Awero team
Learning for a better future in Ljubljana
12 Dec, 02:47
“We were asked, ‘how do you learn’, and each of us had different ideas. Someone talked about individually versus groups; somebody talked about on the computer, on a phone, and then the conversation kind of went onto the way we learn in different ways, but basically we learn at every step.”
Urška Česnik recalls the study visit to Vilnius, Lithuania, which kicked off Ljubljana City of Learning in earnest. TiPovej, the organisation she works for and which manages the Cities of Learning platform in the city, was part of a strategic partnership in 2019 and immediately saw the potential to connect young people to learning opportunities
“[It is] this virtual map where young people can find learning opportunities that are just around the corner, or maybe they’re actively searching for specific competences they want to improve, upgrade or learn,” Urska explains. “But everything being visible and close to them, and accessible and open for them to use, this was our motivation.”
Shared hopes and vision
TiPovej wasn't alone in seeing the possibilities either, and Urska points to the trust and collaboration built with the Ljubljana’s policymakers as a key element of their success.
“From the start, we worked closely with the Youth Office. They were with us on study visits, sharing their vision and hopes, and it became clear that we were building something meaningful together,” she explains.
For Katarina Gorenc, head of the Ljubljana’s Youth Office, the concept aligned with the city’s goals and gave an opportunity for building recognition in sectors that traditionally miss out: “We recognised it as a way to support our youth strategy and consolidate scattered information about learning opportunities into one cohesive system. This was especially important for promoting non-formal education and youth work, which often lack the recognition they deserve.”
This partnership between platform manager and policymakers, plus TiPovej’s long track record of working in non-formal education and youth work in the city, is one which Katarina believes is key to initiative’s success.
“We are a small office, but having an experienced and dedicated organisation like TiPovej managing the platform makes all the difference. Their connection with local organisations ensures that the platform stays dynamic and relevant.”
Empowering organisations and individuals
Already the impact of Ljubljana City of Learning is evident both locally and internationally. The platform has empowered youth organisations to reach more people, create digital learning content, and recognise skills through Open Badges. Urska explains, “Organizations use the platform to record participant achievements, offer digitised learning materials, and even explore international opportunities. It’s a movement that celebrates the diversity of learning.”
Being part of the Cities of Learning Network has also elevated Ljubljana’s visibility on the international stage. “We’re now part of European conferences and conversations about non-formal learning and youth work,” Urska notes. While locally, the platform’s integrated ability to offer micro-credentials is opening new doors for young people. “When youth understand what they’ve learned and can express it to employers, it boosts their confidence and career prospects,” she adds.
As well as this, Katarina sees the platform as a way to increase the visibility of youth work and non-formal learning: “It’s a qualitative tool that shows the range of opportunities available to young people in Ljubljana, empowering both organisations and individuals.”
A movement that’s still growing
Urska describes Ljubljana City of Learning as a movement, not a project or initiative because, she says, it's still developing even now.
“There are many organisations in Ljubljana that offer qualitative learning experience and non-formal learning activities for young people, and we have not yet reached all of them,” Urska explains. “That's why it's a movement, because we're growing slowly but surely.”
This growth is supported by an annual recruitment drive to get more organisations to sign up to the platform with TiPovej’s help.
“We meet with them many times, one on one, and explore the functions and opportunities of the Cities of Learning platform together, and how they can use it to level or up or complement their work,” Urska says.” But then we also see how they can contribute to the platform and movement.
“[And] the topic of non-formal learning [and youth sector] recognition is also something that’s being discussed more and more. And our organisation as the leader of Ljubljana City of Learning is becoming an active member of these conversations on a local, regional and national level.”
Levelling the playing field of learning
Looking ahead, Urska believes that through Cities of Learning, the value brought by non-formal learning is gaining recognition.
“It’s putting non-formal learning and the youth sector on the same agenda as formal learning,” she explains. “Cities of Learning showcases and celebrates the diversity of learning and diversity of opportunities. One is not more important than the other; they can complement each other.”
Together, TiPovej and Ljubljana municipality are aiming to deepen their impact by further integrating Open Badges into local and national systems. For Katarina, she hopes that in the future badges will become widely recognised by employers.
“The skills young people gain through youth work - teamwork, communication, digital literacy - are the skills of the future. Cities of Learning can help bridge the gap between youth work and the labor market.”
Plus, she hopes, this greater recognition of non-formal learning will also bring added value to communities.
“Non-formal learning is also about solidarity; the values it brings are a sense of democracy, inclusion, and active participation of everybody,” she reflects. “So I think that if Cities of Learning promotes these values also, then we are looking at a better future.”
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
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