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Open classroom – A European Commission Perspective


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Open classroom – A European Commission Perspective

  1. 1. Open classroom – A European Commission Perspective <ul><ul><ul><ul><ul><li>Nóra Milotay </li></ul></ul></ul></ul></ul><ul><li>European Commission, DG Education and Culture </li></ul>
  2. 2. Why this European Year on creativity and innovation? <ul><li>A celebration of Europe’s creative and innovative past, present and future </li></ul><ul><li>A call for a better understanding of innovation and how it can best be promoted for Europe’s social and economic development </li></ul><ul><li>An economic and social necessity for addressing crucial challenges such as resource scarcity, demographic developments or climate change </li></ul>
  3. 3. Why a European Year? <ul><li>To increase public awareness and interest </li></ul><ul><li>To facilitate and stimulate policy debate </li></ul><ul><li>To identify and disseminate good practices at all levels, European, national, regional and local </li></ul><ul><li>To build a better basis for evidence-based policy-making </li></ul>
  4. 4. Main events of the Year <ul><li>Opening events, Prague 7 January </li></ul><ul><li>Major conferences on education, culture, regional, business aspects… </li></ul><ul><li>Debates for stakeholders and think-tanks </li></ul><ul><li>Regional conferences and events on the promotion of innovation </li></ul><ul><li>Ambassadors’ Manifesto </li></ul><ul><li>Closing event, Stockholm 17-18 December </li></ul>
  5. 5. Shared implementation strategy <ul><li>Interservice working group at the Commission </li></ul><ul><li>National coordinators </li></ul><ul><li>Strong cooperation with regions </li></ul><ul><li>Public and private partners and stakeholders </li></ul><ul><li>Distributed planning and execution: inclusive branding policy </li></ul>
  6. 6. The key contribution of stakeholders <ul><li>Joining the discussion: </li></ul><ul><ul><li>Ensuring that the EYCI addresses the right problems and opportunities </li></ul></ul><ul><ul><li>Ensuring that the EYCI messages get through to interested parties </li></ul></ul><ul><ul><li>Ensuring that the EYCI objectives become endorsed in education and training policy in 2009 and beyond </li></ul></ul>
  7. 7. Creativity and Innovation definitions <ul><li>● Creativity </li></ul><ul><li>Imaginative activity fashioned so as to produce outcomes that are both original and of value. </li></ul><ul><li>NACCCE* (UK), 1999 </li></ul><ul><li>* National Advisory Committee on Creative </li></ul><ul><li>and Cultural Education </li></ul><ul><li>● Innovation </li></ul><ul><li>A new or significantly improved product (good or service), or process, a new marketing method, or a new organizational method, busin n ess practice, workplace organization or external relations” </li></ul><ul><li>Oslo Manual, OECD 2006 </li></ul>
  8. 8. Key drivers of the Year <ul><li>Creativity and innovation </li></ul><ul><li>- in a wide sense , cultural, scientific, artistic and utilitarian aspects </li></ul><ul><li>Lifelong learning and personal development </li></ul><ul><li>- lifelong and lifewide </li></ul><ul><li> - key competences </li></ul><ul><li>Social and economic development </li></ul><ul><li> - public and private sectors, growth and competitiveness, cultural dynamics, social inclusion (no talent should be lost) </li></ul>
  9. 9. In a nutshell Promoting creativity and fostering the innovative capacity of individuals and organisations to meet their personal, economic and social objectives
  10. 10. A time for collaboration <ul><li>Creativity and innovation are personal capacities requiring a social context </li></ul><ul><li>Wide consensus in the collective, collaborative nature of innovation - social, organisational or research-based </li></ul><ul><li>We live in a networked society, and ICT provides unprecedented tools for sharing and for collaboration </li></ul>
  11. 11. Beyond 2009 <ul><li>The new Strategic Framework for policy cooperation in education and training </li></ul><ul><ul><li>Creativity and innovation as a fourth pillar </li></ul></ul><ul><ul><li>Need to develop new monitoring and peer learning tools and methods </li></ul></ul><ul><ul><li>Agenda for cooperation in schools policies </li></ul></ul><ul><li>Post-Lisbon Strategy and Recovery Plan </li></ul><ul><ul><li>Creativity and innovation as core social and economic drivers: the key role of education </li></ul></ul>
