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Study Visit 2014- Barcelona (Catalonia)

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Institutional opening to Study Visit Group No: 183 (CEDEFOB) , “Educational cooperation with professional institutions to promote language skills 2014″.This Study Visit provides information on the Catalan Educational System and its European networking practicies for developing language learning skills. More information on the Blog: http://blocs.xtec.cat/educationalcooperation2014/

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Study Visit 2014- Barcelona (Catalonia)

  1. 1. Educational co-operation with professional institutions to promote language skills Maria Neus Lorenzo i Galés (Ph.D.) @NewsNeus nlorenzo@xtec.cat History doesn’t happen to us... We actively build it everyday! Study Visit ES-183, Catalonia (Spain) March 2014
  2. 2. Content Where? Short introduction: the Catalan education system What? Exploring new concepts and European tendencies Why? Reflecting on present and future, with some data How? Techniques and methodologies: Interaction for collective knowledge building … and then what? Feel free to ask questions !
  3. 3. Why? Where? What? How?
  4. 4. 32.000 Km2 , 7.539.618 inhabitants (2011) 15.96% of the Spanish population 946 municipal locations 10 education territories (Education Services) Catalonia, a political autonomy in Spain
  5. 5. Language diversity is menaced (2010) 5 http://enredando.blogaliza.org/2011/09/14/o-plurilinguismo-en-amazon-es/ Chinese Spanish English Hindi Arabic Catalan
  6. 6. UEE HGVET Vocational training MG VET Vocational training Secondary Education Primary Education Pre-school Education and Kindergarten Education System Structure University Age Non-Compulsory Education Compulsory Education MGVET- Medium Grade Vocational Education and Training SGP- Social Guarantee Programme HGVET- Higher Grade Vocational Education and Training UEE- University Entrance Examination Baccalauréat SGP- Social Adaptation : Curricular languages The Catalan Education System 95,5 % Catalan, Spanish + (English, French) Catalan, Spanish + (English, French, German, Italian)+ L/G
  7. 7. Diversity of CLIL for enhancing Plurilingualism Plurilingual school Project Language of schooling Initial immersion Curricular foreign languages & CLIL Transversal Integration of Languages (TIL skills) Transference of skills to/from family languages (PEL, Non-curricular) CATALÀ-ARANÈS SPANISH ENGLISH - FRENCH ITALIAN - GERMAN LANGUAGE THROUGH SUBJECTS EXTRA-CURRICULAR & FAMILY LANGUAGES
  8. 8. Catalonia: increasing population and % of foreign immigrants Source: Idescat.Institut d’Estadística de 2,90181,5906.261.9992000 4,05257,3206.361.3652001 5,87382,0206.506.4402002 8,10543,0086.704.1462003 9,44642,8466.813.3192004 11,42798,9046.995.2062005 12,81913,7577.134.6972006 13,49972,5077.210.5082007 14,991.103.7907.364.0782008 15,911.189.2797.475.4202009 15,951.198.5387.512.3812010 % over (1)Total immigrants(1) Population
  9. 9. Challenges and opportunities: building identity, building sustainability Family School Friends Work Society Media Environment Family L. Environmental L. School L. Professional L. International L. PLURILINGUALISM
  10. 10. Macao-China Canada Australia Hong Kong-China New Zealand Russian Federation United States LuxembourgNorway France Sweden Austria Netherlands Belgium Germany Switzerland Denmark r = 0.30, p=0.25 460 470 480 490 500 510 520 530 540 550 560 0 20 40 60 80 100 Larger immigrant populations do notLarger immigrant populations do not imply Lower overall performanceimply Lower overall performance (ex. Maths,(ex. Maths, Pisa 2003)Pisa 2003) Percentage of immigrant students in the country Mathematicsperforma Ref: 2003, OECD Directorate for Education
  11. 11. Money is not the only issue: Investment per student vs. achievement (Science, PISA 2003) http://www20.gencat.cat/docs/Sala%20de%20Premsa/Documents/Arxius/educacio_premsa.notaPremsa.81.quaderns%2091196778340059.pdf (Science, PISA 2003)
  12. 12. TRADITIONAL IDENTITY: ...rooted to the land, linked to our food style, proud of our traditions, connected to our landmarks, identified by our language...... emigration immigration globalization Social context: Complexity and contradiction MODERN IDENTITY: ...open-minded, internationally oriented, cosmopolitan, intercultural, creative and innovative, efficient and hard-working... The question of identity changes focus: from belonging to becoming…
  13. 13. So, whta’s the main clue? Cohenrence and coordinatation among: •Political decission-making •Education and school plans •Social proaction •Mass Media •... It is necessary the whole tribe, to educate a child! Learning, communicating, and sharing in formal, informal and non formal education
  14. 14. Why? Where? What? How?
