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Learning for Well-being

Daniel Kropf

Executive Director, UEF

Founding Chairman, Learning for Well-being Consortium of Foundations

6 September , 2011

Brussels, Belgium

General Overview

I. Learning for Well-being Vision, Purpose, Goals

II. Learning for Well-being Consortium of Foundations

III. Chronological review of the Learning for Well-being

Policy Glossary consultation

IV. Partnering

V. Common Agenda - Collective Impact

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Learning for Well-being

A Policy Priority for Children and Youth in Europe – A Movement for Change

Our Vision:

Learning for Well-being

A world in which people learn

how to fully engage and express who they are

as individuals, living in the present moment

while developing, challenging and creating themselves

for the future in relation to self, others and the

environment.

3Learning for Well-being

A Policy Priority for Children and Youth in Europe – A Movement for Change

I. Learning for Well-being

Purpose

To inspire, engage and enable people

to make all environments more

conducive to Learning for Well-being

of Children and Youth.

4Learning for Well-being

A Policy Priority for Children and Youth in Europe – A Movement for Change

I. Learning for Well-being

Goals� Children and youth are more and more engaged, their voices are

increasingly heard, and they are participating actively in shaping policy

impacting their learning environments.

� Through acquiring values, attitudes and practices, more and more children

and young people are willing and able to make sound choices that support

their well-being through their life journey.

� More and more children become aware of the unique and distinct ways in

how they learn, and develop (and adults listen to, encourage, and facilitate

ways to implement this awareness).

5Learning for Well-being

A Policy Priority for Children and Youth in Europe – A Movement for Change

I. Learning for Well-being

Goals

� More and more educators, parents, media and ICT, health and social care

professionals understand the connection between well-being and learning,

and contribute to making all environments more conducive to learning for

well-being.

� More and more youth organizations, governments and stakeholders from

multiple sectors partner with us in producing services and products to

sustain our collective endeavour and integrate in their work our learning

for well-being approach.

6Learning for Well-being

A Policy Priority for Children and Youth in Europe – A Movement for Change

General Overview

I. Learning for Well-being Vision, Purpose, Goals

II. Learning for Well-being Consortium of Foundations

III. Chronological review of the Learning for Well-being

Policy Glossary consultation

IV. Partnering

V. Common Agenda - Collective Impact

7Learning for Well-being

A Policy Priority for Children and Youth in Europe – A Movement for Change

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II. Learning for Well-being Consortium of

Foundations in Europe

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General Overview

I. Learning for Well-being Vision, Purpose, Goals

II. Learning for Well-being Consortium of Foundations

III. Chronological review of the Learning for Well-being

Policy Glossary consultation

IV. Partnering

V. Common Agenda - Collective Impact

10Learning for Well-being

A Policy Priority for Children and Youth in Europe – A Movement for Change

III. Learning for Well-being Policy Glossary Chronology

• February 2010

Professor Illona Kickbush commissioned to lead the process – supported by the Calouste Gulbenkian Foundation and the Evens Foundation

• November 2010

Expert meeting (20 high-level experts) discusses first outline of the policy glossary supported by Guerrand Hermes Foundation for Peace

• April 2011

On-line distance review process for the first draft (currently closed)

• May 2011

European Foundations Centre’s annual conference – foundations consultation

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Learning for Well-being

A Policy Priority for Children and Youth in Europe – A Movement for Change

III. Learning for Well-being Policy Glossary Chronology

June 2011 Learning for Well-being Youth Consultation was supported by Youth in Action and UEF

Participating members

�Active

�European Peer Training Organisation

�European Youth Forum

�European Patient's Forum

�OBESSU

�UNF

�LECS

�Power4Youth

� Co. Wexford V.E.C.

� Fundacja Together Polska

� Youth Empowerment Partnership Programme

� Intercultural Institute of Timisoara

� FDYS

� IPPF EN

� Juvente

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Learning for Well-being

A Policy Priority for Children and Youth in Europe – A Movement for Change

III. Learning for Well-being Policy Glossary Chronology

• September 2011

Presentation for feedback of the Policy Glossary at European Parliament

• November 2012

Second Draft Consultation at 2 day OECD Expert Meeting on children’s well-

being in partnership with the EU Social Affair division , UNICEF Innocenti

Centre and the Learning for Well-being Consortium Foundation with the

support of UEF and Guerrand-Hermès Foundation for Peace

• March 2012

Agenda Setting Conference – Launch of Policy Glossary final edition with the

L4WB NGO Alliance and L4WB Youth Movement – supported by the Robert

Bosch Foundation

13Learning for Well-being

A Policy Priority for Children and Youth in Europe – A Movement for Change

General OverviewI. Learning for Well-being Vision, Purpose, Goals

II. Learning for Well-being Consortium of Foundations

III. Chronological review of the Learning for Well-being

Policy Glossary consultation

IV. Partnering

V. Common Agenda - Collective Impact

14Learning for Well-being

A Policy Priority for Children and Youth in Europe – A Movement for Change

III. Learning for Well-being:

Through Partnerships...

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General OverviewI. Learning for Well-being Vision, Purpose, Goals

II. Learning for Well-being Consortium of Foundations

III. Chronological review of the Learning for Well-being

Policy Glossary consultation

IV. Partnering

V. Common Agenda - Collective Impact

16Learning for Well-being

A Policy Priority for Children and Youth in Europe – A Movement for Change

V. Common Agenda – Collective Impact

1. Working to a common agenda

2. Developing shared measurement system and

process

3. Developing mutually reinforcing activities

4. Continuous communication among partners

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A Policy Priority for Children and Youth in Europe – A Movement for Change

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Societies begin to embrace the

practice of Learning for Well-being

through all their environments

and institutions

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THANK YOUwww.learningforwellbeing.org