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
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.
20.
21. 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.
22. • 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
23. 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
24. 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.
28. 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