  15. 15. …Sharing the past? …Sharing the present? …Sharing the future?
  16. 16. Reflecting
  17. 17. Results: 2001-2010 Post-Secondary EU 2020: improving tertiary education (decreasing to 15% drop outs, increasing tertiary education)
  18. 18. http://nces.ed.gov/surveys/piaac/results/summary.aspx PIAAC 2012 Results
  19. 19. (PISA results related to immigrant students) Stable results Positive results Negative results Changes between first and second generation •http://www.pisa.oecd.org/findDocument/0,2350,en_32252351_32235731_1_119669_1_1_1,00.html •http://www.pisa.oecd.org/pages/0,2966,en_32252351_32235907_1_1_1_1_1,00.html
  20. 20. LANGUAGE USAGE IN TWITTER http://goo.gl/qDvs2 & http://www.flickr.com/photos/walkingsf/6276642489/
  21. 21. There are about 5500 languages in the world, but about 8-10 % disappear every year! 20 % have their own Political State 80 % are no-state, minority languages 25 % have guaranteed continuity for the next three generations 75% are threatened or in danger 3000 languages might disappear in 50 years Source: « Halte à la mort des langues » Claude Hagège When any language disappears, a whole culture vanishes, and a unique collective identity is lost forever Only 10% of languages are active in the Internet space (40 languages for 99,3 % of users)
  22. 22. Saving diversity is a long term investment Benefits: -planetary survival -health research reservoir -flexible response for Life and Nature -wider resource pool for facing crisis -adaptation Biodiversity Cultural diversity Diversity should not be inequity
  23. 23. know how & resources? sensitivity & complicities? Looking for balance and sustainability education?
  24. 24. http://premsa.gencat.cat/pres_fsvp/docs/2013/06/14/14/13/8c427241-e567-4c84-b5c3-64ae9853901c.pdf Primary 2013 Initial languages Mathematics Added Languages European Aim 2020: 10% Aim 2020: < 15% Results: primary education
  25. 25. Secondary 2012 OCDE 75% Catalan Spanish English FrenchMaths Font: Consell Superior d’Avaluació del Sistema Educatiu - Catalunya, resultats ESO Results: Secondary education
  26. 26. Time and achievement: Reading, PISA 2010 Ref: Sistemas fuertes y reformadores exitosos en la educación Orientaciones de PISA para las Islas Canarias, España http://www.oecd.org/dataoecd/53/54/49882415.pdf time achivement
  27. 27. Time and achievement: Maths, PISA 2009
  28. 28. Time and achievement: Science, PISA 2009
  29. 29. Ref:http://ec.europa.eu/languages/eslc/docs/en/final-report-escl_en.pdf Pag. 38
  30. 30. Ref:http://ec.europa.eu/languages/eslc/docs/en/final-report-escl_en.pdf Pag. 37
  31. 31. Ref:http://ec.europa.eu/languages/eslc/docs/en/final-report-escl_en.pdf Pag. 38
  32. 32. Results for 4th forein language at school
  33. 33. Why? Where? What? How?
