Our everyday lives are saturated by innovations. We don't even realise how
many problems we have... more Our everyday lives are saturated by innovations. We don't even realise how
many problems we have to solve every day, including some that are not just
our own, individual problems, but those of a wider or smaller community.
Many of these problems cannot be solved in the traditional way, by the means
we are used to. In such cases, we look for new solutions: solutions that we have
not tried before. We call these new solutions innovations. If we fail upon using
them, they become forgotten. If an innovation is successful, it will circulate
and will be used by all those who face a similar problem. This is how
innovations spread.
But when can we call an innovation permanent, sustainable? In this
volume we look for the answer to this question.
In our geographical statistical analysis of learning regions, we have
noticed that the indicators of so-called community learning 'behave' differently
from the indicators of the other three learning types (formal, non-formal and
cultural) (Kozma ed 2016).
Therefore, we decided to explore the areas where the statistical
indicators of community learning signalled something unusual. According to
international literature, we referred to them as "learning communities" and
began to study them through case studies while they were looking for unusual
solutions to their problems (Márkus & Kozma, eds 2019). We understood that
social innovation requires communities that are engaged in social
learning. Thus, we started to address community building as a precondition
for social innovation (Boros, Kozma & Márkus eds 2021). We studied the
contributions of school, social learning and local culture to community
development that underpins innovation.
Our present volume contains fourteen papers and is divided into three
chapters.
In the study we analyzed data of cultural statistics. We present data on the educational activiti... more In the study we analyzed data of cultural statistics. We present data on the educational activities of the institutions of community culture. We examine the development of training activities, in particular the general education. This is a quantitative approach. Through the analysis we can observe how institutions of community culture accomplished trainings, that were organized by themselves or by others, in recent years. The analysis estimates particularly the number of programs and the number of participants. The number of training groups, the number of students enrolled, the number of those completing training, the number of training sessions, the age distribution of the participants in the training, the characteristics of the training organized jointly by the cooperating partners are reviewed.
A rendszerváltás után a kultúra területét érintően is strukturális átalakulás ment végbe, az álla... more A rendszerváltás után a kultúra területét érintően is strukturális átalakulás ment végbe, az állami szervezetek mellett megjelentek a piaci és a nonprofit szektor szereplői, sőt az állami szerepvállalás nagy arányú csökkenése mellett a piaci és nonprofit szervezetek váltak hangsúlyossá egyes területeken (például zene, média). A többszektoros modell elé a kelet-közép-európai országok nagy várakozásokkal tekintettek. Azzal a mítosszal (Kuti, 1998; Lantos, 1999), amelyet a 90-es évek elején a hazai kutatók és a nonprofit szektorban dolgozók kialakítottak, a nonprofit szervezetek hatékonyságával kapcsolatban már leszámoltak. A nemzetközi szakirodalomban fellelhető kutatások nem támasztják alá azt a hazai hiedelmet, amely szerint a nonprofit formában nyújtott szolgáltatás eleve hatékonyabb az államinál. Az eddig elvégzett, hazai empirikus vizsgálatok igen változatos eredményeket hoztak. Ezek leginkább abban foglalhatók össze, hogy a jól működő nonprofit szervezetek által elért hatékonysá...
Our everyday lives are saturated by innovations. We don't even realise how
many problems we have... more Our everyday lives are saturated by innovations. We don't even realise how
many problems we have to solve every day, including some that are not just
our own, individual problems, but those of a wider or smaller community.
Many of these problems cannot be solved in the traditional way, by the means
we are used to. In such cases, we look for new solutions: solutions that we have
not tried before. We call these new solutions innovations. If we fail upon using
them, they become forgotten. If an innovation is successful, it will circulate
and will be used by all those who face a similar problem. This is how
innovations spread.
But when can we call an innovation permanent, sustainable? In this
volume we look for the answer to this question.
In our geographical statistical analysis of learning regions, we have
noticed that the indicators of so-called community learning 'behave' differently
from the indicators of the other three learning types (formal, non-formal and
cultural) (Kozma ed 2016).
Therefore, we decided to explore the areas where the statistical
indicators of community learning signalled something unusual. According to
international literature, we referred to them as "learning communities" and
began to study them through case studies while they were looking for unusual
solutions to their problems (Márkus & Kozma, eds 2019). We understood that
social innovation requires communities that are engaged in social
learning. Thus, we started to address community building as a precondition
for social innovation (Boros, Kozma & Márkus eds 2021). We studied the
contributions of school, social learning and local culture to community
development that underpins innovation.
