This document provides biographical information about the author and outlines their involvement in adult education in the Netherlands since 1978. It also summarizes the vision, mission, activities and history of the Dutch Platform for International Adult Learning (Learn for Life), which aims to connect national and international developments in adult education, advocate for lifelong learning policies, and support local organizations through projects and dissemination of information. The organization coordinates European projects and a national award, and engages in discussions on topics like qualification frameworks and the European Agenda for Adult Learning.

1. My background
1978 started in catholic rural folk high
school Ons Erf (our farm)
Worked for Driekant, Odyssee and Stavoor
Board member in EAEA
Owner for The Elephant Learning in
Diversity
Secretary of Learn for Life
Board member of Participatie in Diversiteit

2. Vorming – Bildung –
Educational Work -
pedagogiskt arbete -
Utbildning

3. social change
Innovation and implementation
Dutch Platform
For International
Adult Learning

4. OUR VISION
 connection between national and international
developments in AE
 ‘translation’ of EU policy to the Dutch situation and vice
versa
LEARN FOR LIFE believes that
policy in the Netherlands should
be more focused on a
responsible analysis and
implementation of European
views and recommendations.
Not only the national
government, but also regional
and local governments can
benefit from
European developments in local
education.

5. OUR VISION
 Lifelong learning offers an important contribution to
◦ the further democratisation
of society
◦ the emancipation of
vulnerable groups
◦ the promotion of
social consciousness
 Dissemination of the international approach to
lifelong learning, and non-formal learning for adults in
particular

6. Our mission
a network bringing professional adult
educators and researchers working for
different and sometimes competitived
organizations around the table in order
to exchange and discuss experiences
with projects and policy documents

7. Our mission
 international project development and
innovation
 national dissemination of project results

8. OUR MISSION
 supporting local and regional
organisations and authorities in the
Netherlands in the development and
shaping of internationalisation policy

9. Our mission
 following European developments and
discussions such as
◦ implementation of EQF/NLQF
◦ strategic goals of Educ. & Training 2020
◦ European Agenda for Adult Learning
◦ Erasmus for All 2014-2020

10. OUR MISSION
 Advocating the developments of Dutch AE
 Contact for Ministries, local authorities, AE
institutions and organisations
 Commenting and influencing Dutch Policy

11. OUR ACTIVITIES
 Area Rural Development
and Education, amongst
others:
 LEARNING HEART
 VITAL VILLAGES
 LILLA
 SMART
 I-CARE
 RURAL ACADEMY
 Area Lifelong Learning,
amongst others
 SOWING THE LEARNING SEEDS
 ALWE
 TROG
Coordinator ands partner in European projects

12. OUR ACTIVITIES
 National award for Dutch international AE-
projects

13. OUR ACTIVITIES
 Round table discussions, expert- and
network

14. OUR ACTIVITIES
 International exchange:
◦ Information for young people one year stay at
a Norwegian folk high school
◦ Studyvisits

15. Activities
 Learning Festival
 Encouraginge people to further
develop their knowledge and
skills.
 ‘You are capable of more than you
think’
 Target audience adults,
particularly senior citizens, ethnic
minorities, the disabled, job seekers and
those who have not had the benefit of
higher education.
 National kick off meeting followed
by local activities mostly
organised by a local chain of
education providers.

16. Our credo

17. Non-formal
popular education
 Folk University Amsterdam
1913
 Folk Highschool
Allardsoog Bakkeveen
 1931-1932

18. COMING AND GOING OF
INSTITUTIONS AND
ORGANISATIONS
20-6-2013 Jumbo Klercq 18
1900
1950
1965
1965
1990
2010

19. HOLLAND AS PILLAR SOCIETY
20-6-2013 Jumbo Klercq 19
Political party
Trade union
Tv
Radio
Journal
Organisations
Social work
Footballclubs
Housing
organisations
Protestant
•Federation of residential adult education centres
Catholic
•Catholic Folk High Schools
Liberal
•Association of Folk high schools
Socialistic
-Woodbrookers

20. 1946-1959 RESTORATION
New spirit of cooperation and
community development
De facto restoration of the former
pillars – national umbrella
organisations
Strong focus on social work as
intervention against “the declining
of norm awareness, the threat of the
youth and the danger of the mass”
20-6-2013 Jumbo Klercq 20

21. Changing role
of the state
1950-1960 need for
governemental support
1960-1963 increasing
governemental support
1964-1973 from fully granted
into subsidy of activities
1974-2013 decentralisation and
withdrawal
20-6-2013 Jumbo Klercq 21

22. 1964-1973
the long run
through the
institutions
Provocation
Breaking the pillars
Power to the people
Professionalisation
New productivity
20-6-2013 Jumbo Klercq 22

23. the seventies

24. New education structures
Basiseducation
Educational work with
young adults
Educational work with
working youngsters
Open school activities
•Decentralised to
municipalities
Folk
Universities
•State subsidy for
voluntary work
organisations and
vulnerable groups
•Funds social partners for
working councils
•Market orientied: pre-
retirement education,
management training,
Folk High
Schools
A
D
D
I
T
I
O
N
A
L

25. Who am I?societal persona
identity-
representing
identity-
creating
The idea that a human being is free to chose its own community

26. A LIFE LONG LEARNING
DEVELOPING QUALIFYING

27. 1988-2000
Memorandum
of Lifelong Learning
20-6-2013 Jumbo Klercq 27

28. 1988-2000 mergers and
managers, market and marketing
45 > 5 residential
folkhighschools
450 > 90 folk
universities
650 > 400
municipalities
20-6-2013 Jumbo Klercq 28

29. 2000-2010 NETWORK SOCIETY
20-6-2013 Jumbo Klercq 29

30. Integration
Language
training
Dutch
Social
participation
Political
participation
(local)
Mother
tongue
1001
power
S
U
B
s
I
D
I
S
e
d
A
T
Y
O
U
r
O
W
N
C
O
S
T
S

31. Multi- & intercultural
Own guilt
CULTURE OF
GUILT
CULTURE OF
SHAME retiring
Everything is
possible,
normlessnes TALK CULTURE
CULTURE OF
SILENCE Tabuisation
I
New
Melange
western/european not-western
individual orientation collective orientationwe
Independent
opinion Reliable
Man-Woman
Equality Self
responsible
Inner control
SHADOW-
SIDE: too
much
individualisation
Loyality
Dependancy
Woman subordina
to man
Social control
SHADOW-
SIDE: too much
group behaviour and
stigmatisation
(J. Simsek)

32. Migrant groups
 No education any longer
 Too less competency development
 Too less financial expertise
 Bad financial management
 Growing frustration
 Eruptions

33. Where do we go from here?
 Less tolerant and severe migration policy
 End of subsidies
 End of the multicultural society
 Higher educated 2nd and 3rd generation
 Between obedient and willing integration,
solidarity with protests in Turkey and jihad
battle in Syria

35. If Grundtvig should live nowadays
….
 He should not have established the folk
high schools
 He should have been active on the work wide
wide web, online in various learning
communities and using several social media
 This would be his new transformation of
“the school for life’

36.  Learning is not anylonger bound in place and
time
 Networks are getting more important than
institutions
 Multidmensional learning
blended learning
 Knowledge sharing,
peer learning, communities of good practices

37. http://the-elephant.nl