In the context of Network Society in the Digital Era, education and open education programmes has to understant and commit to solid partnerships developing win-win strategies. Multifaceted stakeholders partnerships in education are essential for creating and implementing policies, programmes and curricula that can address the complexity of nowadays in an inclusive, efficient and effective way.
The Role of Stakeholders and Parterships in Open Education by Economia Creativa Consultancy OE Global 2016 Krakow april 12-14
1. 12-14 April,Krakow,Poland
Antonio Carlos Ruiz Soria
Justyna Molendowska-Ruiz
Stakeholders and Partnerships
Role in Open Education
Action Lab / Education as Strategy
6. Workshop Outline
6
35’ / Input by facilitators:
Context: Network Society, Digital Era, Open Education &
Innovation
Case Studies
40’ / ‘Roles Game’ lab
15’ / Groups to present their outcome and conclusions
7. Objectives of the Lab
7
1. Underline key elements of network society and Digital Era
disruption into education and learning
2. Signify the relevance of different stakeholders and
Partnerships role in Open Education
3. Strengthen effectiveness of learning content-process-impact
8. “The greatest accomplishments of man have resulted from the
transmission of ideas and enthusiasm”
Thomas J. Watson
“Education is not preparation for life;
education is life itself.”
John Dewey
Unity is strength... when there is teamwork and
collaboration, wonderful things can be achieved.”
Mattie Stepanek
12. Industrial age
• Organizations: “Efficient”, hierarchical
• Assets: tangible
• Economic environment:
- Certainty, little change
- Value based on ´law of scarcity
- ´Simple jobs, traditional skills
- Mass production
- Simple products & processes
Digital age
• Organizations: “learning”, internetworked
• Assets: tangible + intangible
• Economic environment:
- Uncertainty, highly dynamic
- Value based on ´law of abundance
- ´´Complex jobs, e-skills
- Mass customization
- Value-added products & processes
Industrial vs. Digital age characteristics
Source: Jenex, M. (2008), Knowledge Management: Concepts, Methodologies, Tools and Applications, published by
Information Science Reference, London
Knowledge & Creative Economy:
the new paradigm
14. > Lifelong Learning:
14
Covering learning activities for people of all ages
(children, young people, adults and elderly, girls and
boys, women and men)
In all life-wide contexts (family, school, community,
workplace and so on)
Through a variety of modalities (formal, non-formal
and informal)
Adopt a holistic and sector-wide approach involving all
sub-sectors and levels
Source: UNESCO Institute for Lifelong Learning. n.d. Technical Note: Lifelong Learning.
http://uil.unesco.org/fileadmin/keydocuments/LifelongLearning/en/UNESCOTechNotesLLL.pdf
16. 16
Formal Education
Non-formal Education Informal Education
Lifelong learning
Learning and Leaving
Achieving
effective
and inclusive
partnerships
Improving education
policies
Ensuring highly
equitable, inclusive and
quality education system
Mobilizing recourses for
adequate financing for
education
Ensuring monitoring,
follow-up and review
for all targets
Strategic approaches on education (global, national, regional)
Source: Own Elaboration, based on UNESCO (2016) Education 2030 Incheon Declaration
17. Partnerships in open education,
key elements:
17
Source: Own Elaboration, based on UNESCO (2016) Education 2030 Incheon Declaration
Inclusive and participatory
Flexible and open to
• All sectors
• All ages, gender and ethnicity
Deliver quality learning
Mutual accountability
Transparency
Develop synergies
18. 18
Key Stakeholders in Open Education
International
Institutions
UNESCO, OECD, EU
National &
Regional
Governments
Civil Society
Organizations
Teachers &
Educators
Youth &
Students
Private Sector &
Foundations
Research
Community
19. > The role of International Institutions,
National & Regional Governments:
19
Political leadership on education:
Pursuing regional and social cohesion
Planning, implementing and monitoring multifaceted
partnerships
Guidance on the process of contextualization and
implementation of the Education Agenda 2030 goals
and targets
Efficient, equitable and effective management and
financing of public education
Source: Own Elaboration, based on UNESCO (2016) Education 2030 Incheon Declaration
20. > The role of Civil Society Organizations
20
They need to be engaged in all stages from policy design
to implementation
To involve citizens in policy development and
consultations
Undertake evidence based advocacy
Source: Own Elaboration, based on UNESCO (2016) Education 2030 Incheon Declaration
21. > The role of Teachers, Educators and their
Organzations
21
They have to be involved in all stages of policy making:
from curricula planning to delivery and evaluation
They are the bridge between policy and practice
Promote inclusion, quality of learning and equity
Improve curricula and pedagogy
Source: Own Elaboration, based on UNESCO (2016) Education 2030 Incheon Declaration
22. > The role of Private Sector and Foundations
22
Add their experience, innovative approach, business
expertise and financial resources to strengthen education
They can contribute to education and development
through multi-stakeholders partnerships, investment and
contributions that are transparent
Mobilize additional resources for public education
Help education and skill training planners understand
labor market trends and skills needs
