Professional Documents
Culture Documents
Report
28 31 October 2013
Report
ITC-ILO Team:
Facilitators: Haley Horan Robin Poppe Tom Wambeke Organization: Paola Abbate Alessia Messuti Ine Noben Mirella Scabini Jolien Spoormans Technical support: Emanuel Bechis, website Antonella Bologna, photography Luca Fiore, graphic art Enzo Fortarezza, soundtrack Training Facilities team
Leading principles
zz The participants are the experts zz Bridging policies and practices zz Advanced knowledge sharing and learning approaches zz A global Steering Committee partnership zz Diverse and inclusive participation
There was a reading corner with books, articles and journals to provide food for thought. Computers, where the participants could access the Learning Links extended online resources page, were at their disposal. These (in) tangible elements created the perfect atmosphere for the group to connect, reflect and share.
day would proceed with topical sessions and end with a crowdsourcing session where the participants had to rely on the internal and external inputs and come up with actual action points that could be introduced in their learning and training practices.
Sustainable Learning
The first day of the Learning Link 2013 was devoted to the overall concept of Sustainable Learning and it kicked off with the opening remarks, where the steering committee presented the event. They expressed the need to implement sustainable learning in current training practices and indicated their satisfaction with the willingness of the participating organizations to do so. The keynote speaker of day one was Jan Vandemoortele, one of the architects of the Millennium Development Goals. In his session he presented the story of the MDGs, the SDGs and the Post-2015 Agenda and how these goals require a new learning process based on three important steps, namely to learn, unlearn and relearn. Jan Vandemoortele stressed the fact that it is important to learn from past experiences, however to be careful not to reproduce mistakes or turn a blind eye and not learning from them. Hegave an example of famous economists that had produced incorrect statistical results where policy-makers still referred to as if they were correct. Therefore it is also important that policy-makers and development actors show the ability to unlearn what they believed was true and relearn new and sometimes unconventional ideas. Finally his conclusion on how to move forward with the Post2015 Agenda is that in the first place there is a need for a narrative, secondly of enlarged partnerships and thirdly of consensual leadership.
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therefore they need to self-assess their competency. In the beginning of GIZ training sessions, e.g. on intercultural competence, this is done by making the learners perceive situations based on movie sequences, they are then given a questionnaire that they have to fill in. The answers will give the learners insight on their attitude, ability and knowledge and show them what it means to be competent in that topic. The results will be placed on a scale in the stage model with the following steps for developing skills in dealing with diversity: cultural unawareness, self-perception, change of perspective, respectful comparison, co-creative approach to diversity. Institutions often forget or do not understand the perspective of the learner but this approach puts the assessment in the hand of the learner and thus it provides the learner with an important responsibility in planning the learning journey. This is defeating the trainer-centred assessment of competencies and needs.
After the introduction on how Post-2015 started and the request for a new learning process by forming coalitions, Philipp Schnrock from CEPEI presented the global partnership on data. A data revolution would give people better access to these data, as they have the ability to make governments and politicians accountable for their actions and makes it a vital tool in policy-making. Better quality and more accessible data will allow us to understand and monitor development more accurately and it is a necessary element in the sustainable learning process. The group agreed with the necessity of data but underlined during the open discussion, the importance of neutral data and to present data with a narrative to make sure that the figures are not represented in a simplistic way. To achieve this, there is a need for a widely diffused global partnership on data. The day evolved from a historic to a theoretical and then more practical perspective on sustainable learning. Miriam Unverzagt, from the Deutsche Gesellschaft fr Internationale Zusammenarbeit, presented a sustainable learning practice in the form of competency self-assessment tools to enable learners to own their learning. Through these tools, GIZ makes the learners feel responsible for their own learning. It is important for learners to know where they are starting from and
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In the meantime a parallel session with Manuela Prina from the European Training Foundation explored the knowledge track of the social dimension. She presented the knowledge management framework, which picked up on Grinne Conoles session and the spreading of information and knowledge. The observation is that knowledge is often not properly valued and managed and therefore not properly communicated within an organization or between organizations. To value and manage knowledge it is important to assess and measure results of policy-making (which refers back to Philipp Schnrocks session on data). The session introduced tools for knowledge management in the framework of policy development. The focus was placed on networks, as a tool allowing for coordination to take place in specific policy domains. Networks can take many forms, one of which is the communities of practice that bring countries together to share knowledge and learn from each other. Active participation in networks has a positive impact on shared ownership and development.
