NEMO - Network of European Museum Organisations
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Literature

  • ARNOLD, Rolf; FAULSTICH, Peter; MADER, Wilhelm, NUISSL, Ekkehard, SCHLUTZ, Erhard (2000), Research Memorandum on Adult Education. This memorandum - commissioned by the Section for Adult Education at the German Society for Education Science - seeks to generate an impetus to broad, intensive and sustained empirical research on adult and continuing education acknowledging the growing importance of lifelong learning and adult education and the need of research in this field.

 

  • EAEA – European Association for Education of Adults (2006), Adult Education trends and issues in Europe. Adult Education trends and issues in Europe is a high quality analysis of the current State of the Art in non-formal adult education. The main trends in adult learning are described and conclusions and recommendations for the future are formulated.
  • EDCOM - Standing Professional Committee on Education of the American Association of Museums (2000), Excellence in Practice: Museum Education Principles and Standards. This document was developed to help guide and inform the practice of museum education. It is intended for use by museum educators, exhibit developers, curators, directors, board members, peer reviewers, and others who support informal education and teaching with objects, both inside and outside the museum field.

 

  • ENQUIRE (2006), Learning in Galleries. This is the first in a series of briefing notes about how gallery education is addressing key issues in current arts and education policy.
  • EUORPEAN COMMISSION (2001), Making Lifelong Learning a reality. The end report of the Consultation Network that was formed of 7 major European networks with experience in lifelong learing: CSR Europe, The Europea Vocational n Association for the Education of Adults, The European Forum of Technical and Education and Training, The European University Association, The European Vocational Training Association Solidar. (In association with: the European Youth Forum, In cooperation with: the European Commission).
  • EUROPEAN COMMISSION (2005), Task force report on adult education survey. The present report is the final contribution of the second task force, whose objectives were to explore the feasibility and the requirements for launching an EU Adult Education Survey.

 

 

  • FEDERIGHI, Paolo in cooperation with BAX, Willem; BOSSELAERS, Lucien (1999), Glossary of adult learning in Europe. This glossary has been compiled because the creation of a common Europe requires it; because today, as well, policies and measures are being applied in the field of adult learning. Because new subjects, institutions, social partners and social movements are appearing on the scene with new awareness and new competencies. Because politics, practice, thought and research have renewed definitions in our field of work and invented new terminology as a consequence. In this sense, our glossary, has been updated to give the reader a better understanding without, however, any pretence of homogenising the current terminological babel.

 

  • GARTENSCHLAEGER, Uwe (ed.) (2009), European Adult Education outside the EU. This publication is part of the series International Perspectives in Adult Education published by Institut für Internationale Zusammenarbeit des Deutschen Volkshochschul-Verbandes (dvv international). It aims to increase knowledge, deepen insights and improve cooperation in adult education at an international level.
  • GIBBS, Kirsten; SANI, Margherita Sani, THOMPSON, Jane (2008), Lifelong Learning in Museums – a European Handbook. The handbook grows out of Lifelong Museum Learning (LLML), a two year project funded by the European Commission between October 2004 and December 2006 within the framework of the Socrates Grundtvig programme. It presents different learning philosphies and best practice.

 

  • GRUBER, Sigi, SUMMERS, Judith (2000), Education of Adults - An analysis of the adult education projects - Socrates programme 1995-1999 (Published by EAEA - European Association for Education of Adults). An internationally-produced guide to advocacy for use by adult educators in increasing demand for adult learning at local, national and global levels and in a variety of geographical and societal contexts. The Guide, based on international experience, is designed as a tool to help in planning strategies and developing arguments on behalf of adult learners and adult learning.

 

  • ICOM - International Council of Museums (2006), Code of ethics. The code is meant to set minimum standards of professional practice and performance for museums and their staff.
  • INNOCENT, Natasha (2009), How museums, libraries and archives contribute to lifelong learning. This paper sets out how museums, libraries and archives contribute to lifelong learning and calls for their collections, spaces and learning programmes to be integrated into a new joined-up framework that connects formal and informal learning providers. The paper also poses questions for museums, libraries and archives themselves – what more could they do to embrace the opportunities now available to work in partnership with others and support integration to happen.
  • MATRIX KNOWLEDGE GROUP (2009), Lifelong Learning and Well-being. This paper addresses the question of how far learning can contribute to improving well-being. It studies the impact on a person’s well-being of engaging in lifelong learning, and uses this relationship to estimate the economic value of lifelong learning.
  • MUSEUMS ASSOCIATION UK, Code of Ethics for Museums - Ethical principles for all who work for or govern museums in the UK. Code of ethics defines current consensus over the principles that should guide museum practice. “Museums enable people to explore collections for inspiration, learning and enjoyment. They are institutions that collect, safeguard and make accessible artefacts and specimens, which they hold in trust for society." The values in this definition are developed within ten core museum principles prefacing the Code of Ethics.
  • SCHULLER, Tom; WATSON, David (2009), Learning through life. Easy Read Summary of the Inquiry into the Future for Lifelong Learning's main report 'Learning Through Life'.
  • THE EDUCATION AND CULTURE GENERAL-DIRECTORATE OF THE EUROPEAN COMMISSION (2006), Culture and education. Study concerning an inventory of the best practices linking culture with education in the Member States, candidate countries and the EEA countries.

 

  • UNESCO Institute for Lifelong Learning (2004), Recognition, Validation and Accreditation of Non-formal and Informal Learning (RVA). The Synthesis Report on Recognition, Validation and Accreditation is a collation of the UIL (formerly UIE) survey of recognition, validation and certification policy, practice and challenges in 36 countries, conducted in 2004. It is meant to achieve greater participation in Lifelong Learning and Education for All. The analysis of data produced an important typology for comprehending diverse RVA practices that takes into account the reference points for recognition in different countries.
  • UNESCO Institute for Lifelong Learning (2007), Global report on adult learning and education: executive summar. This first-ever Global Report on Adult Learning and Education is based on 154 National Reports submitted by UNESCO Member States on the state of adult learning and education, five Regional Synthesis Reports and secondary literature. Its purpose is to provide an overview of the trends in adult learning and education as well as identify key challenges.
  • UNESCO Institute for Lifelong Learning (2009), Publications catalogue. The UNESCO Institute for Lifelong Learning (UIL) is a policy-driven international research, training, information and documentation centre of UNESCO (United Nations Educational, Scientific and Cultural Organization). Active in all regions of the world, it focuses on adult and continuing education, literacy and non-formal basic education in the perspective of lifelong learning. Its publications are a valuable resource for educational researchers, planners, policy-makers and practitioners. In 2006 UIL became the successor to the UNESCO Institute for Education (UIE). This list includes the publications which have appeared since 2006.

 

 

 

  • WILSON, Peter for the DILLMULI Project Team (2008), Valorisation Report. The report describes how the project developed an exhibition, a film, postcards and brochures, a toolkit and a website, together with an evaluation of these outcomes. The outcomes of the project explore the impact of learning projects in Museums and Libraries. DILLMULI identifies how cultural institutions can play a role in society by providing a learning environment that can have an influence on people’s lives

 

 

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