Posts Tagged ‘Informal Learning’

“Learning Locally”-Studies published

Written by AP on . Posted in News from the Institute

It’s the aim of the project “Learning Locally”, to represent the educational landscape of the Rems-Murr-Kreis in a transparent way, to clarify responsibilities, to gather offers and educational institutions, and to coordinate, to network and to facilitate access. IRIS e.V., it covers two areas of the educational landscape in the Rems-Murr-Kreis. These first one is the non-formal and informal education programs in the specific structure of the associational youth work and the second one covers the structures and deals of continuing vocational training in the Rems-Murr-Kreis.

The results of these studies have now been published: see page on the reports

Results of “Learning Locally”

Written by AP on . Posted in "Learning Locally" in the Rems-Murr-district

It’s the aim of the project “Learning Locally”, to represent the educational landscape of the Rems-Murr-Kreis in a transparent way, to clarify responsibilities, to gather offers and educational institutions, and to coordinate, to network and to facilitate access. IRIS e.V., it covers two areas of the educational landscape in the Rems-Murr-Kreis. These firstly are the non-formal and informal education programs in the specific structure of the associational youth work and on the other hand the structures and deals of continuing vocational training in the Rems-Murr-Kreis.

The results of the studies on the two sub-topics can be downloaded from lernwelt-rems-murr.de.

More information about the project

Scientific monitoring of peer mentoring

Written by swalter on . Posted in Peer Mentoring

Since January 2008, IRIS in cooperation with the Institute of Education of the University of Tuebingen is in charge of the evaluation of the pilot project “Friends create success” in Stuttgart.

The objective of the project is to supply young people in the final stages of secondary school with support by other young people who have experienced similar difficulties. The peer mentors are recruited among alumni of the same secondary schools.

The evaluation focuses on the effects that this particular set-up has on the transition processes of the young people, but also on the differences between this approach and other mentoring systems.

The final report of the evaluation is available as a PDF file here (in German):

www.iris-egris.de/downloads/FSE_Bericht.pdf

Contact at IRIS: Sibylle Walter

 

Cover Walther-Stauber 1999

Lifelong Learning in Europe

Written by AP on . Posted in Education and learning projects before 2000

European conferences on the prerequisites, consequences and contradictions of lifelong learning 1996 (Dresden) and 1998 (Lissabon).

 

In 1996, the European Year of Lifelong Learning, IRIS together with other EGRIS partners initiated a series of two European conferences to clarify the meaning and the impli8cations of the conceopt of lifeling learning. The first conference 1996 in Dresden under the title “Options for the Integration of Living, Learning and Working” dealt with the relationship between lifelong larning and changed life courses as well as the biographical perspective of individuals. The second conference 1998 in Lisbon  “Differences and Divisions” addressed the contradictions between the diversification of learning and education and the persisting social inequalities. The conference proceedings have been published in two volumes (see publications).

Cover Communities of Youth

Secondary learning effects

Written by AP on . Posted in Informal learning and performing arts

Miles et al 2002Contrary to many training schemes, performing arts offer young women and men the opportunity to present themselves from a less “problem-oriented” side: in fact not as an “early school-leaver” or “under-achiever”, but as a musician, an actor/actress and so on.
Before this background, this research project aimed at learning more about the special learning processes happening in performing arts projects for “disadvantaged” young people which for working purposes we had “Secondary learning effects…”

Research questions and design:

Which active role do young people play in performing arts projects? Which learning potentials do these projects have with regard to the young people’s transitions to adulthood? These questions were explored in three case studies on projects working with young people who are not reached by mainstream education measures any longer: “Hope Street” in Liverpool/UK, “JUST” in Mannheim/DEand “Chapito”, Lisbon/Portugal.
The research design emphasized the active role of the young people by giving them space to develop their own view on their transitions in a self-produced video, biographical interviews and focus groups.

Project partners:

  • CIES, Centro de Investigacao e Estudios de Sociologia, Rui Banha, Maria do Carmo Gomes, Ana Micaela Gaspar
  • University of Plymouth, Department of Sociology, Steven Miles

Coordination:

IRIS e.V., Institut für Regionale Innovation und Sozialforschung, Hechingen/Tübingen, Dr. Barbara Stauber, Axel Pohl, Dr. Andreas Walther

Duration:

1997-2000

Funding:

Own funds, EU-Programme “Youth for Europe” (Contract no. 17/96-E.II-DE-97044)

 

 

Contact: Barbara Stauber, Andreas Walther, Axel Pohl

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