The session of Erica Rizzato from the Italian National Research Council and Flavio Fabiani from Redomino focused on co-creation and how it can improve social relevance and efficiency of education. Flavio Fabiani introduced the concept of co-creation, explaining that the essence is to engage people to create valuable experiences together while enhancing network economics. Innovation and creativity are triggered through networking and
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The goal has to be defined in a way that is very clear to people when it has been achieved. The second element is the current Reality where the person is at the moment. What are the issues, the challenges, how far are they away from the goal? Thirdly there will be Obstacles stopping people getting where they want to go, starting from where they are now. If there were no Obstacles people would already have reached their goal. Once the obstacles have been identified, this opens the door to Option. People need to find ways of dealing with the obstacles to make progress and have options that will lead to the goal. Finally there is the Way forward. The options need to be converted into action steps which will take the learners to their goal. Going through this process, gives training institutions the possibility to establish a coaching relationship towards the customers which can develop in a sustainable learning process.
collaboration; organizations should stimulate this. The second part of this session was led by Erica Rizziato tackling co-creation in a practical way. She explained how organisations need to design platforms for stakeholders interaction, and referred back to what was said during the leadership track of the social dimension by Susanna Albrecht. She stated the need for a horizontal and more client-oriented leadership process that is inspiring, coached, steered and made interventions. This was followed by an exercise where the participants needed to experience the three steps of client-oriented processes: thinking, feeling and acting. The final session on the social dimension of sustainable learning was on the importance to coach and not to train. Nat Clegg, from the Development Alchemists coached the participants on how to coach. He introduced the GROW model. The end point of the model is the Goal, this is where people want to be.
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The day continued with parallel sessions. Michele Visciola, from Experientia, represented a learner-centred design for learning platforms. He explained how to go from communities of practice to design of learning platforms through identifying a shared domain of interest; creating a community with members engaging in joint activities and discussions, helping each other to share information; and finally by having the practice embedded in a repertoire of resources. For the design of a platform it is vital to benchmark with other organizations, using e-learning and involve the stakeholders to have the right platform requirements and to match the users needs. Extremely valuable is to have a visual concept for the platform and an interactive prototype. The design must constantly be retested and refined. To design a distance learning platform
that is truly engaging and innovative it must promote three elements: learning by doing (learning as a practice), by discovering (serendipity) and by sharing (cooperation and contribution). These elements will make the platform learner-centred and the learning process will be more sustainable. Alice Vozza, from ITC-ILO, talked on greening the learning experience, showing that this could be done both at the level of organisational processes and products/services offered. The culture of the organization plays an important role in both aspects and a greener approach should engage all stakeholders: beneficiaries, staff, partners, suppliers, service providers and donors. The initial steps towards a greener campus, according to the on-going green certification process at the ITC-ILO, are: the approval of a public policy statement, a recycling and waste management plan, a carbon emission reduction plan, and an awareness raising communication and learning strategy. Some of the ideas generated by the participants were to create checklists for green training activities for development-focused training and learning institutions and beyond; to insert green modules in every type of training; to organise targeted training for decision-makers in order to sensitise them and having multiple stakeholders training events to ensure all parties take responsibility.
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In the afternoon the sessions turned more to practical examples of sustainable learning from an environmental perspective. Janet Oropeza, from FUNDAR, presented the project ELLA (Evidence and Lessons from Latin America) to promote reflection on the importance of ensuring relevance, impact and sustainability of the learning initiatives. One of the projects components was the delivery and management of Learning Alliances (LEAs). These LEAs are online groups formed by members of the Latin American, Southern Asia and Sub-Saharan Africa region that engage in a two-way exchange. The learning happens mainly through an online platform or by teleconference. With the LEAs as an example, participants attending the session reflected on possible and innovative ways to ensure that learning initiatives share relevant knowledge that produces changes in participants behaviour, and is used and nurtured over time. In the other auditorium Sonja Zahed, from GIZ and Robert ODonoghue, professor at Rhodes University, presented their project on education for sustainable development where GIZ took up the initiative to work with experts from India, SouthAfrica, Germany and Mexico. The expert network shared ideas on national and international approaches. The school-
in-community approach was used to have co-engaged learning practices and social innovation in modern African contexts of social-ecological risk, which lead to learning sustainability practices. The session was concluded with the following ideas on how to enhance quality of life: to use less more wisely; to enhance natural habitats and ecosystem services; and to adapt to and mitigate climate change.
