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Urban Governance in the EU - Current Challenges and Future Prospects

Title Original Language: 
Urban Governance in the EU - Current Challenges and Future Prospects
Abstract Original Language: 
The quality of territorial foresight and, in particular, of urban foresight, is nowadays measured not so much in terms of the ability to anticipate possible futures, always challenged by the increasing uncertainty and the exponential rate of change, as in terms of the ability to construct collective visions of the future that are ambitious, proactive and engaging for stakeholders and citizens.
What foresight has to offer is its capacity to approach both long-term challenges, perceived in the present, as well as shared aims and values in a distant horizon. This publication attempts to address these challenges by ‘imagineering’ the future of cities though the application of methods and techniques drawn
from the strategic foresight and prediction fields in a systematic, rigorous and holistic way.
Original Language: 
Date of Editorial Board meeting: 
Publication date: 
Tuesday, November 1, 2011
Abstract in English: 
The quality of territorial foresight and, in particular, of urban foresight, is nowadays measured not so much in terms of the ability to anticipate possible futures, always challenged by the increasing uncertainty and the exponential rate of change, as in terms of the ability to construct collective visions of the future that are ambitious, proactive and engaging for stakeholders and citizens.
What foresight has to offer is its capacity to approach both long-term challenges, perceived in the present, as well as shared aims and values in a distant horizon. This publication attempts to address these challenges by ‘imagineering’ the future of cities though the application of methods and techniques drawn from the strategic foresight and prediction fields in a systematic, rigorous and holistic way.
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199
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Governance of Metropolitan Regions. European and Global Experiences

Date of Editorial Board meeting: 
Publication date: 
Monday, June 20, 2011
Abstract in English: 
For many years now the Committee of the Regions has been building a reputation of being "the EU's Assembly of Regional and Local Representatives".
It decided to contribute to the debate on metropolitan governance by pulling resources together with a long-standing international partner like the Forum of Federations (FoF). The going together with such a renowned global academic network on federalism in this project, provided the CoR with an unprecedented mix of analytical and policy expertise on urban and metropolitan issues to be able to offer to our members and the rest of the EU institutions.
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183
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Challenges at the Horizon 2025

Title Original Language: 
Challenges at the Horizon 2025
Abstract Original Language: 
Good governance is based upon foresight that allows decision makers to highlight their choices under a new perspective. The Committee of the Regions (CoR) has turned to forward planning and foresight to react to new political and socioeconomic developments in Europe.
The aim of this report is to identify the future challenges that confront the CoR and the European local and regional authorities (LRAs) at the horizon in 2025. It draws up three possible scenarios with predictions about the future evolution of European integration and the implications for the LRAs and the CoR.
The future evolution of European integration necessarily involves an identification of a number of trends, challenges and opportunities over the coming decades.
Subsequently, the report formulates key questions for debate and provides practical options and suggestions on how LRAs can make progress.
Original Language: 
Date of Editorial Board meeting: 
Publication date: 
Saturday, February 1, 2014
Abstract in English: 
Good governance is based upon foresight that allows decision makers to highlight their choices under a new perspective. The Committee of the Regions (CoR) has turned to forward planning and foresight to react to new political and socioeconomic developments in Europe.
The aim of this report is to identify the future challenges that confront the CoR and the European local and regional authorities (LRAs) at the horizon in 2025. It draws up three possible scenarios with predictions about the future evolution of European integration and the implications for the LRAs and the CoR.
The future evolution of European integration necessarily involves an identification of a number of trends, challenges and opportunities over the coming decades. Subsequently, the report formulates key questions for debate and provides practical options and suggestions on how LRAs can make progress.
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137
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Policy Challenges for the Next 50 Years

Date of Editorial Board meeting: 
Publication date: 
Wednesday, July 2, 2014
Abstract in English: 
This paper identifies and analyses some key challenges that OECD and partner economies may face over the coming 50 years if underlying global trends relating to growth, trade, inequality and environmental pressures prevail. For example, global growth is likely to slow and become increasingly dependent on knowledge and technology, while the economic costs of environmental damages will mount. The rising economic importance of knowledge will tend to raise returns to skills, likely leading to further increases in earning inequalities within countries. While increases in pre-tax earnings do not automatically transform into rising income inequality, the ability of governments to cushion this impact may be limited, as rising trade integration and consequent rising mobility of tax bases combined with substantial fiscal pressures may hamper such efforts. The paper discusses to what extent national structural policies can address these and other interlinked challenges, but also points to the growing need for international coordination and cooperation to deal with these issues over the coming 50 years.
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School's Over: Learning Spaces in Europe in 2020: An Imagining Exercise on the Future of Learning

