1) The document discusses challenges in European education systems, including high youth unemployment and decreasing education budgets.
2) It proposes focusing on improving teacher quality and developing skills relevant to the labor market and society. Member states should improve teacher recruitment and training, while the EU can help through funding and policy coordination.
3) The Rethinking Education package and Erasmus for All program aim to invest in skills, flexible learning opportunities, and collaboration between education institutions and businesses. The goal is support economic growth through excellence in vocational education and training.
OECD School Resources Review Colombia 2018EduSkills OECD
The Review offers a broad analysis of school education in Colombia, from funding and educational provision to teacher policy. The report focuses on rural-urban gaps within the context of Colombia’s peace agreement and makes recommendations on how to advance in narrowing these gaps.
This presentation was delivered by Bernard Naudts, Senior Expert, Directorate General for Education and Culture, European Commission. The event was held in Edinburgh on 22 September 2015.
OECD School Resources Review Colombia 2018EduSkills OECD
The Review offers a broad analysis of school education in Colombia, from funding and educational provision to teacher policy. The report focuses on rural-urban gaps within the context of Colombia’s peace agreement and makes recommendations on how to advance in narrowing these gaps.
This presentation was delivered by Bernard Naudts, Senior Expert, Directorate General for Education and Culture, European Commission. The event was held in Edinburgh on 22 September 2015.
This Schools Key Action 1 case study presentation was delivered by Emily Daly during the measuring impact workshop of the December 2015 Learning Networks event held in Cardiff.
Southeast Asia Regional Programme Forum 2021: Breakout session “Reskilling an...OECD Centre for Skills
El lza Mohamedou, Head of the OECD Centre for Skills presented at the Southeast Asia Regional Programme Forum on 20 May 2021, during the breakout session “Reskilling and upskilling for an inclusive and sustainable recovery”
Taken from the adult education workshop held at the Erasmus+ UK 'My Story' Annual Conference 2015. Originally presented by Kevin Robinson, team leader for adult education at the Erasmus+ UK National Agency.
This presentation provides beneficiaries and prospective applicants with different perspectives and new ideas on how to get the most from Erasmus+ projects.
It includes practical programme information as well as input from current organisers working to extend the reach of their project.
Taken from the youth workshop held at the Erasmus+ UK 'My Story' Annual Conference 2015. Originally presented by Fumie Izaki and Simon Chambers, joint leads for youth at the Erasmus+ UK National Agency.
The theme for this presentation is inclusion and diversity, and how Erasmus+ can benefit young people with fewer opportunities. It includes a presentation from a beneficiary with experience of inclusion and diversity in Erasmus+ youth projects, highlighting the challenges and how these can be overcome.
This Schools Key Action 1 case study presentation was delivered by Emily Daly during the measuring impact workshop of the December 2015 Learning Networks event held in Cardiff.
Southeast Asia Regional Programme Forum 2021: Breakout session “Reskilling an...OECD Centre for Skills
El lza Mohamedou, Head of the OECD Centre for Skills presented at the Southeast Asia Regional Programme Forum on 20 May 2021, during the breakout session “Reskilling and upskilling for an inclusive and sustainable recovery”
Taken from the adult education workshop held at the Erasmus+ UK 'My Story' Annual Conference 2015. Originally presented by Kevin Robinson, team leader for adult education at the Erasmus+ UK National Agency.
This presentation provides beneficiaries and prospective applicants with different perspectives and new ideas on how to get the most from Erasmus+ projects.
It includes practical programme information as well as input from current organisers working to extend the reach of their project.
Taken from the youth workshop held at the Erasmus+ UK 'My Story' Annual Conference 2015. Originally presented by Fumie Izaki and Simon Chambers, joint leads for youth at the Erasmus+ UK National Agency.
The theme for this presentation is inclusion and diversity, and how Erasmus+ can benefit young people with fewer opportunities. It includes a presentation from a beneficiary with experience of inclusion and diversity in Erasmus+ youth projects, highlighting the challenges and how these can be overcome.
This PowerPoint was presented at the AVA expert seminar to explain the context of the AVA analysis and list the European Commission's main priorities both on adult education and on validation.
Taken from the schools workshop held at the Erasmus+ UK 'My Story' Annual Conference 2015. Originally presented by Liz Neil, programme lead for schools at the Erasmus+ UK National Agency.
Topics in this presentation include an overview of the Erasmus+ 2016 programme for schools, how eTwinning and the School Education Gateway complement your Erasmus+ project and linking Erasmus+ with a European Development Plan.
The education system is the main enabler providing knowledgeable human capital for all the sectors. A modern, effective and efficient educational system is vital to the society which fosters economic competitiveness, social development, and citizens’ well-being while also enhancing the country’s growth and employment prospects.
Therefore, the development of the human capital, skills and qualified labor force – through education and long life training – are the foundation of well positioned knowledge-based economy.
The workforce has to be highly skilled to fit the labor market requirements and be efficient and innovative in work. Graduates should be able to successfully compete in a globalized knowledge economy.