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The final session of the day led by Robin Poppe and Tom Wambeke, from ITC-ILO, started with a display of books and various other resources on knowledge sharing. The session slowly turned into an informal dialogue on five innovation patterns which were presented. Serendipity / Hybridity is a form of informal learning when hearing new and useful information in conversations or by finding unexpected combinations in learning by doing. Crowdsourcing / Collective intelligence / User generated content, involves questioning a large group to obtain answers. It challenges (institutional) concepts such as monopoly, control, value of a single content producer, copyright, and property. Thirdly, Exaptation / Intersections / Interdisciplinary thinking represent a shift that takes place in the function of a trait during evolution forced by adaptation to new situations or context. In learning this is seen as different disciplines intersecting and thus creating high innovative potential. It can also take the form of learning from failures. The fourth pattern was Long tail thinking / Niches / Micro-trends. This refers to the contrast in statistical series between the core mainstream components and the numerous but more individualised, single item, niche products. Long tail products or behaviours may evolve towards mainstream; micro-trends, involving less than 1% of the population, may evolve into macro-trends. The final concepts that are important to sustainable learning are in the area of Biomimetics / Learning ecology / Complexity and systems thinking / Learnscapes / Eco systems. The idea is to imitate models, systems, and elements from nature for the purpose of solving complex human problems. Nature is an endless reservoir of inspiration and study for scientist across disciplines: behaviours, structures, models will generate new materials, influence shapes and design, suggest new approaches and practices. Eco-systems applied to social sciences have resulted in systems thinking. The participants were asked how these elements could in their view contribute to sustainable learning and could be reflected in activities or institutional strategies and practices. Various ideas came up ranging from inviting experts from apparently unconnected fields, including social media like Twitter and LinkedIn, to creating informal learning environments.
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based approach to developing ADIs core mandate. Mixed entails public and private institutions which influence policy and public debate for an inclusive, sustainable and transformative development. In addition to the Banks traditional area - infrastructure development- further emphasis is placed on partnerships and collaboration between state actors (regional integration); between state actors and private institutions (private sector development); as well those relating to institution building (governance and accountability). Fostering trusted partnerships, strengthening cooperation between the states and nonstate institutions particularly in new areas such as, natural resource management, innovative financing, and state
fragility are thoughtfully addressed. Further emphasis is placed on addressing and engaging with the producers of public goods and of knowledge on issues such as youth, rural development, urbanization and energy. Innovative learning and knowledge management are expected to herald considerable added value leading to a solution based positive outcome for the transformation agenda. In pursuant of the Banks strategy, the Vice Presidency and the Departmental leadership, therefore support partnership, innovation and knowledge development as essential components of the economics of learning in support of inclusive transformation in Africa.
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The Institute of Finance Basil Fuleihan, represented by Suzane Abou Chakra and Maya Bsaibes presented us a mind mapping tool to use for sustainable learning in a challenging environment. The emphasis was placed on the importance to use a systemic perspective and interdisciplinary approach to interlink the long term benefits of learning. There is a clear necessity to improve organizational governance, financial accounting, fundraising and marketing strategies to enhance capacity building sustainability. The new knowledge and capacity building environment, combined with the emergence of networked governance requires that development learning and training institutions increasingly adopt a role as facilitators and initiators and will be leading
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on sustainability. Therefore it is important to create visibility and encourage communication on the value of training andpartnerships. Mind mapping was presented as a valuable tool to design sustainability strategy and measurement planning for training activities. It is a means to create knowledge management around sustainable resources, potential partnerships and networking possibilities and to value what is important for the communities.
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zz Take sustainability into account from the first steps of defining a training and learning strategy to the implementation of programmes from primary school to leadership trainings. The social dimension has a key impact on sustainable learning both negatively, for example situations of inequality, instability, poverty and lack of accountability and information, as well as positively because of the ever increasing global interdependence and willingness to address global issues. New technologies create interconnectedness and allow international social networking. This confirms the importance of the social dimension in moving forward sustainable learning. Participants at the Learning Link identified different ways of contributing through creating collaborative learning and involving stakeholders to ensure that learning becomes accessible to everyone so that different world views can be recognised globally. A second perspective on the role of the social approach is that it can make learning rewarding and fun. An informal learning environment creates opportunities to share with others and results in more sustainable learning. The social dimension action points were: zz Get individuals and institutions committed to a
The world is ever more interdependent and environmental problems, such as climate change and developmental challenges with regards to poor resource distribution leading to poverty and inequality, are affecting all countries and have become a global concern. Therefore the Learning Link noted an increase in the demand for green-focused training and stated a clear need to match learning with implementing and acting. As is the case with all three dimensions of sustainable learning, the relation between the environmental dimension and the overall concept of sustainable learning is a two-way street. Learning can be a tool to achieve a more sustainable world but also the design and management of the physical space can be used as a means to create the right learning environment and thus contributes to
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sustainable learning. Both ways of thinking are reflected in the action points created by the participants on the environmental perspective: zz Design training to impact on the behaviour of people, establishing a green culture. Reflect this also in the organization of the learning activities by introducing a saving and recycling attitude; zz Change the training culture even more radically and have paperless events, allow the learners to access knowledge anytime, anywhere and design learning based on e-learning and video conferences;
zz Use the environment in designing your learning initiative and use the natures lifecycle to adapt learning processes to have pure sustainable learning. Provide the right context for learning. zz Time is money and that is what the economic dimension of sustainable learning is about. Learning and training are not always efficient and in times of financial constraints, donors change their areas of focus. A lack of funds prevents training institutes to launch new learning initiatives. This puts a brake on the development of innovative ideas and creates a vicious circle impeding sustainable learning. There is an increasing need to address inequality as well as economic growth.
