All education providers in the European Union are currently facing the greatest challenge and transformation in their history: counteracting increasing individualization through digital opportunities while at the same time demanding social division and exclusion of entire groups of people. This is under the socially and politically most difficult framework conditions since the EU was founded - the impending disintegration of democratic structures and values as the highest maxim of the international community and the existential fears of traditional educational institutions in connection with bans on contact and travel triggered by the Covid19 pandemic. In addition, at least within the younger generation, our future participants and leaders, there are clear requirements for an authentic, diversity-oriented and sustainable design of educational institutions and their content. The free extracurricular educational institutions are therefore required to develop completely new strategies and concepts in order to reach participants in the future and to be able to fulfill their tasks in the educational context of lifelong learning. This affects both the places of learning themselves and their nature as well as the forms of learning in structure and content. Exemplary in this context are the concepts of third learning places, blended learning / inverted classrooms, community and shared learning, cloud-based learning, sustainable learning and experiance-based learning. It is therefore important to rethink both the places of learning and the learning concepts and contents. The institutions are therefore faced with the challenge of structural and substantive change, which alone hardly seems to be possible. The partners belong to very different educational contexts and work in different educational areas. They are also very different in size, form of organization, funding and orientation of the educational program. It is precisely this diversity and the fact that several have not previously taken part in strategic partnerships that represent the challenge and the opportunity of the project. Dealing with completely different strategies and framework conditions calls for reflection and positioning of one's own actions and opens up new perspectives and ways. The results are relevant for educational institutions as an organization and places of learning as well as for the offers made by the institutions as learning formats and learning content. In this respect, both the employees and teachers, but as a consequence also all participants, benefit from the changes. In addition, the development of the educational institution and its learning formats and contents are also an asset for the respective educational landscape on site. Three teaching / training activities are planned in three different countries on the key topics of learning locations, learning formats / learning content and learner orientation. The objective is to present the relevance and implementation options of the key themes for the local institution, the educational landscape in the host country and in the partner countries. The assignment of the main topics results from the specific circumstances of the partner organizations, which in their diversity are models for learning from, with and with each other. In addition to full-time employees, target groups are also teaching staff and volunteers in the organizational context of the participating institutions. The aim is to include all those responsible for the success of educational events organized by the organizations in the qualification context and to raise awareness of the need to implement the key issues. In addition, this is intended to achieve early collaboration between the different function groups and to enable multiplication into the respective function groups. Furthermore the context-related meaning of democratic educational ideals and transnational cooperation as a basic prerequisite for the implementation of the key issues should be discussed and illustrated. It is precisely the difference in education systems, contexts and legal and financial framework conditions, which is often described as a difficulty and obstacle, that transcend the perspective of one's own organization. This creates impulses to meet the demands of education in times of globalization and digitalization with ideas and to advance developments. The results are published in a manual of good practice and a cloud-based form of work is developed to enable collaborative work and transparent, barrier-free documentation of the processes. It is planned to expand the experience of this project after the completion to an innovation project with other organizations and to develop online tools for educational institutions.
The aim of the project was that, in addition to full-time employees, teachers and volunteers in the organisational context of the participating institutions should also become familiar with the importance of new forms, places and contents of learning and learn to understand these as a future task of a transnational education strategy. The aim was to involve all those responsible for the success of the organisations' educational events in the qualification context and to sensitise them to the necessity of implementing the guiding themes. In addition, early cooperation between the different functional groups should be achieved and multiplication into the respective functional groups should be made possible. Furthermore, the context-related importance of democratic educational ideals and transnational cooperation as a basic prerequisite for the implementation of the guiding themes should be addressed and illustrated. The differences in educational systems, contexts and legal and financial framework conditions, which are often described as difficulties and obstacles, promote a view beyond the horizon of one's own organisation. In this way, impulses are created to meet the demands of education in times of globalisation and digitalisation with ideas and to advance developments.
All education providers in the European Union are currently facing what is probably the greatest challenge and transformation in their history: counteracting increasing individualisation through digital possibilities while at the same time demanding social division and exclusion of entire groups of people. This is happening under the most difficult social and political conditions since the founding of the EU - the threatening disintegration of democratic structures and values as the highest maxim of the community of states and the existential fears of traditional educational institutions in connection with contact and travel bans triggered by the Covid19 pandemic. In addition, at least among the younger generation, i.e. future participants and leaders, there are clear demands for an authentic, diversity-oriented and sustainable design of educational institutions and their contents. The independent non-school educational institutions are therefore challenged to develop completely new strategies and concepts in order to reach participants at all in the future and thus to be able to fulfil their tasks in the educational context of lifelong learning. This concerns both the places of learning themselves and their nature as well as the forms of learning in structure and content. Examples in this context are the concepts of third learning places, blended learning/inverted classrooms, community and shared learning, cloud-based learning, sustainable learning and experience-based learning. It is therefore necessary to rethink both the learning places and the learning concepts and content. The institutions are thus faced with the challenge of a structural and content-related change that seems almost impossible to achieve alone. The partners come from very different educational contexts and work in different educational fields. In addition, they are very different in their size, organisational form, funding and orientation of the educational programme. It is precisely this diversity and the fact that several have not participated in strategic partnerships before that represents the challenge and the opportunity of the project. Also dealing with completely different strategies and framework conditions. The results of the project are useful for both educational and non-educational stakeholders. The results obtained are relevant both for educational institutions as organisations and places of learning and for the learning formats and contents offered by the institutions. In this respect, both staff and teachers, but as a consequence also all participants, benefit from the changes. In addition, the development of the educational institution and its learning formats and content are also a benefit for the respective local educational landscape.