Transcript HERVORMING VAN HET SECUNDAIR ONDERWIJS

European Education Policies
Gaby Hostens
16th AEEE Conference
Ghent, August 23rd 2006
Introduction
A new era in educational policymaking in Europe
A European area of education. A Europe of
knowledge
Education and training : tools to achieve, to
implement sectoral policies, f.e. employment,
innovation, social cohesion, economic growth, etc.
Greater centrality of education and training
1.
2.
3.
4.
5.
6.
7.
8.
9.
Maastricht Treaty (1992)
G8 : The Cologne Charter (1999)
EU : The Lisbon Summit (March 2000)
Open Method of Coordination
The Objectives Report (2001)
Detailed Work Programme (2002)
Benchmarks and Benchmarking
Barcelona Summit (March 2002)
Enhanced Cooperation in VET (Copenhagen
Process)
10.
11.
12.
13.
Key Competences
The European Indicator of Language Competence
A European Area of Education
A larger Playing Field for Educational policymakers
1.
Maastricht Treaty (1992)
a. A new treaty for the EU : focus on monetary, fiscal,
economic, budgetary policies
b. Education (art. 149)
“The Community shall contribute to the development of
quality education by encouraging cooperation between
Member States and, if necessary, by supporting and
supplementing their action, while fully respecting the
Member States for the content of teaching and the
organisation of education systems and their cultural and
linguistic diversity.”
Europe’s role : limited !
*
*
*
Contribute to the development of quality education
Support and supplement actions
Fully respect the responsability of the member
states
Community actions aiming at :
*
Development of a European dimension
*
Mobility of teachers and students
*
Foreign language teaching
*
Exchange of experience and information
*
Cooperation between educational establishments
→ Socrates programme :
- Erasmus
- Comenius
- Lingua
- Grundtvig
- Arion
- Etc.
c.
Vocational training (art. 150)
“The Community shall implement a vocational
training policy which shall support and supplement
the action of the Member States, while fully
respecting the responsibility of the Member States
for the content and organisation of vocational
training”
Europe’s role : limited !
*
Support and supplement the actions of
member states
Community actions aim to :
*
Facilitate adaptation to industrial changes through
vocational training and retraining
*
Improve initial and continuing vocational training
*
Facilitate access to vocational training and
encourage mobility of institutions and trainees
*
Stimulate cooperation on training between
educational or training establishments and firms
*
Etc.
d.
Subsidiarity in governance
“Whatever can be decided and executed at a
lower shall be decided and executed at that
level”
→
“The Council (…) shall adopt incentive
measures, excluding any harmonisation of
the laws and regulations of the member
states to contribute to the achievement of
the objectives”
2.
Meeting of G8 : The Cologne Charter. Aims and Ambitions
for Lifelong Learning (1999)
*
“The challenge every country faces now is how to
become a learning society and to ensure that its
citizens are equipped with the knowledge, skills and
qualifications they will need in the next century.
Economies and societies are increasingly
knowledge-based. Education and skills are
indispensable to achieving economic success, civic
responsibility and social cohesion. The next century
will be defined by flexibility and change, more than
ever there will be a demand for mobility”
*
Essential elements of Lifelong Learning
Strategy
Early years
Primary education
Secondary education
Vocational education
Higher education
Adult education
“At all stages emphasis should be given to the importance
of creativity, entrepreneurship and education for
democratic citizenship, including respect for the
political, civil and human rights of all people, the value
of tolerance and pluralism, and an understanding and
respect for the diversity of different communities, views
and traditions”
*
Effective strategies to modernize education and
training :
Teachers are the most vital resource
Increased public and private investment
Modern and effective ICT networks
International tests to benchmark student
achievement
Promotion of foreign languages
3.
The Lisbon Summit (March 2000)
a. A strategic objective for the next decade
“To become the most competitive and dynamic knowledgebased economy in the world capable of sustainable economic
growth with more and better jobs and greater social cohesion”
b. An overall strategy aimed at modernising the European social
model
By investing in people
By building an active welfare state
By combating social exclusion
c.
Invitation to education ministers
*
Undertake a general reflection on the future
objectives of education
*
Focus on common concerns and priorities
*
Respect national diversity
*
Report to the European Council in spring
2001
4.
Open method of coordination
a. Definition : an instrument to monitor and follow-up on the
implementation of commonly agreed objectives goal by spreading
best practice and achieving convergence towards these objectives
b. How does OMC work ?
*
Fixing guidelines and timetables to achieve the strategic goal
*
Establishing quantitative and qualitative indicators and
benchmarks
*
Periodic monitoring, evaluation, peer review as mutual
learning processes
*
European guidelines are translated into national and
regional targets
OMC helps countries in
*
Developing their own policies
*
Sharing good practice
*
Reviewing the outcomes of their policies
5.
