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Enhancing participation through the learning continuum

The session at the International Conference in Vienna (December 2006) focuses on youth participation, voluntary service, and democratic citizenship within a learning continuum framework. It highlights the significance of non-formal and informal learning environments that individuals prefer for acquiring skills and knowledge, such as at home, with friends, or in leisure settings. The presentation discusses how voluntary work can foster active citizenship, emphasizing the benefits of peer and intergenerational learning methods for non-formal educators. Moreover, it involves self-evaluation techniques that enhance learning quality among youth and community workers.

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Enhancing participation through the learning continuum

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  1. Enhancing participation through the learning continuum Lynne Chisholm ICNYP International Conference Vienna 11-14 December 2006 Session: Youth participation, voluntary service and democratic citizenship Institut für Erziehungswissenschaften

  2. A learning continuum What? Non-formal Informal Formal Where? Who? How? Institut für Erziehungswissenschaften

  3. Formal learning is the addition – but most people like non-formal and informal learning more Formal Non-formal Informal Time Institut für Erziehungswissenschaften

  4. ‘Lifewide’ learning – diverse contexts Informal settings are the most popular learning contexts • most of all at home, with friends and colleagues, at leisure • then on the job and in the workplace • less often in libraries, being abroad, or doing social/political activities Institut für Erziehungswissenschaften

  5. Democratic participation in assuring the quality of learning • self-evaluation, voluntary reflection • youth NGOs, youth workers and trainers • public agencies, researchers, universities • official bodies, legal provisions 1 2 3 4 soft hard internal evaluation external regulation Institut für Erziehungswissenschaften

  6. Voluntary work is professional work • voluntary youth and community work fosters what it is: active citizenship in practice • rewards are important but different – quality demands are important and similar • non-formal educators can also benefit from non-formal professional learning methods • peer-learning and intergenerational learning are complementary Institut für Erziehungswissenschaften

  7. Vielen Dank! Univ.-Prof. Dr. Lynne Chisholm Leopold-Franzens-University Innsbruck Institute of Educational Sciences Liebeneggstrasse 8 A-6020 Innsbruck, Austria ezw-leitungssekretariat@uibk.ac.at Institut für Erziehungswissenschaften

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