Our present volume contains fourteen papers and is divided into three
chapters.
In the study we analyzed data of cultural statistics. We present data on the educational activiti... more In the study we analyzed data of cultural statistics. We present data on the educational activities of the institutions of community culture. We examine the development of training activities, in particular the general education. This is a quantitative approach. Through the analysis we can observe how institutions of community culture accomplished trainings, that were organized by themselves or by others, in recent years. The analysis estimates particularly the number of programs and the number of participants. The number of training groups, the number of students enrolled, the number of those completing training, the number of training sessions, the age distribution of the participants in the training, the characteristics of the training organized jointly by the cooperating partners are reviewed.
A rendszerváltás után a kultúra területét érintően is strukturális átalakulás ment végbe, az álla... more A rendszerváltás után a kultúra területét érintően is strukturális átalakulás ment végbe, az állami szervezetek mellett megjelentek a piaci és a nonprofit szektor szereplői, sőt az állami szerepvállalás nagy arányú csökkenése mellett a piaci és nonprofit szervezetek váltak hangsúlyossá egyes területeken (például zene, média). A többszektoros modell elé a kelet-közép-európai országok nagy várakozásokkal tekintettek. Azzal a mítosszal (Kuti, 1998; Lantos, 1999), amelyet a 90-es évek elején a hazai kutatók és a nonprofit szektorban dolgozók kialakítottak, a nonprofit szervezetek hatékonyságával kapcsolatban már leszámoltak. A nemzetközi szakirodalomban fellelhető kutatások nem támasztják alá azt a hazai hiedelmet, amely szerint a nonprofit formában nyújtott szolgáltatás eleve hatékonyabb az államinál. Az eddig elvégzett, hazai empirikus vizsgálatok igen változatos eredményeket hoztak. Ezek leginkább abban foglalhatók össze, hogy a jól működő nonprofit szervezetek által elért hatékonysá...
The LearnInnov project explored the key role of learning in social
innovation. Local communities,... more The LearnInnov project explored the key role of learning in social innovation. Local communities, with active learning, became the focus of our research. If innovations stem from such communities, strengthening them is vital. But what is a ‘community’ and how do we define it? If strengthening these communities is crucial, how do we nurture them to enable future innovation? These questions are asked and attempted to be answered by the authors of the present volume. The volume consists of four parts. In the first part, there are studies exploring social innovation in the school environment. Traditionally, social innovation within the school happens in a rigid organisational framework. However, during the pandemic--especially in the first phase of it from March to May 2019--we saw many examples of how innovative both teachers and students became when faced with unexpected situations. Communities breed innovations. Challenges in communities strengthen them by innovating themselves to overcome new situations. These phenomena are shown by the studies in the first part of the volume. DUPress 9 The authors of the second part illustrate the effect of social learning on community building. ‘Community building’ is repressed within the traditional framework of school and pedagogy. When freed from administration and bureaucracy, social learning becomes visible. Papers in the second part of the volume discuss how social learning takes place in a community, forming and innovating it as it develops. Studies in the third part of the volume look at community building within the local culture. This type of community building happens through shared experiences within a social unit. The voluntary activities include, for example, singing in the local orchestra, arts and craft activities or the organisation of craft festivals. All of these are popular occurrences with a long tradition in Hungary. The emergence of social innovation is the most obvious and therefore the easiest to study. In the last part of the collection, the authors sum up their conclusion. Learning and innovation are interdependent. There are no ‘social learning’ and ‘social innovation’ per se, they always happen in a community. However, this research only allows us a small glimpse of the interrelationship of learning and innovation in the community. Further studies are required to truly understand the hidden dimensions of the community and the innovations born from it by social learning.
Művészeti körkép Kutatás a művészeti nevelés helyzetéről és lehetőségeiről, a tanórai és tanórán ... more Művészeti körkép Kutatás a művészeti nevelés helyzetéről és lehetőségeiről, a tanórai és tanórán kívüli művészeti tevékenységről és rendezvényekről
The present volume introduces the first findings of the LearnInnov Project
(Community Learning an... more The present volume introduces the first findings of the LearnInnov Project (Community Learning and Social Innovation). The chapters show the theoretical frame of the research project, its first results, its methods, and its future perspectives.
