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Marc Durando - e-Skills Weeks closing event - Welcome address



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  • 1. eSkills Week – Closing event 5 March 2010 European Commission Enterprise and Industry The e-Skills Week is an initiative of the European Commission Marc Durando, Executive Director, European Schoolnet
  • 2. What is European Schoolnet ? Dedicated to Supporting schools in bringing about the best use of technology in learning Promoting the European dimension in schools and education Improving and raising the quality of education in Europe Network of 31 Ministries of Education in Europe
  • 3. What are doing our MoEs? Curriculum Teaching process Assessment CURRICULUM The knowledge based economy implies to have a workforce having the same characteristics (competitive, flexible, innovative, …). Our curriculum have to address the e-Skills dimension. Three pillars of education ASSESSMENT The new generation must have the appropriate mix of e-Skills to help them find a satisfying and rewarding career in the future. TEACHING PROCESSES Necessity to have initial training programmes and In service training programmes to integrate the eskills dimension.
  • 4. Place of e-Skills in our education systems Introduction of e-Skills linked to reform process No clear assessment policies for these skills initial or in-service teacher programmes to be revised e-Skills frequently integrated in a cross-curricular way Recognition of the importance of e-Skills
  • 5. STEPS study
    • Study of the impact of technology in primary schools (DGEAC and EACEA funding)
  • 6. Approach and Methodology : Multiple perspectives Birmingham UK Teacher survey: 18,000 interviews 60 research studies: 22 countries Policy survey: 30 Correspondents School survey: 255 respondents 25 case studies: 13 countries
  • 7. Impact on learners 1-Knowledge, skills and competences
    • Teachers are positive:
    • ICT supports competence development
    • ICT helps children understand better
    • ICT improves support for individual needs
    • Learners may lack basic computer skills
    • Discrepancy between home and school ICT access
    • Use of ICT at home does not necessarily relate to
    • education purposes.
    • Correlation with PISA results (home an school ICT use
    • provides better achievements in some disciplines
    • – sciences).
    • Main issue concerns the relation to knowledge –
    • access to information via ICT does not necessarily
    • mean access to knowledge.
  • 8. Impact on learners 2-Motivation, confidence and engagement in learning
    • More motivated and attentive
    • Positive attitude and engagement
    • Impact on group processes and
    • collaborative learning
    • Overcome low motivation,
    • social diversity and disengagement
    • Learners participate more actively
    • Guided enquiry-based tasks are motivating
    • Learning inside and outside of school
    • Parental engagement
    • Learning environment out of school
    • has developed.
    • It now implies that the relation to
    • knowledge building is changing
  • 9. Impact on teachers 3-Teachers use ICT and are ‘ICT-optimistic’
    • Three in four teachers use
    • computers
    • Range of pedagogies supported
    • Constructivist learning
    • environments
    • Teachers in some countries are
    • more ICT-optimistic than others
    • A skeptical minority
    • Low correlation: ICT-optimism/
    • equipment, use and skills
  • 10. Impact on teachers /2: ICT is pedagogically under-used
    • Used more for administration,
    • organisation and planning
    • Lack of pedagogical vision
    • Lack of integration of ICT in each subject
    • prevents new pedagogical approaches
  • 11. 4 Paradoxes on the e-Skills issues e-Skills literacy High e-Skilled professionals e-maturity of pupils e-confidence of teachers
  • 12. 4 Paradoxes on the e-Skills issues E maturity of pupils Consumer versus Creator What the schools does (teaching, guidance) What industry is looking for (role models)
  • 13. MST challenges 3 Main Issues Attractiveness in Europe for MST studies (difficult, image, ….) Career prospects (compared to other sectors) New pedagogical approaches
  • 14. 4 KEY FACTORS Motivated and recognised teachers Innovative pedagogy and creative curriculum
    • Highly qualified and well trained teachers.
    • Recognition of teacher profession (MST).
    • In service training of teachers.
    • Target the formal education system and
    • embed actions in the curriculum.
    • Provide teachers with new content, tools
    • and pedagogical approaches (access to
    • new learning resources).
    • Provide examples of transferable good
    • practice.
  • 15. 4 KEY FACTORS Role and engagement of industry A shift in the demand side
    • Platform for exchange of practices
    • Peer exchange + peer learning approaches
    • Better information to teachers on what
    • exists, on what industry offers, etc.
    • Access to industrial facilities and company
    • research labs and virtual facilities?
    • We need better role models
    • MST teachers should be aware of career
    • opportunities
    • Role to be played by guidance counselors
    • Better information policy (MST career
    • Portals, eskills career portal) EeSA
  • 16. Towards an e-Skills strategy in schools?
  • 17. What are the inhibitors to implementing an eskills strategy in schools ? Inhibitors Difficulty to shift culture of teachers training of teachers Lack of new pedagogical models Difficulty to assess these skills Disparity in curriculum and various cross-curricular approaches Parents expectations - more technology but conservative approach to school organisation
  • 18. What are the enablers for implementing an eskills strategy in schools? Enablers Use of ICT Technology on/ technology off New school environment (in and out of the class) Cooperation: the driving force Confidence of teachers Successful pilots (possible changes in school organisation) More awareness actions and campaigns
    • Multi Stakeholders partnerships
    • Long term actions