Ce projet a été déposé auprès de l’UE dans le cadre du programme « Lifelong Learning« .
Rivelo se positionnait comme le partenaire Antillais du groupe consistant de :
- The Consortium is led by FUEIB, a University-Enterprise Foundation based in one of the most representative “Tourism Islands” of Mediterranean Europe (Mallorca) and working at international level on the re-shaping of tourism, active in the EU, Latin America and, specifically, the Caribbean Region on Tourism development Projects but also on lifelong learning strategies and training of teachers and trainers.
- The MENON Network is a European Economic Interest Group located in Brussels and active since 1999 in the field of ICT in learning and e-learning.
- Stirring Learning has a strong track record in adult learning in UK.
- Cofora works on the border where knowledge, education and working processes meet in the Netherlands.
- University of Nicosia is the largest private university in Cyprus.
Le projet n’a malheureusement pas été retenu pour recevoir le support de l’UE et n’a donc pas abouti.
Description du projet
This proposal moves from the consolidation that the concept of lifelong learning is still more rooted in policy discourse of international organisations than in observable large scale practice, and that the present level of development and use of ICT has a huge -to a large part unexploited- potential to make lifelong learning a reality for many -virtually all- citizens.
A full implementation of lifelong learning goes through a stronger integration of non-formal, informal and formal learning into daily life, so to make Learning a key dimension in the life-wide experience on the individual and a driving force of society in order to create and test a lifelong learning ecosystem and to connect it to relevant socio-economic development goals, the idea of this network is to work on the tourism sector in small and medium sized islands, making then “Learning Islands”.
In the tourist sector, new models of sustainable tourism are now including a key learning component, proposing alternative offers which actively engage tourists with experiences which are no-longer aimed at pure entertainment. They rather revolve around socially and culturally relevant projects. Many of those deals with environmental themes, international cooperation and volunteering. Why not to think of learning opportunities as a main focus of a new way of experiencing travelling?
Where tourism is a key resource, it has always contributed to shape the identity of the local community as well to its innovation, not only from an economic point of view, but accompanying and defining its development trajectory.
In that respect many key tourist places- like small and medium islands – often suffer (and benefit at the same time) from a traditional seasonal tourism based on beaches, sun and relax and entertainment – which leaves few resources during the other periods of the year when the resident population diminishes driving down the core social activities of the islands.
On the contrary new models of sustainable tourism should be meant to both contribute to support tourist flows across the year as well as local development, favouring exchange and cross-fertilization among the tourist population (and its associated economy) and the local tissue.
On the one hand in fact, new forms of short-term mobility and low-season tourism are becoming important and associated needs are emerging. On the other hand wide scope for intervention exists to define new direction of development of those local communities which can become laboratories of experimentation on larger scale.
The idea of “learning islands” is meant to propose a new model of sustainable tourism deeply integrated with the local community’s development plan and building on its resources, offering “atypical tourists” of low-seasons a set of learning opportunities built on a rich and organised network of local cultural and social organisations.