The objectives report (2001)
a. General aims for education and training
*
Development of the individual : realise his potential
and live a good life
*
Development of the society : foster democracy,
reduce disparities and inequities, promote cultural
diversity
*
Development of the economy : ensure that skills of
the labour force correspond to the economic and
technological evolution
b.
Challenges for Europe in this decade :
*
Changes in working life
*
Society, demography and migration
*
Equal opportunities and social cohesion
*
Enlargement (access of new countries)
c.
Ambitious agenda for education and training systems :
improved quality, facilitation of universal access, opening-up
to the wider world
d.
3 strategic objectives
I.
Increasing the quality and effectiveness of
education and training systems in the EU
II.
Facilitating the access of all to education and
training systems
III. Opening up education and training systems
to the wider world
e.
13 associated objectives
I.
Increasing the quality and effectiveness of
resources
1.
Improving education and training for
teachers and trainers
2.
Developing skills for the knowledge
society
3.
Ensuring access to ICT’s for
everyone
4.
Increasing the recruitment to
scientific and technical studies
5.
Making the best use of resources
II.
Facilitating the access of all
6.
Open learning environment
7.
Making learning more attractive
8.
Supporting active citizenship, equal
opportunities and social cohesion
III.
Opening up education and training to the
wider world
9.
Strengthening the links with working
life and research and society at large
10.
Developing the spirit of enterprise
11.
Improving foreign language learning
12.
Increasing mobility and exchanges
13.
Strengthening European cooperation
6.
Detailed work programme (2002)
a. An ambitious agenda
“For the benefit of citizens and the Union as a whole the
following should be achieved in education and training by 2010 :
The highest quality will be achieved in education and
training and Europe will be recognised as a world-wide
reference for the quality and relevance of its education
and training systems and institutions
Education and training systems in Europe will be
compatible enough to allow citizens to move between
them and to take advantage of their diversity
-
-
Holders of qualifications, knowledge and skills
acquired anywhere in the EU will be able to get
them effectively validated throughout the
Union for the purpose of career and further
learning
Europeans, at all ages, will have access to
lifelong learning
Europe will be open to cooperation for mutual
benefits with all other regions and should be
the most-favoured destination of students,
scholars and researchers from other world
regions”
b. A single format for discussions on each associated
objective
*
Rationale
*
Key issues to be addressed
*
Organisation of follow up
Timeline
Quantitative tools : indicators to measure
progress
Qualitative tools : themes for exchange of
good practice and peer review
c.
f.e. Improving education and training teachers and
trainers
*
Key issues :
Professional profile : which skills do
teachers need in the knowledge society
Professional development : initial and
in-service-training in a lifelong learning
perspective
Adequate supply of effective teachers by
making the career more attractive
Attracting recruits with professional
experience in other fields
*
*
Indicators to measure progress
Shortage/surplus of qualified teachers
Number of applicants for training
programmes
% of teachers who follow in-servicetraining
Themes for exchange of good practice and
organisation of peer review
Evaluation of training programmes for
teachers
Conditions for becoming a teacher
-
-
Inclusion of ICT, foreign languages,
European dimension in study and
training plans of teachers
Improvement of working conditions
7.
Benchmarks and benchmarking
a. Policy rationale : soft pressure, moral obligation
Open method of Coordination
b. Setting benchmarks is
a crucial, =
to monitor progress effectively
a sensitive =
setting benchmarks
and
is highly political
a difficult =
technically difficult
issue
c.
5 benchmarks : to be achieved by 2010
Early school leavers : An EU average of no
more than 10 % early schoolleavers should be
achieved
Mathematics, science and technology : The total
number of graduates in mathematics, science
and technology should increase by at least 15 %
while at the same time the level of gender
imbalance should decrease
Completion of upper secondary education :
At least 85 % if 22-year-olds should have
completed upper secondary education
-
-
P.S.
Basic skills : The percentage of lowachieving 15-years-olds in reading literacy
should have decreased by at least 20 %
compared to the year 2000
Lifelong learning : The average level of
participation in lifelong learning should be at
least 12,5 % of the adult working age
population (25-64 age group)
No benchmark for investment in human
resources !
Reaching the European benchmarks in the field of education would
imply in 2010 :
*
2 million fewer young people would have left school early
*
2 million more would have graduated from upper secondary
education
*
200.000 less 15 years old would be low performers in reading
literacy
*
4 million more adults would participate in lifelong learning
*
All students leaving school would be able to communicate in
two foreign languages
(from Progress towards the Lisbon Objectives in Education and
Training. Commission staff working document, Brussels, 16.05.2006)
8.
Barcelona EU summit (March 2002) calls for further action
- Introduction of instruments to ensure transparency of
diplomas and qualifications (ECTS, diploma and certificate
supplements, European CV)
- Closer cooperation in the context of the Bologna process
- Simular action in the area of vocational training
(Copenhagenprocess)
- Improved mastery of basic skills by teaching at least two
foreign languages from a very early age; establishment of a
linguistic competence indicator in 2003 (sic !); development of
digital literacy; generalisation of an Internet and computer user’s
certificate for secondary school pupils (ECDL)
9.
