RISE OF MOBILITY PROGRAMS IN GERMANY DUE TO GLOBALISATION

Learning has come to the front position of the educational agenda in many countries of the world – the knowledge society, learning society, learning organization and so forth are the common terms now in the 21st century. The terms come into view in countless publications of the European Union and of many other countries in and outside the European Community. The learning society is one of the products of globalisation and knowledge, learning and education are intertwined with global capitalism. Education is considered as a servant to global capitalism, enabling trans-boundary companies to gather more effectively in the knowledge society. Learning has become to a central task in governmental education policy in many countries and it is being treated as investment – adding value to human and social capital, resulting in employability and then in work, which makes an even greater distribution to the economy, rather than being treated as a natural human process that results in the improvement of people as human beings. Profound changes are taking place as a result of globalisation that is affecting the whole of the educational institution. The objective of this contribution is to present Germany on its way to a knowledge society by examining the past and the present situation of Germany concerning mobility and furthermore mobility programs.mobility programs, Germany, globalisation, knowledge society, learning society

E-LEARNING STRATEGIES IN THE CONTEXT OF KNOWLEDGE SOCIETY

Given the actual society, called often knowledge society, most organizations are experimenting with some form of computer-assisted instruction, in order to train their employees. This article presents briefly the main characteristics of the knowledge society and of the e-learning systems, and how these two concepts interact and affect each other. Also, there are identified the most important informatics technologies which can be used in the e-learning applications. In order to analyze the actual e-learning systems, some of them are identified and compared based on various criteria.e-learning, Web Based Training, Knowledge Society, informatics technologies

Civil Society Actors as Catalysts for Transnational Social Learning

This article explores the roles of transnational civil society organizations and networks in transnational social learning. It begins with an investigation into social learning within problem domains and into the ways in which such domain learning builds perspectives and capacities for effective action among domain organizations and institutions. It suggests that domain learning involves problem definition, direction setting, implementation of collective action, and performance monitoring. Transnational civil society actors appear to take five roles in domain learning: (1) identifying issues, (2) facilitating voice of marginalized stakeholders, (3) amplifying the importance of issues, (4) building bridges among diverse stakeholders, and (5) monitoring and assessing solutions. The paper then explores the circumstances in which transnational civil society actors can be expected to make special contributions in important problem domains in the future.This publication is Hauser Center Working Paper No. 28. The Hauser Center Working Paper Series was launched during the summer of 2000. The Series enables the Hauser Center to share with a broad audience important works-in-progress written by Hauser Center scholars and researchers

THE IMPORTANCE OF LIFELONG LEARNING IN OUR SOCIETY

I wish we didn’t so exclusively connect the concept of learning with formal education and going to school or being a (college) student. Because learning actually happens everywhere, all the time. At school learning is just more focused and targeted to meet the standards or performance measures of the course. Lifelong learning is so important in these times when there is more information available in our fingertips than ever before! Unfortunately many students are schooled out of their minds with too tight performance measures and learning objectives that leave very little or no space for wondering and creativity. How can we help students to become interested in learning, not just expecting to be schooled or pass a test? How to help more students to become lifelong learners? One way is to equip students with the skills to self-regulate their learning. Helping students to think about their learning (tasks) and how they relate to a bigger picture, focus on their own thinking and learning while engaging in the task, and self-evaluate their learning?I wish we didn’t so exclusively connect the concept of learning with formal education and going to school or being a (college) student. Because learning actually happens everywhere, all the time. At school learning is just more focused and targeted to meet the standards or performance measures of the course. Lifelong learning is so important in these times when there is more information available in our fingertips than ever before! Unfortunately many students are schooled out of their minds with too tight performance measures and learning objectives that leave very little or no space for wondering and creativity. How can we help students to become interested in learning, not just expecting to be schooled or pass a test? How to help more students to become lifelong learners? One way is to equip students with the skills to self-regulate their learning. Helping students to think about their learning (tasks) and how they relate to a bigger picture, focus on their own thinking and learning while engaging in the task, and self-evaluate their learning

A European research agenda for lifelong learning

It is a generally accepted truth that without a proper educational system no country will prosper, nor will its inhabitants. With the arrival of the post-industrial society, in Europe and elsewhere, it has become increasingly clear that people should continue learning over their entire life-spans lest they or their society suffer the dire consequences. But what does this future lifelong learning society exactly look like? And how then should education prepare for it? What should people learn and how should they do so? How can we afford to pay for all this, what are the socio-economic constraints of the move towards a lifelong-learning society? And, of course, what role can and should the educational establishment of schools and universities play? This are questions that demand serious research efforts, which is what this paper argues for

Collaborative Learning and Knowledge Transfer in Consciousness Society

Starting from the expression "workplace learning†which states that the use of personal computers at work or at school reflects learning activities and work activities which are interchangeable at individual level, this paper presents collaborative models dedicated to processes of teaching, learning, assessment and research in education. One of the most important activities is represented by computer supported collaborative learning (CSCL) which, from its occurrence, presented a special interest for researchers in informatics. CSCL is based on human-computer interaction (HCI) and on computer supported cooperative work (CSCW). CSCL promotes in turn the development of computer supported collaborative research (CSCR). Information and communications technologies represent not only a media support but, most of all, a mean for accessing resources worldwide. The development of the information technology and of the information society brought benefits both to the traditional form of education, and to the distance education represented by the assisted instruction. The evolution of the information society led to the emergence of the society based on knowledge which represents an intermediary step between information society and consciousness society, who wants to be a moral society. This article highlights the transfer of data, information and knowledge (explicit and implicit) during assisted instruction processes along with the possibility to create collaborative content in consciousness society.CSCW, CSCL, CSCR Assisted Instruction, Consciousness Society

Aging in the Social Space

A publication called Aging in the Social Space is a compilation of studies, which deal with theoretical understanding and empirical solutions, learning about problem spheres, specifying content parallels of social, legal, economic, moral and ethical views on senior issues in society, which are closely related to each other and are interconnected. This publication focus on the case study of Poland. It is supposed to provide a multidimensional view of old age issues and issues related to aging and care for old people in society. We believe that it is natural also to name individual spheres, in which society has some eff ect, either direct or indirect, within issues concerning seniors. Learning about these spheres is the primary prerequisite for successful use of social help to seniors in society

Emergent characteristics of complex learning communities

In response to the rapidly changing demands of the Information Society, learning has undergone radical change, becoming a true lifelong activity with emphasis on situated, communal learning and flexible delivery designed to meet individual learning styles and increasingly underpinned by technology