  34. 34. Leadering Connectet Projects Innovative school project Social involvement School Basics Strategies : Evolution and Vision + Accademical Work & research SchoolPracticalDevelopment - +
  35. 35. CLIL, a continuum for L1, L2... Ln Language of instruction Language for instruction Language through instruction Language outside instruction
  36. 36. Co-responsibility between school and municipal authorities Networking School Project Networking School Project Plan for the educational environment Plan for the educational environment Inclusive schoolInclusive school Main educational strategies InitialInitial ImmImmersionersion claclassssroomroom CulturalCultural environmentenvironment Linguistic Project Linguistic Project
  37. 37. Androulla VASSILIOU: Commissioner Education, Culture, Multilingualism Youth Priorities: José Manuel Barroso, president of the UE. European priorities: Strategies 2020 New aims at the European Union (2009) ) Reactivating economy and competitively Fighting for social cohesion, against poverty and unemployment Reinforce European citizenship and social participation Looking for a sustainable Europe improving ecology Providing citizens with security and common spaces in Europe Source : http://europa.eu/rapid/pressReleasesAction.do?reference=IP/09/1837&format=HTML&aged=0&language=ES&guiLanguage=en -News Skills for new jobs -Youth on the Move -Lifelong learning Program
  38. 38. Els 5 objectius 2020 de la UE http://ec.europa.eu/europe2020/europe-2020-in-a-nutshell/targets/index_es.htm Ref: English http://ec.europa.eu/commission_2010-2014/president/news/documents/pdf/20100303_1_en.pdf Ref: Spanish http://ec.europa.eu/commission_2010-2014/president/news/documents/pdf/20100303_1_es.pdf 1. Ocupació -ocupació per al 75% de les persones de 20 a 64 anys. 2. R + D i innovació -inversió del 3% del PIB de la UE (sumant pública i privada) en R + D i innovació. 3. Canvi climàtic i energia -emissions de gasos d'efecte hivernacle un 20% (o un 30% si es donen les condicions) menors als nivells de 1990. -20% D'energies renovables -augment del 20% de l'eficiència energètica. 4. Educació -taxes d'abandonament escolar per sota del 10%. -almenys un 40% de les persones de 30 a 34 anys d'edat hauran de completar estudis de nivell terciari. 5. Lluita contra la pobresa i l'exclusió social reduir almenys en 20 milions el nombre de persones en situació o risc de pobresa i exclusió social.
  39. 39. European Targets 2020: social indicators •75 % of the population aged 20-64 should be employed. •3% of the EU's GDP should be invested in R&D. •The "20/20/20" climate/energy targets should be met. (i.e. reduce 20% greenhouse gas emissions, increase 20% renewable energy consumption, achieve a 20% increase in energy efficiency). •The share of early school leavers should be under 10% and at least 40% of the younger generation should have a degree or diploma. •20 million less people should be at risk of poverty. Ref: http://europa.eu/rapid/pressReleasesAction.do?reference=IP/10/225&format=HTML&aged=0&lg=es&guiLanguage=en
  40. 40. Challenge: integrating digital environments 2006 2004 2001 http://www.lockergnome.com/wp-content/uploads/2011/02/augmented-reality.jpg
  41. 41. http://images.fanpop.com/images/image_uploads/Fanpop-all-around-the-world-fanpop-583858_1024_768.jpg Future
  42. 42. Europe: common language learning policies CLIL teachers are able to promote: [+] Learning by doing [+] Cultural participation [+] Meaningful language usage [+] Content acquisition, embedded in context [+] Effective communication, in social interaction [+] Strategies for content and language learning [+] Critical thinking, enquiring minds. Framework web: http://tiny.cc/spf0dw & http://clil-cd.ecml.at/ On line Framework 2012: http://tiny.cc/4sk1dw
  43. 43. CLIL, for European Cooperation On 25 October 2011, the Council of the European Union concluded to: “Encourage innovative forms of European co-operation, experimentation and new approaches to language teaching and learning, such as content and language-integrated learning (including in bilingual schools), opportunities for language immersion mobility and, where appropriate, more extensive use of ICT also in creative language learning environments.” Ref: Council (2011). Council Conclusions on Language Competences to Enhance Mobility., Official Journal of the European Union. Council of the European Union.. EDUC 256 SOC 891 CULT 83, 20.12.2011 (2011/C 372/07) Retrieved from: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2011:372:0027:0030:EN:PDF European co-operation at: Experimenting CLIL, immersion, mobility, ICT, creative learning...
  44. 44. CLIL for enhancing employability The Council added: “While general language programmes help to develop essential communication skills for everyday use, methodologies such as content and language-integrated learning (CLIL) in both general education and VET can be particularly effective in enhancing the mobility and employability of workers.” Ref: Council (2011). Council Conclusions on Language Competences to Enhance Mobility., Official Journal of the European Union. Council of the European Union. EDUC 256 SOC 891 CULT 83, 20.12.2011 (2011/C 372/07) Retrieved from: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2011:372:0027:0030:EN:PDF CLIL for: Employability, mobility, and social integration policies...
