecurrentLearning on Place Program.

WhiletheearlierGermanNetworkapproachraisedquestionsofsustainabilitywhengovernmentmoneyceased,theunderstandingofeducational,social,culturalandeconomicdevelopmentwasadoptedaspartofthefabricofalearnedsociety.Howtomaintainandachievethisholisticapproachisakeychallengeforallcommunitiesmovingforward.

UniversitieshavenotbeenleadingplayersintheGermanprograms,yetfosteringsocialandhumancapitalthroughserviceinbuildingnetworks,raisingstudentattributesandundertaking‘realtime’researchisessentialforregionalcommunityengagementanddevelopment.ThenewLearning on Place Programencouragesgreaterrepresentationincollaborativeefforts.


Theroleofprivatefoundationsbothinadvisinggeneraldirectionsandinsupportingindividualprojectsbringsanewwaveofphilanthropicresponsibilityandaccountabilitythatviewslifelongandlife-widelearningaspurposefulandnecessary.

Insummary,theGermanexperiencehasbeena‘lighthouse’tolearningcommunitypolicyandimplementation,withthekeyinsightsgainedincludingthefollowing:

• ThevalueofanationalrolethroughfundingframeworkssuchastheFederalMinistryofEducationandResearchandaccesstoEuropeanSocialFund/EuropeanCommissiongrants;

• Soundstrategiesandstructuresinnetworkbuilding,interactionandinsupportingrelevantinnovativeprojects;

• Fosteringofcreative,solution-orientedcross-fertilisationofprocessesandprojectsinthegenerationofcohesively,transparentresponses;

• Abalancebetweenreflectivecontinuousimprovementandtheimportanceofevaluativemeasuresthroughout;

• Holisticapproachbetweenvariousplayersandstakeholdersinprovidinglearningwhereitisneeded,includingthejustificationforelearninginitiativesandcommunications;

• Monitoringofprogressandadoptingrelevanttransnationalmethodsandmodelstoinformwideraudiences;

• Conductofongoingworkshopssharingknowledgeandexpertisesothatbestpracticeissystematicallyintegratedandpromotedinmaximisingthetake-upof‘big’ideasandproducts;

• Considerationsforsustainabilityacrossallfacetsoflearningfordevelopment,themestoaddress,andinclusionofthoseengaged,suchasfoundationsandmunicipalities;and

• Understandingoflifelonglearningascentraltosocial,educational,culturalandeconomicdevelopment,withlearningcities/regionsasthesocietalmechanismtorealisethispotential.


Overall,theGermanexperienceinbuildinglearningcommunitiesbasedontheLearning Region NetworksandLearning on PlaceProgramsholdsconsiderableinterestasalaboratoryfortestingapproachestolifelonglearningincitiesandregions.ThefundamentaltenantsofA Memorandum on Lifelong LearningandtheOECDlearningcityandregionsprincipleshavebeenprogressed.

Networkingthenetworksinordertoaddressimportantpolicy/practiceissuesbringstogetherthebenefitsfromlocal,regional,stateandnationalpartnershipsandthepolicythrustsofgovernmenttorespondtomajorchallenges.ManyoftheseapproachesaretransferabletootherinternationalcontextsandtherearefundamentalpoliciesandkeycommitmentsAustraliacanadopt.

Acknowledgements

Theauthorsacknowledgethesupportininterviews/meetingsandongoingdiscussionswith:

• DrAndreaReupold,memberofLudwig-MaximillianUniversityresearchteamthatevaluatedtheLearningRegionsNetworkProgramwithProfessorTippelt

• DrJuttaThinesse-Demel,Chair—LearningRegionsGermanyAssociation

• Mr&MrsRolf&RominaPrudent,ManagerandAdvisorrespectivelyoftheBadTölzLearningRegion

• BielefeldandBremenlearningcitypersonnel.

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About the authors

Dr Denise Reghenzani-Kearns has had an extensive and diverse working life in adult and lifelong learning through youth affairs, VET and university initiatives. Her work in the field, policy and international education has kept her abreast of key life phase and operational issues. In an ‘encore career’, she serves on professional and community association executives and has worked with her husband in Global Learning Services.


Peter Kearns OAM is known nationally and internationally for his thought-provoking research and writing on lifelong learning and learning communities. The author of over 80 consultancy reports on educational concerns, he is an Associate of the PASCAL International Observatory and inceptor of its Program of International (Ideas) Exchanges. He is a founding member of the Advisory Board to the Hume Global Learning Village and Global Learning Services. In 2003, he will be guest co-editor of a special learning cities issue of the International Journal of Lifelong Education.

Contact details

Tel: +61 (0)7 3378 0601 Email: [email protected] and [email protected]

Documents

Denise Reghenzani-Kearns and Peter Kearns Global … Journal of Adult Learning Volume 52, Number 2, July 2012 Lifelong learning in German learning cities/regions Denise Reghenzani-Kearns