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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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Website: www.eiesp.org
Email: ieeps@eiesp.org

Development of the Learning for Well-being Policy Glossary: 2010 - 2012

‘Learning for Well-being’ Policy Glossary
 

The 2nd Child Well-being Expert Consultation 2nd – 3rd November 2011


The Policy Glossary was presented at the 2nd Child Well-being Expert Consultation organized by the OECD in partnership with UNICEF, the European Comission and the Learning for Well-being Consoritum of Foundations. This meeting took place in Paris on the 2nd and 3rd November 2011.

On 2nd -3rd November 2011 a 2-day expert meeting on children’s well-being was organised by OECD in cooperation with the Directorate-General for Social Affairs of the European Commission, UNICEF and the Learning for Well-being Consortium of Foundations in Europe. The meeting was attended by about 100 experts from many different countries, policy sectors and disciplines. It brought together the major international experts on child well-being as well as representatives of governments and their statistics agencies.

Link to the OECD website: www.oecd.org/document/0,3746,en_2649_37419_48720751_1_1_1_37419,00.html

After a brief reflection on the state of child policies and needs following the economic crisis, day 1 introduced recent research undertaken by the partner agencies working in comparative child well-being research. UNICEF discussed results of international comparisons of child well-being to examine why some countries seem to systematically fare better in key child outcomes than others. The Learning for Well-being Consortium in Europe introduced their policy glossary; and the OECD introduced findings from a joint project with the European Commission evaluating the quality and content of child surveys. There were also presentations on recent efforts in, and lessons for, child well-being research and data development. Day 2 brought together policy analysis and data collection structured along the stages of childhood (early, middle and late). Children’s unique needs in each stage of childhood require specific policy responses as well as survey instrumentation. In each session, child participation in research and policy development was discussed. The last session of day 2 allowed participants to provide feedback on the different topics discussed and make proposals for future work in this area.

On day 1, a session chaired by Daniel Kropf focused on the work of the Learning for Well-being Consortium of Foundations in Europe: Prioritising child well-being in policy through Learning for Well-being

The draft policy glossary: “Learning for Well-being, a policy priority for children and youth in Europe” was presented and discussed. Participants were invited to comment on the draft that had been circulated before the meeting in order to obtain feedback on the overall thrust, the evidence and examples. Presentations were made by:
Roberto Carneiro (Universidade Católica Portuguesa)
Linda O'Toole (Universal Education Foundation)
Simon Wilson (Policy Expert / Eurochild)

During a later session on New international data collection initiatives, Laura Lippman (Child Trends, USA) presented The “Learning for Well-being” conceptual framework as a basis for survey and assessment tools”.




You can download some of the presentations below. The rest will be made available shortly.
Daniel Kropf's Opening Speech at OECD
‐ Presentation by Roberto Carneiro
‐ Presentation by Linda O’Toole
‐ Presentation by Simon Wilson
‐ Presentation by Daniel Kropf
Presentation by Laura Lippman
Daniel Kropf's Closing Speech at OECD

 
After this event, we will work on the final version of the Policy Glossary and will launch at a One-day Conference that will take place on 27th February 2012 at the Palais des Académies in Brussels. If you would like to be kept informed, please email:gloria@learningforwellbeing.org


Learning for Well-being policy glossary presented at the European Parliament
6th September 2011, Brussels

On the 6th September 2011 the Working Group on the Quality of Childhood at the European Parliament held a meeting hosted by MEP Karin Kadenbach (SD, Austria) on:
Learning for Well-being
A Policy Priority for Children and Youth in Europe
A Movement for Change


The meeting brought together 45 participants from the European Parliament and European NGOs. After a welcome by Michiel Matthes, Secretary General of the Alliance for the Quality of Childhood a member of the European Council for Steiner-Waldorff Education, Daniel Kropf the Chair of the Learning for Well-being Consortium of Foundations and Executive Director of Universal Education Foundation presented the Learning for Well-being Movement.