Community or social learning means the learning of the members of society within a community. Its... more Community or social learning means the learning of the members of society within a community. Its framework is the local or regional society and its communities. Its aim is mostly to solve a common problem for which previous knowledge is not sufficient and which, therefore, requires new knowledge (competences and skills).
The aim of our research is to indicate current aspects of educational policy concerning lifelong... more The aim of our research is to indicate current aspects of educational policy concerning lifelong education of teachers in Poland. So far, there is no clear-cut definition of continuing education. Thus, at first we have analyzed the evolution of the term based on departmental regulations and documents called strategies of continuing professional development. Our main sources are: the Regulations of the Minister of National Education concerning professional development, teachers' qualifications, teaching standards; sections in the Education System Act and in the Teacher's Charter. After the analyses of the above mentioned documents, we have answered the research problems: - What are the legal determinants of lifelong education of a teacher? - What are the rules of organizing lifelong education of a teacher? - What are the forms and ways of providing lifelong education of a teacher? Continuing education is treated in three ways: as a new pedagogical idea that was somehow forced by dynamic social and economic changes in the society; as a new rule of education leading to a new approach in active study and permanent intellectual and cultural development; as a basic form of modern education implementation . The main documents regulating the functioning of didactic-educational institutions in Poland with guidelines on needs, teachers' qualifications are: The Education System Act of 7 September 1991, The Teacher’s Charter of 26 January 1982, The regulation of the Minister of National Education of 1st December 2004 concerning teachers’ promotion, The Regulation of the Minister of National Education of 3 February 2012 changing the regulation on specific teachers' qualifications and defining schools and circumstances that make possible to employ teachers with no higher education or completed teachers' training college. In the future, the meaning of self-education conducted by the means of modern communication, especially the Internet, will increase. The long-lasting program of equipping schools with computer laboratories with access to the Internet will create the technical infrastructure for the development of various forms of distance learning, allowing teachers the constant updating and expanding their professional knowledge. This will be an important element in the program of equal educational opportunities for teachers working in remote areas of academic centers.
Learning Regions in Hungary as a research projects aims to describe communities, territories and ... more Learning Regions in Hungary as a research projects aims to describe communities, territories and regions that can be called the spatial centres of learning. The aim of the research is to explore and analyse the economic, political, and cultural that contribute to the creation of a learning region; to identify, describe, and compare the regional units as learning communities as well as their cooperation as future "learning regions" (Kozma et al, 2016). We analysed the establishment, organisation and development of learning regions by four dimensions: venues of formal education, systems of vocational training and nonvocational adult education, forms of cultural learning and communal activities. The project has some antecedents, including various endeavours to evaluate 'the spatial structure of social learning' (Erdei et al, 2011). The LeaRn Project was modelled on the Canadian Composite Learning Index (Canadian Council of Learning, 2010), European Lifelong Learning Index (Hoskins et al, 2010) and the German Atlas of Learning (Schoof et al, 2011). Recent research tried to describe the territorial emergence of 'learning regions' and 'learning cities'. The LeaRn presents the regional distribution of the statistics of lifelong learning which completes the traditional 'distribution of knowledge' in Hungary and may contribute to a more equitable view of the different territories of the country. Goal of this research is to reveal situation of Hungarian non vocational adult education. Nonformal learning covers a wide field of learning outside the school system. It does not mean only vocational education, but several type of general education forms (eg. competence developing courses, hobby courses). Nonformal learning has various definitions. In an international context, its key document is the Memorandum on Lifelong Learning. The notion by all means refers to organised learning taking place outside the framework of schools. The major interpretational problem here is locating vocational trainings outside the school system. According to the most often quoted definition differentiating between formal and nonformal training/learning. The contents of nonformal training can be very diverse, in accordance with the contents of the trainings in the same category. Partly based on theoretical considerations and partly on research on the precedents, we examine nonformal training emphatically from the aspect of the labour market. Even though we are aware that it has components which cannot be directly linked to labour market efficiency – as vocational training also has social, region developmental, etc. functions as well –, but at the same time we know partially from previous Hungarian surveys (Györgyi, 2003, Török, 2006) that participation in vocational training (in Hungary) is basically aimed at keeping or improving a position on the labour market. Based