Lifelong learning progress monitoring as a tool for local development management
-
DOIhttp://dx.doi.org/10.21511/ppm.16(3).2018.01
-
Article InfoVolume 16 2018, Issue #3, pp. 1-13
- Cited by
- 1930 Views
-
257 Downloads
This work is licensed under a
Creative Commons Attribution 4.0 International License
The concept of learning cities and regions is recently becoming widespread both in the European and global theory of regional development acting as a tool for successful local socio-economic development management of a city and region, development of their human potential, the basis of the regional education policy of countries. Analysis of theoretical principles and, particularly, the practice of implementing the concept of learning cities and regions for Ukraine is currently a necessary condition for its sustainable development, full entry into the European and global economy, as well as the educational space. All mentioned above makes relevant the research of theory and practice of the European and world regional education policy on the example of learning cities and regions. The article analyzes the potential of the Composite Learning Index and European Lifelong Learning Index to monitor the progress of lifelong learning as a tool for local development management and proposes the list of indicators and measures – the Ukrainian Lifelong Learning Index – adapted to the Ukrainian education area.
- Keywords
-
JEL Classification (Paper profile tab)I25, R50, O15
-
References21
-
Tables11
-
Figures1
-
- Figure 1. Model of Ukrainian Lifelong Learning Index calculation
-
- Table 1. Learning pillars
- Table 2. The adapted dimension of learning to know
- Table 3. The adapted dimension of learning to do
- Table 4. The adapted dimension of learning to live together
- Table 5. The adapted dimension of learning to be
- Table 6. Economic and social outcomes of learning
- Table 7. Economic and social outcomes of learning in context of Ukrainian Lifelong Learning Index
- Table А1. The dimension of learning to know
- Table А2. The dimension of learning to do
- Table А3. The dimension of learning to live together
- Table А4 The dimension of learning to be
-
- Delors, J. et al. (1996). Learning: The treasure within. The report to UNESCO of the International Commission on Education for the Twenty-first Century. Paris: UNESCO.
- European Lifelong Learning Index (n.d.).
- Florida, R. (1995). Toward the learning region. Futures, 27(5), 527-536.
- Hoskins, В., Cartwright, F., & Schoof, U. (2010). The ELLI Index Europe 2010. Making Lifelong Learning Tangible! Gütersloh: Bertelsmann Stiftung.
- Hudson, R. (1999). The learning economy, the learning firm and the learning region: a sympathetic critique of the limits to learning. European Urban and Regional Studies, 6, 59-72.
- Jordan, L., Longworth, N., & Osborne, M. (2014). The rise and fall and rise again of learning cities. In G. K. Zarifis & M. Gravani (Eds.), Challenging the “European area of lifelong learning”: A critical response. Lifelong Learning book series, 19 (рр. 273-284). Dordrecht: Springer.
- Karlsen, A. (2015). Предисловие [Predislovie]. Глобальная сеть обучающихся городов ЮНЕСКО. Руководящие документы [Globalnaya set obuchayushchikhsya gorodov YUNESKO. Rukovodyashchie dokumenty].
- Larsen, K. (1999). Learning Cities: the New Recipe in Regional Development. OECD Observer, 217/218, 73.
- Longworth, N. (2006). Learning Cities, Learning Regions, Learning Communities: Lifelong Learning and Local Government (230 p.). N.Y.: Routledge.
- Lukianova, L. (Ed.) et al. (2016). Моделі регіонів, що навчаються, та траекторії їх реалізації на практиці [Modeli rehioniv, shcho navchaiutsia, ta traiektorii yikh realizatsii na praktytsi]. Osvita doroslykh: teoriia, dosvid, perspektyvy: zb. nauk. pr., 10, 10-15.
- Morgan, K. (1997). The learning region: institutions, innovation and regional renewal. Regional Studies, 31, 491-503.
- Naiman, E. A. (2013). Становление концепции «обучающегося региона» в западной науке [Stanovlenie kontseptsii “obuchayushchegosya regiona” v zapadnoy nauke]. Vestnik Tomskogo gosudarstvennogo universiteta. Kulturologiya i iskusstvovedenie, 1(9), 81-91.
- OECD (2001). Cities and Regions in the New Learning Economy. Paris.
- Ovsienko, L. V. (2009). Непрерывное образование и модель «обучающегося региона» [Nepreryvnoe obrazovanie i model “obuchayushchegosya regiona”]. Vysshee obrazovanie v Rossii, 2, 96-99.
- Pryima, S. (2015). Концептуальні засади регіональної освітньої політики [Kontseptualni zasady rehionalnoi osvitnoi polityky]. Naukovyi visnyk Melitopolskoho derzhavnoho pedahohichnoho universytetu, 1(14), 112-128.
- Roel, R., Frans, B. (2007). The Learning Region: Foundations, State of the Art, Future. Edward Elgar Pub: Cheltenham, UK. Northampton, MA, USA.
- Rutten, R., & Boekema, F. (2007). The learning region: Foundations, state of the art, future. Chapters.
- Sheraizina, R. M., Aleksandrova, M. V. (2006). Обучающийся регион как фактор развития карьеры человека [Obuchayushchiysya region kak faktor razvitiya karery cheloveka]. Chelovek i obrazovanie, 8-9, 70-72.
- State Statistics Service of Ukraine (2017). The statistical bulletin “Socio-economic situation in the region” (for each region separately).
- The 2010 Composite Learning Index (n.d.).
- Yarnit, M. (2015). Whatever became of the learning city? Journal of Adult and Continuing Education, 2(21), 24-34.