  45. 45. CLIL for teacher training (mainly in VET) Ref: Council (2011). Council Conclusions on Language Competences to Enhance Mobility., Official Journal of the European Union. Council of the European Union. EDUC 256 SOC 891 CULT 83, 20.12.2011 (2011/C 372/07) Retrieved from: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2011:372:0027:0030:EN:PDF The Council of Europe proposed in 2011: “In order to promote CLIL, teachers and trainers - in particular in VET - should be encouraged to acquire high quality language competences and should have access to high quality teaching resources.” CLIL teaching training: Particularly in VET, in language and advanced methodologies.
  46. 46. Why? Where? What? How?
  47. 47. EducationalEducational CommunityCommunity Teachers & Teachers & Agents Agents Fam ilies'’ Fam ilies'’ association association Students Students associationst associationst Adm inistration Adm inistration SE, Inspection of SE, Inspection of Education. Education. Universities Universities C ultural C ultural organizations organizations Collaboration and support: Actions to bridge school and context: Citizenship, networking, social interaction. Adaptat de Mallen Baker http://www.mallenbaker.net/csr/images/businsoc.gif Multilateral Comenius Multilateral Comenius Local Projets Local Projets ONGs, ONGs, Trainigamong Trainigamong equals equals Aprentership Aprentership Volunteering Volunteering Practice at Practice at enterprises enterprises Education Education Programmes Programmes Municipal Municipal projects projects ReadingSchoolPlan ReadingSchoolPlan Teachertraining Teachertraining Mediation Mediation Negotiaton Negotiaton Familytraing FamilytraingSecond SecondOpportunity Opportunityschools schools Educators Educators Parents Parents Advisers Advisers Researchers Researchers Primary/Secondary Public/ Private-founded Primary/Secondary Public/ Private-founded
  48. 48. Individual commitment to a group effort - that is what makes a team work, a society work, a civilization work. Vince Lombardi Pre-industrial Industrial Post-industrial Transformation society / connectivity Natural training & Monastic schooling Private information Standard schooling Common Syllabus Knowledge acquisition Inclusive school Comprehensive learning Wisdom achievement eLearning Lifelong learning Info-transformation Recollection/Production Ruling classes Work punishment Subsistence Slavery Rigid social roles Product/Services Capital dominates Right to work Growing effort Management Standard protocols Finances/ Innovation dominates Career choice Teamwork Leadership Creative thinking Connectivity Virtual work Temporal mobility Social network Forman / Informal / Non-formal strategies Leisure: natural resting cycles, rural calendar festivities Leisure: resting, travelling studying, new skills Leisure: Changing activities, travelling, net-surfing, informal learning Leisure: Juvenile activities Optional eLearning, lifelong training...
  49. 49. Learning several languages develops more competent citizens Plurilingual Knowledge Communication skills Intercultural DialogueCompetencies for a shared future - team working - networking - bridging cultural gaps - flexibility, plural criteria - critical thinking - innovation and entrepreneurship - personal learning autonomy - language learning ability, - mass media competences - creativity, artistic sensitivity - ... … … Knowledge Attitudes Procedures
  50. 50. Coordination (time) versus collaboration (work) in education Ref: Creating Effective Teaching and Learning Environments First results from TALIS, 2009 ODCE
  51. 51. PISA 2015: collaborative problem solving skills PISA 2015 •We need to create tasks that require: – Competence 1: Creating and mantaining a shared understanding – Competencey 2: Taking Action (to advance a solution and handle conflict or change). – Competency 3: Team organization (leadership and team building) http://www.agenciaeducacion.cl/wp-content/uploads/2013/04/Presentacion-Looi-Chee-Kit.pdf
  52. 52. Proficiency description PISA 2015Ref: http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Collaborative%20Problem%20Solving%20Framework%20.pdf, pag 30
  53. 53. 53 Building a common future in Europe: plurilingualism is our path Ref: http://ow.ly/fyRTu
  54. 54. We should cultivate today the landscape of tomorrow Doing European Projects using CLIL and ICT: tools for attaining the future …because only the trees that take root will be able to change the environment. Let’s start now !!!
  55. 55. http://thequestionmatters.com/wp-content/uploads/2010/03/generations.jpg Bridging is our responsability! We are the future of our parents and th past of our children!!!.
  56. 56. Moltes gràcies! Enjoy your visit!

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