on the European Union's national reports on education (Eurydice) it can again be outlined that – perhaps with the exception of a few countries (such as Sweden) – adult education is interpreted partly (to a smaller extent) as adult education in a school framework, and partly as nonformal training providing professional knowledge. The interconnections of learning and the labour market is a central question also in the case of OECD, Educational at a Glance, an annual statistical publication focusing on education, represents this view with a wide range of indicators. Nonformal training has gained a special significance with the increase in need for lifelong learning. The latter notion articulates a general need for adult learning, or more precisely, learning from a position already on the labour market, which is connected to employment on the labour market and – resulting from the age of the person in question – own family background. Thus, the chances of taking part in formal education are small, and this necessarily brings to the forefront kinds of learning taking place within nonformal frameworks. Methodology, Methods, Research Instruments or Sources Used Our poster presents partial results of this multicomponentresearch. Reanalysing the existing national databases and registrations. The statistical indicator of nonformal learning can be difficult to catch, because they cannot be classified into a unified system, like ISCED in the education system. Despite of it, we have many indicators of nonformal learning. In Hungary there is a data collection system, called OSAP 1665, which gives us relatively reliable data, so we can use relevant indicators to describe our nonformal learning system and its functioning. This chapter is about our indicators: which and why they were used, and what do they show us. We know, eg.: how many people took part in it, how many courses started, how much they were etc. When creating the index we used 5 figures. A part of these was connected to the situation of the system of adult education institutions (and its proportion to 1000 inhabitants). By using the data from NIVE we examined the number of adult education institutions and accredited adult education programmes to 1000 residents. The other group of indices referred to the participants of adult education. On the basis of OSAP 1665's data we analyse the proportion of those completing their training to the total population and to those enrolled. We deemed it important to involve in the analysis the examination of financing of the trainings, to highlight the motivation of learning, thus the proportion of people participating in trainings supported and not supported was also analysed. We experienced significant difficulties in the location of individual/corporate and subsidised trainings. Conclusions, Expected Outcomes or Findings As in terms of economic development and adult education institutions and programs offered by regional differences also appear. However, often, against all expectations, the opposite sign. On the more disadvantaged areas is higher than the number of institutions and the number of accredited programs. This may be due to the replacement function of adult education can succeed. It probably is able to prevail because the European Union funds come in these areas will allow the training and institutional development. Nonformal learning – partly referring to course trainings for adults, but mainly meaning workbased learning – emphatically enriches our earlier picture of the learning regions (the indicators of formal learning). Workbased nonformal learning is usually condensed in an industrial centre, or places where there is a special cultural capital available. Courses and other kinds of learning are located in a more even way in space (they can be organised in settlements of varying sizes and having different features). The more even localisation of coursebased and other types of learning can be one of the explanations why different regions can or cannot evolve as learning regions in Hungary.
Uploads
Papers
many problems we have to solve every day, including some that are not just
our own, individual problems, but those of a wider or smaller community.
Many of these problems cannot be solved in the traditional way, by the means
we are used to. In such cases, we look for new solutions: solutions that we have
not tried before. We call these new solutions innovations. If we fail upon using
them, they become forgotten. If an innovation is successful, it will circulate
and will be used by all those who face a similar problem. This is how
innovations spread.
But when can we call an innovation permanent, sustainable? In this
volume we look for the answer to this question.
In our geographical statistical analysis of learning regions, we have
noticed that the indicators of so-called community learning 'behave' differently
from the indicators of the other three learning types (formal, non-formal and
cultural) (Kozma ed 2016).
Therefore, we decided to explore the areas where the statistical
indicators of community learning signalled something unusual. According to
international literature, we referred to them as "learning communities" and
began to study them through case studies while they were looking for unusual
solutions to their problems (Márkus & Kozma, eds 2019). We understood that
social innovation requires communities that are engaged in social
learning. Thus, we started to address community building as a precondition
for social innovation (Boros, Kozma & Márkus eds 2021). We studied the
contributions of school, social learning and local culture to community
development that underpins innovation.
Our present volume contains fourteen papers and is divided into three
chapters.
many problems we have to solve every day, including some that are not just
our own, individual problems, but those of a wider or smaller community.