The keynote presentation of the policy glossary was made by Professor Ilona Kickbusch, Director of the Global Health Programme at the Graduate Institute of International Development Studies in Geneva, on behalf of the ‘Learning for Well-being’ Consortium of Foundations in Europe.

In summarising the presentations, Karin Kadenbach emphasised that too often everything is dealt with in small packages and that we need interaction to ensure that child well-being is in all policies. She underlined the need for values in politics and that it’s not money and power that should count, but people. Rich discussion with the participants followed the presentations.

The meeting concluded the consultations on the first full draft of the policy glossary Learning for Well-being; A Policy Priority for Children and Youth in Europe. A Movement for Change. If you want to know more about the consultations click here

We are very grateful to all the organisations and colleagues who have contributed to shaping this policy document.



ON LINE CONSULTATION!
Learning for Well-being: A Policy Priority for Children and Young People in Europe - Creating a Movement

The Consortium developed a ‘Learning for Well-being’ Policy Glossary designed to provide the basis for a common conceptual understanding and guideline for policy makers at all levels in Europe. It is focusing across sectors (e.g. health, mental health, social affairs, education, etc.), draws on state-of-the-art and multidisciplinary research on well-being and, crucially, it will propose principles for policies and ideas about how to “make it happen”. One aim is to help create that necessary shift in mindsets and practices that can better respond to the diversity of individuals and their learning processes, valuing the fulfilment of individual potential.
 
It drew its initial inspiration from the very successful example in 2006/2007 of European Perspectives on Global Health; A Policy Glossary supported by the European Foundation Centre (EFC) and some foundations (including Universal Education Foundation and the Calouste Gulbenkian Foundation). It has become a valuable tool for policy making. We decided to launch a similar endeavour to develop a policy glossary for learning for well-being. Professor Ilona Kickbusch (who led the first process) has been commissioned to author this policy glossary, designed to provide conceptual understanding for policy makers in Europe. This work has received a grant from the Calouste Gulbenkian Foundation.
 
As drafting progresses, the Consortium will organise different forms of consultation on the outline and drafts to ensure that the Policy Glossary includes the views and insights of experts from different disciplines and sectors and of a broad range of partners and stakeholders from many different sectors of society and from countries across Europe.
 
 

Learning for Well-being’ Policy Glossary Expert Meeting
26-27 November 2010, Marrakech
 

The expert meeting was organised as the first consultation about the Learning for Well-being Policy Glossary. A detailed outline was presented to the advisory group with the intention of receiving feedback and guidance on how best to approach the challenge of drafting a policy glossary on learning for well-being.
 
The Consortium convened the meeting on 26 and 27 November 2010 in Marrakesh. This meeting brought together a group of 20 high-level experts across Europe, as well as from the USA, Canada and the Middle East. They are all specialized in different fields of research, policy and practice in a range of ways influencing children’s and young people’s learning. Representatives of the Learning for Well-being Youth movement, and one of its member organisations (Power4Youth), were also invited to ensure that the perspectives of young people were fully integrated.
 



The two-day meeting was extremely rich in its exploration of the ‘Learning for Well-being’ vision and in its trans-disciplinary discussions on several concepts - key among them those of well-being, learning, education, health, the social care sector, families and community. Participants carefully examined the roles of the diverse learning environments currently present in children and young peoples’ lives and their implications in several policy arenas. They all agreed that the added value of the policy glossary resides in its holistic perspective of the child, thus impacting on the way we understand and nurture the inner potential and diverse learning needs of children and young people.
 
Based on the feedback and discussions in this meeting, Professor Kickbusch will produce a detailed draft for the next stage of consultation in March/April 2011.

 
 
Next steps:
 

The final version will be presented and discussed at a one day conference on 27th February 2012 at the Palais des Académies in Brussels and will address policy makers and policy advocates from across Europe. The conference will be co-facilitated by members of the Learning for Well-being youth movement.
 
 

If you would like further information on the Glossary, or are interested in participating to the Launch Conference, please contact the Consortium secretariat (Gloria Arjomand: arjomand@eiesp.org).