  12. 12. Education, creativity and innovation <ul><li>Education for creativity and innovation: </li></ul><ul><ul><li>Talents to be spotted and grown </li></ul></ul><ul><ul><li>Capacities to be taught and built upon </li></ul></ul><ul><ul><li>Attitudes to be nurtured and strengthened </li></ul></ul><ul><li>Creativity and innovation: </li></ul><ul><ul><li>A permanent quest for improvement </li></ul></ul><ul><ul><li>A must for personal and social development </li></ul></ul><ul><ul><li>Core drivers and values for education </li></ul></ul>
  13. 13. Teachers as key stakeholders <ul><li>Teachers as the key success factor </li></ul><ul><li>Teachers and parents as main talent spotting and nurturing actors </li></ul><ul><li>Schools, including early learning, as a strategic time and place for talent </li></ul><ul><li>Schools as a key stage for developing a lifelong learning attitude </li></ul>
  14. 14. Skills needs
  15. 15. What does research say about the skills needed for creativity? <ul><li>High levels of motivation </li></ul><ul><li>Self confidence </li></ul><ul><li>Knowledge base </li></ul><ul><li>Skills for gathering and storing information </li></ul><ul><li>Systematically experimenting </li></ul><ul><li>Developing and employing problem solving strategies </li></ul><ul><li>Reasoning by analogy </li></ul><ul><li>Gaining insight </li></ul><ul><li>Making connections; seeking links </li></ul><ul><li>Evaluating, selecting criteria </li></ul>
  16. 16. … and a capacity to <ul><li>Analyse data, recognise patterns and relationships </li></ul><ul><li>Be aware of underlying principles </li></ul><ul><li>Be curious/ questioning </li></ul><ul><li>Learn from mistakes </li></ul><ul><li>Cope with complexity </li></ul><ul><li>Imagine </li></ul><ul><li>Entertain alternative hypotheses </li></ul><ul><li>Be independent in judgement and thinking </li></ul><ul><li>Be flexible </li></ul>
  17. 17. Some schools struggle to innovate …
  18. 18. … and innovation is not always successful
  19. 19. Creative partnerships asked their teams to describe successful creative schools and they said, they were: <ul><li>Imaginative </li></ul><ul><li>Confident decision makers </li></ul><ul><li>Good at taking and managing risks </li></ul><ul><li>Full of questions </li></ul><ul><li>Full of ideas </li></ul><ul><li>Emotionally literate </li></ul><ul><li>Persistent and resilient </li></ul><ul><li>Critical reflectors </li></ul>
  20. 20. Key competences <ul><li>Competences overlap & interlock </li></ul><ul><li>Mother tongue </li></ul><ul><li>Foreign languages </li></ul><ul><li>Math & science </li></ul><ul><li>Digital </li></ul><ul><li>Learning to learn </li></ul><ul><li>Social & civic </li></ul><ul><li>Entrepreneurship </li></ul><ul><li>Cultural </li></ul><ul><li>Underpinned by … </li></ul><ul><li>Critical thinking </li></ul><ul><li>Creativity </li></ul><ul><li>Initiative taking </li></ul><ul><li>Problem solving </li></ul><ul><li>Risk assessment </li></ul><ul><li>Decision taking </li></ul><ul><li>Managing feelings… </li></ul>implications for… School curricula School organisation Teacher education Teachers ways of working
  21. 21. Cross country analysis: Implementation of the strategy <ul><li>Shift from viewing knowledge as a static body </li></ul><ul><li>Transversal competences </li></ul><ul><li>-Whole school tecahing of traditional competences, embedding these in other subjects </li></ul><ul><li>For success political committment and well orchestrated implementation strategy needed </li></ul><ul><li>MSs that are successful are: </li></ul><ul><ul><li>Setting appropriate curriculum goals and standards </li></ul></ul><ul><ul><li>Developing teacher competences </li></ul></ul><ul><ul><li>Shaping school practices (innovation support, school development, leadership) </li></ul></ul><ul><ul><li>Giving appropriate feedback through assessment and evaluation </li></ul></ul>