Many of these problems cannot be solved in the traditional way, by the means
we are used to. In such cases, we look for new solutions: solutions that we have
not tried before. We call these new solutions innovations. If we fail upon using
them, they become forgotten. If an innovation is successful, it will circulate
and will be used by all those who face a similar problem. This is how
innovations spread.
But when can we call an innovation permanent, sustainable? In this
volume we look for the answer to this question.
In our geographical statistical analysis of learning regions, we have
noticed that the indicators of so-called community learning 'behave' differently
from the indicators of the other three learning types (formal, non-formal and
cultural) (Kozma ed 2016).
Therefore, we decided to explore the areas where the statistical
indicators of community learning signalled something unusual. According to
international literature, we referred to them as "learning communities" and
began to study them through case studies while they were looking for unusual
solutions to their problems (Márkus & Kozma, eds 2019). We understood that
social innovation requires communities that are engaged in social
learning. Thus, we started to address community building as a precondition
for social innovation (Boros, Kozma & Márkus eds 2021). We studied the
contributions of school, social learning and local culture to community
development that underpins innovation.
Our present volume contains fourteen papers and is divided into three
chapters.
innovation. Local communities, with active learning, became the focus of our
research. If innovations stem from such communities, strengthening them is
vital. But what is a ‘community’ and how do we define it? If strengthening
these communities is crucial, how do we nurture them to enable future
innovation? These questions are asked and attempted to be answered by the
authors of the present volume.
The volume consists of four parts. In the first part, there are studies
exploring social innovation in the school environment. Traditionally, social
innovation within the school happens in a rigid organisational framework.
However, during the pandemic--especially in the first phase of it from March
to May 2019--we saw many examples of how innovative both teachers and
students became when faced with unexpected situations. Communities breed
innovations. Challenges in communities strengthen them by innovating
themselves to overcome new situations. These phenomena are shown by the
studies in the first part of the volume.
DUPress
9
The authors of the second part illustrate the effect of social learning on
community building. ‘Community building’ is repressed within the
traditional framework of school and pedagogy. When freed from
administration and bureaucracy, social learning becomes visible. Papers in
the second part of the volume discuss how social learning takes place in a
community, forming and innovating it as it develops.
Studies in the third part of the volume look at community building within
the local culture. This type of community building happens through shared
experiences within a social unit. The voluntary activities include, for
example, singing in the local orchestra, arts and craft activities or the
organisation of craft festivals. All of these are popular occurrences with a
long tradition in Hungary. The emergence of social innovation is the most
obvious and therefore the easiest to study.
In the last part of the collection, the authors sum up their conclusion.
Learning and innovation are interdependent. There are no ‘social learning’
and ‘social innovation’ per se, they always happen in a community.
However, this research only allows us a small glimpse of the
interrelationship of learning and innovation in the community. Further studies
are required to truly understand the hidden dimensions of the community and
the innovations born from it by social learning.
(Community Learning and Social Innovation). The chapters show the
theoretical frame of the research project, its first results, its methods, and its future perspectives.
- What are the legal determinants of lifelong education of a teacher?
- What are the rules of organizing lifelong education of a teacher?
- What are the forms and ways of providing lifelong education of a teacher?
Continuing education is treated in three ways: as a new pedagogical idea that was somehow forced by dynamic social and economic changes in the society; as a new rule of education leading to a new approach in active study and permanent intellectual and cultural development; as a basic form of modern education implementation .
The main documents regulating the functioning of didactic-educational institutions in Poland with guidelines on needs, teachers' qualifications are:
The Education System Act of 7 September 1991,
The Teacher’s Charter of 26 January 1982,
The regulation of the Minister of National Education of 1st December 2004 concerning teachers’ promotion,
The Regulation of the Minister of National Education of 3 February 2012 changing the regulation on specific teachers' qualifications and defining schools and circumstances that make possible to employ teachers with no higher education or completed teachers' training college.
In the future, the meaning of self-education conducted by the means of modern communication, especially the Internet, will increase. The long-lasting program of equipping schools with computer laboratories with access to the Internet will create the technical infrastructure for the development of various forms of distance learning, allowing teachers the constant updating and expanding their professional knowledge. This will be an important element in the program of equal educational opportunities for teachers working in remote areas of academic centers.