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You can find the  links to the most recent issues here:

Volume 53, No. 4, November 2018
Reconceptualising system transitions in education for marginalised and vulnerable groups
Guest Editors: Paul Downes, Erna Nairz‐Wirth, Jim Anderson

Volume 53, No. 3, September 2018
Learner agency at the confluence between rights-based approaches and well-being
Guest Editor: Jean Gordon

Volume 53, No. 2 June 2018
Special Issue: Are Student Assessments Fit For Their Purposes?
Guest Editor: Janet Looney

Volume 53, No. 1. March 2018
Special Issue: Innovative approaches to Continuous Professional Development in Early Childhood Education and Care. A European perspective.
Guest Editors: Brecht Peleman, Bente Jensen and Jan Peeters

Volume 52, No. 4 December 2017
Special Issue: Education for people, prosperity and planet: Can we meet the sustainability challenges?
Guest Editor: Aaron Benavot

Volume 52, No. 3 September 2017
Title: Participatory Design for (Built) Learning Environments
Guest Editors: Karen D. Könings and Susan McKenney

Volume 52, No. 2 June 2017
Title: The Influence of PISA on Education Policies
Guest Editors: Alain Michel and Xavier Pons

Volume 52, No.1 March 2017
Title : Higher education learning outcomes - transforming higher education ?
Guest Editors : Joakim Caspersen and Nicoline Frolich

Volume 51, No.4 December 2016
Title: Governance Dynamics in Complex Decentralised Education Systems
Guest Editors: Edith Hooge

Volume 51, No 3 September 2016
Title : Vocational Schooling and Social Exclusion in the Western Balkans
Guest Editors : Claire Gordon and Will Bartlett

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Plan of the Learning for Well-being Consortium of Foundations

Please click here to download a presentation of the Consortium's vision, plan and activities.

Vision: Learning for Well-being

Learning for Well-being is about helping children and young people find a sense of inner happiness and a form of life that suits their nature. It is about realizing our unique potential within our common humanity. It builds on the United Nations Convention of the Rights of the Child and reflects the four pillars of learning defined by the report to UNESCO of the International Commission on Education for the 21st Century: learning to know, learning to do, learning to live together & learning to be. It supports the World Health Organisation’s definition of health: Health is a state of complete physical, mental and social well-being, not merely the absence of disease or infirmity.

Statement of Purpose

We, members of the Consortium, will inspire and engage policy makers, foundations and other stakeholders in Europe to listen more to children and young people, and to take more initiatives with them for their well-being in their learning environments (as underlined in the UN Convention on the Rights of the Child).

Success Factors

As our unique approach, we will focus on implementing the concept of learning for well-being for children and young people, based on agreed principles, at the EU, national, regional and local levels by:
  • Encouraging the conscious nurturing of children’s and young people's well-being by providing expertise and input to policy-making at all levels in Europe, especially in less well-covered areas/topics regarding the enhancement of children’s well-being (for example indicators of personal perception).
  • Sharing knowledge and skills among foundations and political decision-makers in order to disseminate and implement effective content and strategies for learning for well-being for children and young people.
  • Supporting inter-sectoral and inter-professional work by the EC Directorate-Generals (e.g. covering health, education, youth policy, mental health etc) and other relevant government and multilateral agencies.
  • Creating a culture of engaging children as change agents in the transformation of their learning environments.
  • Engaging with a critical mass of partners from multiple sectors of society who have the depth and breadth to take forward the vision of ‘Learning for Well-being’.
  • Developing a common language and a co-creative culture in and among European foundations.


  1. Policy-makers, NGOs, businesses and foundations become increasingly aware and take action to improve ways in which learning environments through their development can support the well-being of children and young people, such as:
    1. Early years education and care;
    2. School and out-of-school activities (including educational activities);
    3. Information and communication technology and media;
    4. Local communities /local community development;
    5. Family;
    6. Hospitals, clinics, local surgeries;
    7. Other support systems.
  1. Girls and boys are involved and actively participate in all the different activities in an age appropriate way.
  2. More and more foundations, European institutions and stakeholders are engaged in supporting the vision of ‘Learning for Well-being’.


The Consortium has agreed on a first activity plan:

‘Learning for Well-being’ Policy Glossary:

In February 2010 Professor Ilona Kickbusch was commissioned by the Consortium to take the lead in drafting a Policy Glossary on ‘Learning for Well-being’ for children and young people, which provides a conceptual and strategic framework as well as the basis for a common language for policy makers at all levels in Europe. One of the aims is to help create a shift in mindsets and practices that responds to the diversity of individuals and their learning processes, valuing the fulfilment of individual potential. The Policy Glossary reflects the state-of-the-art in knowledge and interdisciplinary research on ‘learning for well-being’, and outlines principles for policies at different levels of governance and propose ideas about making it happen. The work on the Policy Glossary received a grant from the Calouste Gulbenkian Foundation.

‘Learning for Well-being’ Conference:

The Consortium organised an agenda setting conference to launch the Policy Glossary for European and international institutions, national governments, foundations, business, research and NGOs to support the EU agenda towards the well-being of children.
The conference will be held in Brussels early in 2012 in cooperation with, among others, partners from education, health, media, ICT, community and family organisations. It will bring together global and local partners from multiple sectors of society and disciplines.

‘Learning for Well-being’ Europe Charter:

The Consortium will draft a Charter for adoption by the conference in 2012. It will be a declaration of common understanding of what is required for the diverse learning environments of children and young people to be more conducive to their well-being. This Charter will serve as a guide for developing, implementing and evaluating programmes to enhance the well-being of children.

‘Learning for Well-being’ Indicators:

The Consortium Secretariat has drafted a stocktaking report on existing data sets and indicators for measuring ‘learning for well-being’: The well-being of children and youth a stocktaking report on data sets and indicators. It integrates approaches to understanding the personal perception of children and young people about their well-being in their diverse learning environments and also highlights the need for indicators for measuring the types of competences and capacities that enable them to flourish and realise their unique potential. This understanding will also contribute to shaping the Policy Glossary.

Please click here to download the Stocktaking Report on data sets and indicators on the well-being of children and youth.