SOCIAL CAPITAL& Lifelong Learning

Norton Park, Edinburgh 1st July, 2011

“Is what I’m about to do

strengthening the web of connections,

or is it weakening it?”

(Quoted by Margaret Wheatley, 2010)

SOCIAL CAPITAL

Networks together with shared norms, values and understanding

that facilitate co-operation within or among groups.

(Office for Economic Co-operation and Development (OECD)

Social Capital & Learning

The relationship between social capital and learning has attracted considerable interest ever since the first publication of James Coleman’s Foundations of Social Theory (Coleman 1988). Coleman was able to show that schoolchildren’s performance was influenced positively by the existence of close ties between teachers, parents, neighbours and church ministers.

(John Field, Stirling University)

Social Capital & Learning

Learning communities use learning as a way to build community capacity, and to promote social cohesion, social inclusion, regeneration and economic development.

(HMiE ‘Learning in Scotland’s Communities’)

Lifelong Learning (LLL)

Promotes the development of knowledge and competences that will enable each citizen to adapt to the knowledge-based society and actively participate in all spheres of social and economic life, taking more control of his or her future.

Lifelong Learning (LLL)

Values all forms of learning, including: formal learning, such as a degree course followed at university; non-formal learning, such as vocational skills acquired at the workplace; and informal learning, such as inter-generational learning, for example where parents learn to use ICT through their children, or learning how to play an instrument together with friends.

Grundtivg Project

Adult education is a central component of LLL and has a key role within all the EU strategies starting from the Treaty of Lisbon.

It is considered a “public good” and a public responsibility, with a cultural mediation role and as a support for the growth of social capital; increasing citizen participation, improving public health and higher levels of individual opportunity; all typical outputs of Nonprofit organisations.

What is Nopros?

NOPROS (Non-Profit Space) facilitates access to LLL and the acquisition of key and transversal competencies by using the Non-profit sector as a platform and Learning Circles as a tool to facilitate learning opportunities.

It is a partnership of 11 organisations from 9 European countries, working together to design 5 curricula that will promote the EU competencies.

Nopros Partners

Italy (3) Tamat (Lead Partner) / La Societa dello Spettacolo / CEL

Portugal Cenjor

UK (3)Assist Social Capital / National Media Museum / De Charles

Lithuania ASDPS

Estonia Andras

Greece ANCE

Switzerland SEED

Nopros Learning Circle Curricula

Cultural awareness & expression LC1 – European Theatre from an Historical Perspective

Communication: mother tongue and foreign languages

LC2 – Cultural Heritage for Multilingual Communities

Digital competenceLC3 – Creative Communication and Cooperation

Sense of initiative and entrepreneurship

LC4 – The Value of Social Enterprise

Mathematical and basic competencies on science and

technology

LC5 – Cooperation and Sustainable Resource Control

What are Learning Circles?

• They are based on the idea that an informed community is essential to genuine participation and that ordinary people have the right and the ability to contribute to decision making

• Value and build from people’s life experiences and knowledge

• Enable people to participate as equals, with everyone learning from each other

• Are fun and empowering

Learning about traditional dress

Learning Circles

• Build a wide range of skills

• Are dynamic, flexible, inclusive and highly participatory

• Require little infrastructure, so they work in rural, remote and community contexts

• Learning circles meet in small groups (usually 5–15 participants) once or twice a week for a number of weeks, generally for around two hours at a time to discuss, explore and learn

Learning in the kitchen I

Learning Circles

• Are a cost-effective way of reaching people who are isolated or face other barriers to participation

• Learning is supported by background materials in the form of a framework curriculum, to draw out life experiences, encourage discussion and enable everyone to develop their own views and explore these with others.

• Learners determine their own objectives and set their own pace

Learning in the kitchen II

Learning in the kitchen III

Robyn learns about henna

Who’s driving?

WE ALL ARE!