Session Information
ERG SES H 13, Higher Education
Parallel Paper Session
Contribution
An explanatory study was conducted to answer the following questions: What are adults’ perceptions of their learning autobiographies? What makes sense in adult learning within a reasonable framework? What kind of educational strategies evolve? How does globalization, new labour market challanges and trends effect adults’ perceptions of learning and self-development? These questions were addressed in order to have an understanding on what might be the contribution of adult education to the evolvement/development of learning regions (LR). Kozma (2010) discusses (based on Florida’s concept of LR) the possibilities of learning regions in East-European contexts, moving from theories to realities. According to his model/interpretation one dimension of LR is the learning side (the chances and possibilities people are able to learn and to develop), the learning potential of the area under investigation. One aspect of this potential lies in adult education, especially in the practice and conceptions that determine the engagement in learning. The paper explores this relationship through research data and experiences from a semi-peripheral region. Since learning regions as lifelong learning concepts are alternative strategies for regional development, the role of regions and regional approaches in the process of globalization is growing, as well as the necessity of an alternative strategy of economic development (Kozma, 2010).
Method
Expected Outcomes
References
Florida, R. (1995): Toward the learning region. Futures 27, 5: 527- 36. Kozma, T. (2010): Learning Regions in Hungary: From Theories To Realities. http://dragon.unideb.hu/~nevtud/Oktdolg/Kozma_Tamas/doc/LeaRn.pdf Németh, B. (2006): A tanuló régió szerepe az egész életen át tartó tanulás megvalósításában. Új pedagógiai Szemle 2006/6.
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