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Participants in the Learning Link recognise the need for free learning if inequality has to be addressed, but somebody must bear the cost. If training has to attract resources or when it has obtained the financial means it is important to consider the efficiency of the training and underline the return of investment and the impact the learning initiatives will have. zz Learning will increasingly become free for the learners and therefore financed upstream. Training institutes must diversify their donors, mobilise private sector investment and build alliances with partners;
zz A proper market analysis must be undertaken emphasizing the cost-benefit balance from the onset; zz Learning must be linked to productivity and innovation and must address the complexities of the economic changes. The globalisation of the economy should be reflected in learning and a central repository for learning objects and resources created. New technologies contribute to reducing costs by offering for example e-learning.
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Sustainable learning is looking to the future. Learning is a lifelong process and the commitment must be to producing long term results that are as much as possible replicable. The learner will adopt a wider perspective which allows a more systemic approach to learning. Sustainable learning is based on systemic thinking. This concept comes from natural sciences by observing the biosphere where a system is self-sufficient by interconnectedness. In nature new solutions emerge by involving new elements, sustainable learning processes must also rely on interconnected components and include diversity.
New innovative ideas come from making connections and finding inter-linkages between various at times distant disciplines. A network of learning will allow cross fertilization, which will create new learning possibilities. Sustainable learning is networked learning. For an individual to master several disciplines is no longer possible unless in a superficial way. To be sustainable, learning will be specialised. Specialised learning will be integrated in a system, where relations are created between specialised learning objects which will result in a network of in depth knowledge.
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zz Equitable and efficient learning A proper market and costbenefit analysis should be made to ensure efficient and equitable learning that would increase sustainability. zz Measurable, Impact, ROI Clear goals for learning and training are established. Envisage in-depth evaluation to measure the results produced by learning strategies and processes on the capacity development of organizations. zz Leading to social change The impact of sustainable learning should go beyond the individual and the organizational level, it should aim at impacting society and induce social change. Participating training institutes have committed to work on one or more sustainable learning initiatives connected to the above themes. These initiatives and related ideas can be shared and discussed on the online platform of the Learning Link website (link.itcilo.org/forum).
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Annex A - Agenda
Day 1 - Monday, 28 October
9:00 9:00 9:30 10:00 1.1 1.2
10:30 11:15 11:15 12:00 12:00 12:30 14:00 14:45 14:45 15:30
16:00 18:00
1.8
11:15 12:30
2.3a
14:00 15:45
2.4
Improving social relevance and efficiency of education through co-creation design Erica Rizziato, Italian National Research Council, and Flavio Fabiani, Redomino BREAK
2.5 2.6
Coaching not training Nat Clegg, The Development Alchemists Crowdsourcing three action points of the social dimension
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Establishing the links between the environmental dimension and sustainable learning Focus of day 3 Transformative learning towards sustainability Keynote: Arjen Wals, Wageningen University BREAK Sustainability in DTLIs Track Mainstreaming Sustainability Track 3.3b Greening the learning experience Alice Vozza, ITC-ILO