Date of Editorial Board meeting: 
Publication date: 
Wednesday, October 1, 2008
Abstract in English: 
This report uses a rigorous imagining approach to develop an alternative way of organizing learning in Europe whereby the traditional school system no longer plays a significant role. This study shows that, on the basis of phenomena already present in Europe today, it is possible to invent a discontinuous model of how people learn and how what they learn is used in everyday life. At the core of this model is a carefully elaborated idea of learning spaces that encompass new ways of ensuring that people have the capacity to control, direct, share and deepen their knowledge throughout their lives. These multi-dimensional learning spaces are imagined as operating in a systemically different economic and social context. One where non-technocratic, non-hierarchical learning is central to the production of local well-being and community based identity. “School’s Over” is meant to challenge both the functional and organizational assumptions that currently dominate, often implicitly, the choices being made today.
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Teacher networks. Today's and tomorrow's challenges and opportunities for the teaching profession

Date of Editorial Board meeting: 
Publication date: 
Friday, November 30, 2012
Abstract in English: 
Schooling is changing as much as society is changing. Except that society goes faster, and schools are traditionally slower to accept and incorporate novelties. The digital divide is now present at a new level: networked teachers vs. “the others”. In other terms, the networked teacher might sometime feel isolated in his/her school, but at the same time, has thousands of colleagues online as a sounding board.
We do not know what society will look like next year; and thinking ahead to 2025 makes your head spin. From this point of view, the effort of this book to foresee scenarios in more than 10 years’ time is amazing and stimulating. No matter how different we shall all be in 2025, one thing can be regarded as certain: we shall all be more connected. Or, rather, more networked. This book provides data, analysis, scenarios, reflections and evidence that education can change, and, to certain extent, has changed and it has become more connected.
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Open Education 2030: Vision Papers Part III: Higher Education

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Date of Editorial Board meeting: 
Publication date: 
Saturday, June 1, 2013
Abstract in English: 
In spring 2013 the Institute for Prospective Technological Studies (IPTS) called upon experts and practitioners to come up with visionary papers and imaginative scenarios on how Open Education in 2030 in Europe might look like in 2030, with a major focus on Open Educational Resources and Practices. Three calls for vision papers were launched, one in each of the areas Lifelong Learning, School Education and Higher Education. This publication presents all papers submitted to the Higher Education call. Each paper is different in form, focus, content and style, but all of them raise important issues when thinking about "opening up" education.
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Open Education 2030: Vision Papers Part II: School Education

Date of Editorial Board meeting: 
Publication date: 
Saturday, March 1, 2014
Abstract in English: 
In spring 2013 the Institute for Prospective Technological Studies (IPTS) called upon experts and practitioners to come up with visionary papers and imaginative scenarios on how Open Education in 2030 in Europe might look like in 2030, with a major focus on Open Educational Resources and Practices. Three calls for vision papers were launched, one in each of the areas Lifelong Learning, School Education and Higher Education. This publication presents all papers submitted to the School Education call. Each paper is different in form, focus, content and style, but all of them raise important issues when thinking about "opening up" education.
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Open Education 2030: Vision Papers Part I: Lifelong Learning

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Date of Editorial Board meeting: 
Publication date: 
Tuesday, April 9, 2013
Abstract in English: 
In spring 2013 the Institute for Prospective Technological Studies (IPTS) called upon experts and practitioners to come up with visionary papers and imaginative scenarios on how Open Education in 2030 in Europe might look like in 2030, with a major focus on Open Educational Resources and Practices. Three calls for vision papers were launched, one in each of the areas Lifelong Learning, School Education and Higher Education. This publication presents all papers submitted to the Lifelong Learning call. Each paper is different in form, focus, content and style, but all of them raise important issues when thinking about "opening up" education.
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The Future of Learning: Preparing for Change

Date of Editorial Board meeting: 
Publication date: 
Tuesday, November 1, 2011
Abstract in English: 
This report aims to identify, understand and visualise major changes to learning in the future. It developed a descriptive vision of the future, based on existing trends and drivers, and a normative vision outlining how future learning opportunities should be developed to contribute to social cohesion, socio-economic inclusion and economic growth.
The overall vision is that personalisation, collaboration and informalisation (informal learning) are at the core of learning in the future. These terms are not new in education and training but will have to become the central guiding principle for organising learning and teaching in the future. The central learning paradigm is thereby characterised by lifelong and life-wide learning, shaped by the ubiquity of Information and Communication Technologies (ICT). At the same time, due to fast advances in technology and structural changes to European labour markets that are related to demographic change, globalisation and immigration, generic and transversal skills become more important, which support citizens in becoming lifelong learners who flexibly respond to change, are able to pro-actively develop their competences and thrive in collaborative learning and working environments.
Many of the changes depicted have been foreseen for some time but they now come together in such a way that is becomes urgent and pressing for policymakers to consider them and to propose and implement a fundamental shift in the learning paradigm for the 21st century digital world and economy. To reach the goals of personalised, collaborative and informalised learning, holistic changes need to be made (curricula, pedagogies, assessment, leadership, teacher training, etc.) and mechanisms need to be put in place which make flexible and targeted lifelong learning a reality and support the recognition of informally acquired skills.
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