Enhanced cooperation in VET = Copenhagen process
a. The Bologna process : paving the way
*
Ante : European higher education area
Lack of transparancy in structures
No quality assurance mechanism
No recognition of qualifications, credits
*
Post : The answer :
Bachelor – Master
Accreditation
ECTS
b.
Rationale for enhanced cooperation in VET
*
Current situation
Highly fragmented VET : schoolbased, work-based
No transfer of credits
Uneven quality across countries
New providers
*
The answer
Greater transparency of structures
Recognition of qualifications and
competences
-
Minimum standards in VET
c.
Work programme : development of
*
Tools to support transparency :
European Qualification Framework
*
Instrument for credit transfer
*
Criteria and principles for quality in
VET
10. Key competences
a. Objectives report and detailed work programme :
Numeracy and literacy (foundation skills)
Basic competences in mathematics, science and
technology
Foreign languages
ICT skills and use of technology
Learning to learn
Social skills
Entrepreneurship
General culture
b.
Key competences for lifelong learning. A European
Reference Framework, November 2004
Key competences are crucial for
*
Personal fulfilment and development
throughout life (cultural capital)
*
Active citizenship and social cohesion
(social capital)
*
Employability (human capital)
Key competences are
*
Transferable : applicable in many
situations and contexts
*
*
-
Multifunctional : can be used to achieve
several objectives, to solve different kinds of
problems
Applicable across all levels of education and
training contexts throughout lifelong learning
Overall definition :
Key competences represent a transferable,
multifunctional package of knowledge, skills and
attitudes that all individuals need for personal
fulfilment and development, inclusion and
employment. These should have been developed by
the end of compulsory schooling or training, and
should act as a foundation for further learning as
part of lifelong learning
-
List of key competences
*
Communication in the mother
tongue
*
Communication in foreign languages
*
Mathematical literacy and basic
competences in science and
technology
*
Digital competence
*
Learning to learn
*
*
*
Social and civic competences
Sense of initiative and
entrepreneurship
Cultural awareness and expression
-
Definition of selected key competences
* Communication in the mother tongue
Communication in the mother tongue is the
ability to express and interpret concepts,
thoughts, feelings, facts and opinions in both
oral and written form (listening, speaking,
reading and writing), and to interact
linguistically in an appropriate and creative way
in the full range of societal and cultural contexts
– education and training, work, home and
leisure
* Learning-to-learn
Learning-to-learn is the ability to pursue and persist in
learning. Individuals should be able to organise their own
learning, including through effective management of time and
information, both individually and in groups. Competence
includes awareness of one’s learning process and needs,
identifying available opportunities, and the ability to handle
obstacles in order to learn successfully. It means gaining,
processing and assimilating new knowledge and skills as well
as seeking and making use of guidance. Learning to learn
engages learners to build on prior learning and life experiences
in order to use and apply knowledge and skills in a variety of
contexts – at home, at work, in education and training.
Motivation and confidence are crucial to an individual’s
competence
* Sense of initiative and entrepreneurship
Entrepreneurship refers to an individual’s ability to turn
ideas into action. It includes creativity, innovation and
risk-taking, as well as the ability to plan and manage
projects in order to achieve objectives. This supports
individuals, not only in their everyday lives at home and
in society, but also in the workplace, in being aware of
the context of their work and being able to seize
opportunities. It is a foundation for the more specific
skills and knowledge needed by individuals establishing
social or commercial activities
11. The European Indicator of Language Competence
a. Barcelona (March 2002)
Action is needed :
“To improve the mastery of basic skills, in particular by
teaching at least two foreign languages from a very early
age : establishment of a linguistic competence indicator in
2003 (sic !)
b.
2006 : Council document
Context
*
The need for reliable comparative
data on the outcomes of foreign
language teaching and learning
*
The development of the indicator
must fully respect the responsibility of
Member States for the organisation of their
education systems
-
Terms of reference
*
Testing of competences in first and
second foreign languages : Isced
level 2 (or Isced level 3 if a second
foreign language is not taught before
the end of Isced 2)
*
Assessment of competences in the
four productive and receptive skills :
listening, reading, writing, speaking).
First round : not speaking !
-
Advisory board
12. A European area of education
a. Driving forces : who is at the steering wheel ?
*
Setting the agenda
*
Enhance ownership of European education policies
*
Avoid a democratic deficit ! Involvement of a great
many stakeholders
b.
Subsidiarity
*
Striking a delicate balance between
European soft law
National policymaking : cultural and
linguistic diversity
*
Objectives report : impact on national
curricula, organisation of education and
training, mobility of teachers, etc.
13. A larger playing field for educational policymakers ?
a. Greater centrality for education and training in knowledgebased societies
b. New global players :
*
New providers of education and training
*
New certifiers of competences
*
Trade in educational services