Shaping Competence: Quality on transformative learning for schools
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Shaping Competence: Quality on transformative learning for schools

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Paper delivered at LINQ/EFQUEL Conference in Rethymnon, Crete on 8 May 2014

Paper delivered at LINQ/EFQUEL Conference in Rethymnon, Crete on 8 May 2014

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Shaping Competence: Quality on transformative learning for schools Presentation Transcript

  • 1. Dr.Alan Bruce. ULS, Ireland Katerina Riviou, EllinogermanikiAgogi,Greece LINQ/EFQUEL:Crete, 8 May 2014
  • 2.  Future of European educational systems rests on skills, knowledge and attitudes of teachers  Move from largely curriculum centered process to competence is not easy  Standards, outcomes and measures drive curricula  Do these alone meet labor market needs or needs in a transformed socio-political universe?
  • 3.  Students learn more effectively in technologically enhanced environments  Technology is a tool not simply a solution  Technology supports quality – it informs and is informed by best practice  Move towards designing courses as interdisciplinary explorations  Learners learn within a community
  • 4.  Education informed by critical and reflective perspectives  Competence building upon standards  Role of quality – conceptual issues  Alternative to curriculum driven systems  Move from time based system to learning based system  All age groups included
  • 5.  Technological resources and access  Engaging families and communities  Moving from teacher to student focus  Relationship to labor market  Designing for difference: inclusion and UDL  The role of adult education and lifelong learning  Addressing the impact of change
  • 6.  End of permanent jobs for life  Casualization and degraded conditions  Part-time and fragmented work  Developing careers not jobs  Adaptability  Flexibility  High entry level requirements  Market focus  Ethics and social responsibility  Customer service quality and planning
  • 7.  Decreasing workers’ share in national income in all countries  Labor productivity (up 85% since 1980) not reflected in wages (up 35%)  Declining social mobility  Rising income inequality reflected in declining equality of opportunity  Urbanization and rural decline  Mass unemployment and crisis
  • 8.  Patterns of constant change  Permanent migration mobility  Outsourcing  Flexible structures and modalities  Obsolescence of job norms  Knowledge economy  Ecological pressures  End of certainty
  • 9.  Innovation supporting learning  Innovation supporting work  Re-evaluation of traditional methods and structures  Changing needs  Analyzing and responding to impact of globalization  Change without changing – innovation with precedents  Facing new realities – using evidence
  • 10.  Persistence and increase in inequality  Permanent hopelessness of excluded  Embedded violence  Internal underclass  Social polarization  Stripping away rights  Invisibility, ethnic difference and the retreat to denial
  • 11.  Commodification of knowledge  Impact on education systems (Freire, Illich, Field)  Impact on work (Braverman, Haraszti, Davis)  Impact on community - alienation and anomie  From community to networking  Knowledge and learning now centrally linked as product and process dimensions
  • 12.  Conservative  Strict  Hierarchic  Inflexible  Memorization and recall focus  Examination-driven  Resistant to application of new technologies
  • 13.  Pupil/learner centered  Competence driven  Community focused  Technologically enhanced  International engagement focus  Learning process (application modes)  Individual value (humanistic approach)
  • 14.  Disruptive classroom behaviors  Absenteeism  Early school-leaving  Teacher burnout  Migration, integration and sustainability  Literacy, numeracy, basic skills  Languages  Quality and governance DG EAC (2008) European Education andTraining Systems in the Second Decennium of the Lisbon Strategy, NESSE and ENEE.
  • 15. “Competence means the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development.” European Commission, 2008
  • 16.  They are multifunctional  They are transversal across all fields  They refer to a higher order of mental complexity, including active, reflective and responsible approaches to life  They are multidimensional, incorporating know- how, analytical, critical, creative and communication skills – as well as common sense
  • 17.  Meaningful contexts  Multidisciplinary approach  Constructive learning  Cooperative, interactive learning  Discovery learning  Reflective learning  Personal learning
  • 18. The Competency Framework for Teachers articulates the complex nature of teaching by describing three professional elements of teachers’ work:  Skills  Knowledge  Attitudes/values These elements work in an interrelated way as they are put into practice in classrooms.
  • 19. The European Reference Framework of Key Competences was defined in the Recommendation on key competences for lifelong learning adopted by the Council and the European Parliament in December 2006 as a result of five years of work by experts and government representation collaborating within the Open Method of Coordination.
  • 20. • Communication in the mother tongue • Communication in foreign languages • Mathematical competence 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
  • 21.  Digital competence  Learning to learn  Social and civic competences  Sense of initiative and entrepreneurship  Cultural awareness and expression. The five competences mentioned here are transversal. They are cross curricular and pervasive. They also support acquisition of all key competencies
  • 22.  To help teachers acquire and reinforce such skills and knowledge so that they can design cross-curricular activities that support the key competencies acquisition (KCA) of their students.  To support teachers in the process of assessing competences with the use of e-portfolios.  To raise the awareness of the administrative staff of schools in order to support teachers in bridging the gap between policy and practice (e.g. curricular reforms in order to support cross-curricular competence driven activities).  Also aimed at teachers’ collaboration with colleagues, in order ultimately to become innovation leaders in their institutions.
  • 23. TRANSIt
  • 24.  Schooling and education at a crossroads: both structure and process  Labor market and education increasingly connected  Planetary focus is on mobility, skills and innovation  Huge impact of increasing inequality of access and of resources  Crisis as the norm  Addressing assessment  Performance, standards, quality, reproducibility and added value at the heart of competence
  • 25. Dr. Alan Bruce abruce@ulsystems.com Katerina Riviou kriviou@ea.gr TRANSIt Project www.transit-project.eu