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Learning for Change


How do we find out what the >bleep< we know?

 

What is it?

The driving force behind the concept of Learning for Change is the perceived need to accelerate the building of sustainable human societies. The process is intended to facilitate learning from experience, as a contribution to the global movement of education for sustainable development.

Learning for Change is still under development but has already been taught to participants from more than 40 countries. It is a book, a methodology, and a set of tools that can be and are also used individually. They are used by/in workplaces in all sectors: public, private, civil society.

How is it used?

Collaborative Learning, gathering people from different backgrounds, each bringing a real-life example from which all can learn; 2-3 days.

Project Assessment, bringing together stakeholders from a single project, department or team; usually 1 day.

Conferences: Part or whole of a conference can be designed to maximize exchange of experience between participants, using the Learning for Change methodology.

Long-term, long-distance collaboration: We are experimenting with an internet-based version of Learning for Change to support on-going exchange of experience between partners in long-term cooperation projects.

Pedagogy: At least one school has begun using Learning for Change as a basic pedagogy on which to base the work of the school, with all staff and all pupils engaged in an on-going collaborative learning process.

How to engage?

There are currently accredited Learning for Change facilitators in Europe, Africa and Asia. Further facilitator training is anticipated but not yet planned. Contact us to enquire about facilitation, or about facilitator training.

The book is available as an Apple iBook and as a pdf. Part 1 comprises a summary of the process, while Part 2 documents the individual methods and tools used. Some of the models and theories are summarized in Part 3. Get the book.

Background

Around 2005, a small group of people convened by Global Action Plan International asked how to become more effective at learning from experience. It seemed as though every project connected with sustainable development either started from scratch, reinventing all wheels; or attempted to impose on the new project some formula previously used.

During two intensive days in 2009 a group of 60-70 people from all over the world studied both functional and dysfunctional patterns in the light of their own experience of education for sustainable development. A workshop with the same focus was held 2012 in Bangi, Selangor, Malaysia.

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