11:15 12:30
3.3a
Learner-centered design of learning platforms Michele Visciola, Experientia LUNCH Promoting learning initiatives relevance, impact and sustainability Janet Oropeza, FUNDAR ELLA (Evidence and Lessons from Latin America) BREAK
11:15 12:30
3.4a
3.4b
Education for sustainable development Sonja Zahed, GIZ Rob ODonoghue, Rhodes University
3.5 3.6
Exploring innovation patterns for sustainable learning and knowledge sharing Tom Wambeke and Robin Poppe, ITC-ILO Crowdsourcing three action points of the environmental dimension Haley Horan, ITC-ILO
11:30 13:00
4.4
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DENMARK
Ms. Annette KAALUND-JRGENSEN
Danida Fellowship Centre (DFC) Training Adviser, DFC Hostrupsvej 22; 1950; Frederiksberg C; DENMARK Tel./ Mobile: +35 361322/ +45 35248473 E-mail: akj@dfcentre.dk, akj@abox.dk
GERMANY
Ms. Susanna ALBRECHT
Deutsche Gesellschaft fr Internationale Zusammenarbeit (GIZ) GmbH Junior Advisor, Leadership Development Friedrich-Ebert-Allee 40; 53227; Bonn; GERMANY Tel./ Mobile: +49 228 4460 1987 Fax: +49 228 4460 2987 E-mail: Susanna.Albrecht@giz.de, Constanta.Ruiz@giz.de
ITALY
Mr. Moyomola BOLARIN
United Nations System Staff College (UNSSC) Course Coordinator, Learning and Training Viale Maestri Del Lavoro 10; 10127; Turin; ITALY Tel.: +39 011 6535933 E-mail: m.bolarin@unssc.org
BELGIUM
Mr. Pawel Lukasz SLUSARCZYK
European Commission, EuropeAid E-Learning projects Manager, DG EuropeAid Training Sector Rue Joseph II 54-56; 1049; Brussels; BELGIUM; Tel. / Mobile: +32 229 97758 E-mail: pawel.slusarczyk@ec.europa.eu
JORDAN
Mr. Hazem Ibrahem KHASAWNEH
Ministry of Finance Director, Training Centre PO Box: 85; 1111; Amman; JORDAN Tel.: +962 65524291 / +962 795628141 E-mail: Hazem.k@Mof.Gov.Jo; hhazim@yahoo.com
COLOMBIA
Mr. Philipp SCHNROCK
Centro Estratgico de Pensamiento Internacional, CEPEI Director Carrera 3 #11-55, Office 321; 110911; Bogot; cOLOMBIA Tel. / Mobile: +57 13001051/ +57 3108575647 E-mail: psm@cepei.org, do@cepei.org
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JAPAN
Ms. Fumie HIGASHIRA
Ministry of Health, Labour and Welfare of Japan (seconded to the ITC-ILO) Programme Officer Viale Maestri del Lavoro 10; 10127; Turin; Italy Tel.: +39 011 693 6650 E-mail: f.higashira@itcilo.org
NIGER
Mr. Sanoussi ATTA
Centre Rgional AGRYMET (CRA) Head of the division of diploma training, trainind and research deparment Rue de lUniversit; PO Box: 11011; 227; Niamey; NIGER Tel.: +227 20315436/ +227 96994280 E-mail: S.Atta@agrhymet.ne, atta13@yahoo.fr
LEBANON
Ms. Suzane ABOU CHACRA
Institut des Finances Basil Fuleihan, GIFTMENA Programme Manager, Training department Cornich Al Nahr; PO Box: 16-5870; Beirut; LEBANON Tel.: +961 1425147/ +961 3979509 E-mail: SuzaneAb@finance.gov.lb; suzane.abouchakra@gmail.com
SOUTH AFRICA
Mr. Rober Bryan ODONOGHUE
Rhodes University Professor, Department of Education ELRC adjacent to Alumni House and Eden Grove Rhodes; 6140; Grahamstown; SOUTH AFRICA Tel.: 046 6037275/ 083 2121670 E-mail: r.odonoghue@ru.ac.za
SUDAN
Mr. Mohamed Ahmed Mohamed El Obied SWAIKIT
Central Bank of Sudan Director of HR Planning and Development, Human Resources PO Box: 313; 11111; Khartoum; SUDAN Tel.: +249 187 056086/ +249 123 503070 E-mail: mohamed.elobied@cbos.gov.sd
MEXICO
Ms. Janet Irma OROPEZA
Fundar Center for Analysis and Research Area Coordinator, Knowledge Management and Liason Area Rinconada Poetas Marti 404 Pedregal de Carrasco Coyoacan; 04700; Mexico City; MEXICO Tel.: +525544532821 E-mail: janet@fundar.org.mx
TUNISIA
Ms. Temilade ABIMBOLA
African Development Bank Manager, African Development Institute, Angle lavenue du Ghana; BP 323-1002 Belvdr; Tunis; TUNISIA Tel.: +216 71 102127 Fax: +27 11 276 7295 E-mail: t.abimbola@afdb.org, Temi.abimbola@gmail.com
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