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Learning Regions in Hungary (LeaRn) – Non-Formal Learning Point of View
Learning Regions in Hungary as a research projects aims to describe communities, territories and regions that can be called the spatial centres of learning. The aim of the research is to explore and analyse the economic, political, and cultural that contribute to the creation of a learning region; to identify, describe, and compare the regional units as learning communities as well as their cooperation as future "learning regions" (Kozma et al, 2016). We analysed the establishment, organisation and development of learning regions by four dimensions: venues of formal education, systems of vocational training and non-vocational adult education, forms of cultural learning and communal activities.
Learning regions in Hungary: From theory to reality
2021
This volume provides a summary of the latest findings of the research into learning regions conducted between 2011-2015 (LeaRn project), presenting the surveys and analyses comprehensively for the first time in Hungarian.
Community or social learning means the learning of the members of society within a community. Its framework is the local or regional society and its communities. Its aim is mostly to solve a common problem for which previous knowledge is not sufficient and which, therefore, requires new knowledge (competences and skills).
LEARNING REGIONS FOR RESILIENCE IN HUNGARY CHALLENGES AND OPPORTUNITIES
Our study reconsiders the results of the LeaRn ('Learning Regions in Hungary: From Theory to Reality') research project, focusing on the potential contribution of learning regions to regional resilience. After drawing attention to some key points of the theoretical background of learning regions and resilience, we present the results of the statistical examination of the spatial centres of learning and identify the potential learning regions in Hungary. Finally we explain the main findings of case studies which indicated (if not proved) the connection between successful community learning and socioeconomic resiliency. The complex indicator and map of learning regions convey important messages about the conditions and potentials of the evolution of learning regions, learning cities and learning communities in Hungary including the area of regional resilience. Our hypothesis, therefore, is that learning regions in Hungary have the potential for becoming resilient regions as a consequence of the geographic, cultural and social proximity. The study offers evidence to confirm the role of the LeaRn Index set up for the Hungarian learning patterns in this process. Comparing the learning patterns of the Hungarian settlements with socioeconomic indicators allows us to conclude that those regions which are more open to learning have better economic indicators and well-being indexes. PREFACE The present study reconsiders the results of the LeaRn project, focusing on the potential contribution of learning regions to regional resilience. LeaRn ('Learning Regions in Hungary: From Theory to Reality' research project, supported by the Hungarian Scientific Research Fund, principal investigator: Prof. Dr. Tamás Kozma) was carried out between 2011 and 2015. The research was organized by the University of Debrecen, the Department of Andragogy and the Department of Pedagogy; besides the organizers, a number of other professional groups from other institutions at the University of Debrecen and the University of Pécs were also involved in the project. The structure of the study is as follows: the first chapter introduces the terms, drafts the history of learning regions in the research and development policy and draws attention to some key points of the theoretical background of learning regions and resilience. The second chapter presents the results of the statistical examination of the spatial centres of learning and identifies the potential learning regions in Hungary. The third chapter provides a summary of case studies (presenting four towns of the country) focusing on the relations between community learning and resilience.
The Spatial Frame of Lifelong Learning: Learning Regions, Learning Cities, Learning Communities
The terms learning region, learning city and learning community often are not clearly separated from each other in the literature. However, there are certain elements, building blocks of the concepts, even citing learning regions (LR), learning cities (LCi), learning communities (LCo) or learning clusters (LCl), which can be considered constant elements and factors. All these concepts emphasize the importance of partnership, cooperation and interaction between stakeholders in a given spatial frame, the key role of universities as innovation partners, the utilization of local knowledge and the support of bottom-up activities in the regional development processes. At the same time, all these spatial units own special characters which make possible to distinguish them from each other.
Title : Lifelong Learning in a Cross-Border Setting : the Case of Hungary and Romania
2012
This study focuses on the concept of Learning Regions (LR) and Lifelong Learning (LLL) and the way these might be interpreted, conceptualised, connected, measured and used for regional developement purposes. Therefore, this research aims (a) to re-define the concept of ’Learning Region’ according to the necessities of an Eastern-Central European cross-border region; and (b) study the ways and means by which the concept might be statistically measured and topographically presented. The research aims to investigate the following questions: How can the concept of learning regions be interpreted? How can the concept of lifelong learning be statistically measured? How can former research on lifelong learning be applied to our research in a cross-border region? What are the most appropriate indicators of measuring lifelong learning activities of that given region? Is the examined (HU) Bihar – (RO) Bihor Euroregion a ‘learning region’? If so, how might the results be interpreted and used f...
Complex Educational Model Project in the Nivegy Valley, Hungary
Modern Environmental Science and Engineering
In the spring semester of the 2014-2015 school years the 2 nd class MSc students carried out a complex micro-region planning project. The area was examined from more aspects and the students worked out a landscape development concept on regional scale, which implied a sort of viewpoints specified by the teachers participated in the educational model project. The examined area was the Nivegy valley with five small villages (Óbudavár, Balatoncsicsó, Szentjakabfa, Szentantalfa, Tagyon), but the students dealt with the neighbouring settlements too (for example Mencshely or Zánka). All villages' population is under 1000 (Zánka is about 980). We present the process of the work and its results in our study.