  22. 22. Teacher education <ul><li>Research Evidence </li></ul><ul><li>teacher quality </li></ul><ul><ul><li>significantly and positively correlates with pupil attainment </li></ul></ul><ul><ul><li>most important within-school aspect explaining student performance </li></ul></ul><ul><ul><li>(greater effects than school organisation, leadership or financial conditions) </li></ul></ul><ul><li>in-service teacher training correlates positively with student achievement </li></ul>
  23. 23. Teachers sometimes under-estimate their pupils …
  24. 24. … and fail to see their potential
  25. 25. … and pupils don’t always learn what teachers intend
  26. 26. <ul><li>Teacher: A more complex , more demanding profession </li></ul><ul><li>task: to help each young person: </li></ul><ul><ul><li>acquire basic knowledge </li></ul></ul><ul><ul><li>acquire key skills and attitudes </li></ul></ul><ul><ul><li>become autonomous learners </li></ul></ul><ul><ul><li>become life-long learners </li></ul></ul><ul><ul><li>co-construct learning </li></ul></ul>
  27. 27. <ul><li>A more complex, more demanding profession </li></ul><ul><li>individualised teaching and learning </li></ul><ul><li>collaborative and constructive approaches to learning </li></ul><ul><li>facilitator / classroom manager (rather than ex-cathedra trainer) </li></ul><ul><li>more heterogeneous classes </li></ul><ul><li>new technologies </li></ul><ul><li>school management tasks </li></ul><ul><li>… </li></ul>
  28. 28. Communication <ul><li>provision for teacher education / professional development is coordinated, coherent, and adequately resourced </li></ul><ul><li>all teachers possess knowledge, attitudes and pedagogic skills they require to be effective </li></ul><ul><li>support professionalisation of teaching </li></ul><ul><li>promote culture of reflective practice and research </li></ul><ul><li>promote status and recognition </li></ul>
  29. 29. Schools communication:Focus on competences <ul><li>Key Proposals for Cooperation </li></ul><ul><ul><li>implement Recommendation on Key Competences </li></ul></ul><ul><ul><li>action plans on reading literacy and numeracy </li></ul></ul><ul><ul><li>reinforce transversal competences, esp. learning-to-learn </li></ul></ul><ul><ul><li>comprehensive approach to competences: </li></ul></ul><ul><ul><ul><li>curricula, materials </li></ul></ul></ul><ul><ul><ul><li>teacher training </li></ul></ul></ul><ul><ul><ul><li>personalised learning </li></ul></ul></ul><ul><ul><ul><li>assessment techniques </li></ul></ul></ul>
  30. 30. Schools communication: High quality learning for every student <ul><li>Key Proposals for Cooperation </li></ul><ul><ul><li>implement Council Conclusions on efficiency and equity </li></ul></ul><ul><ul><li>generalise access to quality pre-school education </li></ul></ul><ul><ul><li>measure, improve system equity; reduce quality differences between schools </li></ul></ul><ul><ul><li>facilitate successful transitions </li></ul></ul><ul><ul><li>reduce early school leaving </li></ul></ul><ul><ul><li>support students with special needs in mainstream schooling </li></ul></ul>
  31. 31. Schools communication: Teachers and school staff <ul><li>Key Proposals for Cooperation </li></ul><ul><ul><li>implement Council Conclusions on quality of T Ed. </li></ul></ul><ul><ul><li>make T Ed. coherent, adequately resourced, quality assured </li></ul></ul><ul><ul><li>improve supply, quality and take-up of in-service T Ed. </li></ul></ul><ul><ul><li>attract most able candidates, select best applicants, place good teachers in challenging schools </li></ul></ul><ul><ul><li>improve school leader recruitment, let them focus on improving learning </li></ul></ul>
  32. 32. ICT <ul><li>The use of ICT for innovation and lifelong learning –SWD </li></ul><ul><ul><li>as a basic education and training tool </li></ul></ul><ul><ul><li>as an enabler of lifelong learning </li></ul></ul><ul><ul><li>- key driver for creativity and innovation (social computing - including learning outside the formal settings and at the workplace) </li></ul></ul><ul><li>Case studies from the cluster </li></ul>
  33. 33. Activities <ul><li>LLP programme </li></ul><ul><ul><li>Comenius and eTwinning </li></ul></ul><ul><li>Survey on Creativity (till 15th of October, 8034 answers, top Greece, Turkey, Italy and Spain) </li></ul>
  34. 34. http:// <ul><li>Thank you very much for your attention. </li></ul>[email_address]