Increase inclusive education opportunities by providing
additional services and activities to reach the most
marginalized
Source: Own Elaboration, based on UNESCO (2016) Education 2030 Incheon Declaration
23. > The role of Research Community
23
Develop policy-relevant research in a accessible form for
policy-makers
Develop sustainable capacity for qualitative and
quantitative research
Identify best practices that are innovative, scalable and
transferable
Source: Own Elaboration, based on UNESCO (2016) Education 2030 Incheon Declaration
24. > The role of Youth, Students
& Their Organizations
24
They are the most important target group in the new
Education Agenda 2030
They are the best placed to determine their requirements
for improved learning as active, responsible learners
Efforts need to be made to ensure their active
representation and participation in policy making
They can encourage governments and other partners to
develop education programs for young people in
consultation with young people that are inclusive
Participate in intergenerational dialogue
Source: Own Elaboration, based on UNESCO (2016) Education 2030 Incheon Declaration
27. 27
Co-Creating projects and strategies with public
authorities and entrepreneurs for regional and economic
development
28. > Creative Tourism Workshops
28
We have organized Focus Group and Workshops on
Creative Tourism in collaboration with local Tourism
Innovation Agencies and the participation of
entrepreneurs (Costa del Sol, Spain)
Objective: create grass root strategies and projects for
solving the tourism seasonality that the region suffers
Entrepreneurs also have been coached on creativity,
project development and presentation skills
The outcome of the project has been published in the
report Reinventing Costa del Sol Through Creative
Tourism and Creative Tourism Strategy: Malaga Costa
del Sol, included by OECD at Forum LEED
32. > Innovation Camp for youth empowerment
32
Greater Europe Meetings Paris 2015 have been organized
by Youth Association for a Greater Europe under the
patronage of UNESCO with the participation of
multiple stakeholders from Academia, corporate, NGOs,
SMEs, including Economia Creativa Consultancy
1 weeklong non-formal and informal education training
with the participation of 40 university students from 18
countries of Europe and Russia
We delivered an Innovation Camp in which participants
were trained on creativity and entrepreneurship skills,
project development, pitching, marketing and alternative
funding. 7 projects were created on cultural diplomacy,
tourism, gastronomy, media, ICT and education
34. Activity 40’: Design partnerships involving multiple stakeholders for open
education strategies, programmes or courses
10’ / Define the common goal
10’ / Why the partnership? Who is the lead partner and why? What
each parner add/receive from the partnership?
10’ / How to involve the partners and organize the role of each
partner in the collaboration:
Objectives
Responsibilities of each partner (Activities to develop: courses,
disemmination, advocacy, etc.)
Organization, communication and evaluation
10’/ What are the key elements for the partnership to be successful
Action Lab>
36. > Food for thought
36
The Action Lab discussion highlighted that the difficulty for partnership
projects with multiple stakeholders in open education is not on agreeing on the
need or the target group to address, for example, Youth Unemployment, but on
how to define the common goal in a practical way for a determined involvement
of each stakeholder with long term vision and commitment
From the private sector point of view, projects has to be designed with clear
expectations, benchmarks underlining the achievements that will occurs in
order to obtain funding and sponsoring
The Youth representant in the role game manifested the need of recognition of
courses through assessments and certification (small fees)
Value, long term planning and mutual trust were mention for all stakeholders to
be essential for the success of the partnership.
Educators and teachers satisfaction with their job has to be better understood
in order to engage them in a more active role for open education and motivatoe
those who are not in the Digital mindset to transform their teaching
methodology and attitude
37. Team
37
Antonio Carlos Ruiz Soria
Principal Facilitator & Researcher
Antonio Carlos is Economia Creativa's co-founder
and Managing Partner. He is expert in creative
tourism, digital and collaborative economy.
He advises companies, public institutions and non-
for profit sector on innovation, marketing,
investment and positioning. He is currently Policy
Expert at the European Commission European
Crowdfunding Stakeholders Forum.
He is public speaker and delivers workshops at
international events, including academic
environment on creative and digital economy.
He holds and advanced degree in Economics from
Seville University (Spain)
Justyna Molendowska-Ruiz
Facilitator & Researcher
Justyna is Economia Creativa's co-founder. She is
project leader and responsible for the social media
strategy, event management and production.
Her work at Economia Creativa focuses on digital
marketing, research (creative economy, tourism
and hospitality), photography, creative thinking
and editing, company data management and
events organization.
She holds a MSc in Horticulture from University
of Life Sciences in Lublin (Poland). She has
studied Digital and Social Media Marketing at
Salford Buisness School