OECD Education Policy Outlook: Country Policy Profiles 2020EduSkills OECD
An Education Policy Outlook Profile reviews the current context and situation of the country’s education system and examines its challenges and policy responses, according to six policy levers that support improvement:
Students: How to raise outcomes for all in terms of 1) equity and quality and 2) preparing students for the future.
Institutions: How to raise quality through 3) school improvement and 4) evaluation and assessment.
System: How the system is organised to deliver education policy in terms of 5) governance and 6) funding.
LOGIC - European perspective, lifelong learning strategiesLLL Platform
LOGIC is about implementing the lifelong learning concept in Southern Neighbouring Area: Responding to the changing needs of dynamic economies, TEMPUS. Presentation made by Audrey Frith, to give the European perspective on lifelong learning at the kick off meeting, 10 March 2014. More on: http://www.project-logic.eu/
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
1. Date: in 12 ptsEducation
and Culture
QUALITY LINQ 2013
Quality improvement
in
learning outcomes
Antonio Silva Mendes
DG Education and Culture
Director
16 May 2013
2. Education
According to Eurostat, in 2011,
• 7.5 million young people aged 15–24 and
• 6.5 million young people aged 25–29
were excluded from labour market and education in
Europe (NEETs).
The economic loss was € 153 billion.
This is corresponds to 1.2% of European GDP.
Going up to 2% or more in some MS.
3. Date: in 12 pts
Level of youth unemployment (4th quarter 2011) in relation to the share of students participating in
work based learning at ISCED 3 level programmes
Education
and Culture
4. Education
Education and Training Context
In this period where the Education
landscape has been shaken by an economic
earthquake:
• Education budgets under pressure; do
more with less;
• Teaching workforce seriously affected
(20 national education systems with
frozen or cuts in salaries)
5. Education
Education and Training Context (cont)
At the same time we are witnessing a
tsunami in the Education field:
• Massive increase in global demand for
education
• Massive impact of IT in education
provision and methods;
• Massive retirement of teachers and staff
shortages in some areas
6. Date: in 12 pts
Quality in Education and Training
to improve quality of learning
opportunities aiming at:
Developing outcomes and skills to
better match society and labour
market needs
Education
7. Education
Quality in Education and Training
promotes better quality in the design,
organization, content, delivery,
assessment and validation of learning
Providing national policy makers,
institutions, and education and
training providers with policy
guidance and practical instruments
8. Education
Quality in Education and Training
Research demonstrates that quality of
teachers has the greatest potential for
improving learning.
"poor quality teaching has a debilitating
and cumulative effect on student
outcomes, … and is more strongly related
to student achievements than classes size
or other spendings"
9. Education
Two levels of intervention:
• What Member States need to do;
• The European Union can help
10. Education
What Member States need to do for
Teachers
• Define competencies and qualities;
• Redesign recruitment systems to select
the best;
• Ensure induction and LLL
• Provide regular feedback
• Focus on learning not on administration
• Reinforce out of the box partnerships
11. Education
The EU can help …
• By strengthening the link between EU policy
and spending priorities; financing actions
that benefit teaching professions.
• By stepping up our role in helping Members
States learn from each other; supporting
benchmarking activities.
Rethinking Education
Erasmus for All Program
12. Date: in 12 pts
Rethinking Education package
Investing in skills for better socio-economic outcomes:
Skills for 21st century (basic and tranversal – special
focus on STEM and entrepreneurship; vocational with a
focus on WBL and excellence)
Open and flexible learning (learning outcomes,
transparency and recognition of qualifications – EQF,
ECVET; use of ICT and OER; teachers)
Collaborative effort (maintain investments in E&T,
efficiency of funding, cost-sharing in HE and I- and
CVET; partnerships)
Education
13. Date: in 12 ptsEducation
Open-up Education
The potential of ICT and Open Educational
Resources for improving access, quality and
efficiency of education and training is not fully
exploited.
• Digital competences, European
competitiveness and equity;
• Access, efficiency and quality of education
and training systems:
14. Date: in 12 ptsEducation
eTwinning
Platform for teachers to connect,
develop collaborative projects and share
ideas in Europe
200 000 teachers; 28 018 schools; 105 207 projects
http://www.etwinning.net/en/pub/index.htm
15. Youth in Action
Programme
International
higher education
programmes:
Erasmus Mundus,
Tempus,
Alfa, Edulink, Bilateral
Programmes
Grundtvig
Erasmus
Leonardo
Comenius
Lifelong
Learning
Programme
A single integrated
programme
Existing
programmes
Erasmus for all – 2014-2020
Erasmus for
All
1.
Learning
Mobility
3.
Policy
Support
2.
Co-operation
projects
Specific activities:
• Jean Monnet
• Sport
http://ec.europa.eu/education/erasmus-for-all/index_en.htm
16. Staff
HE and VET Students
Masters Students
Youth mobility
Key action 1:
Learning mobility
Open Method of
Coordination
EU transparency tools
Policy dialogue
Key action 3:
Support for policy reform
Knowledge Alliances
Sector Skills Alliances
Strategic partnerships
IT support platforms, e-
Twinning
Capacity building in third
countries
Key action 2:
Co-operation for innovation
and good practices
Structure
17. Date: in 12 pts
Who will benefit
Education
and Culture
2 million higher education students
750 000 VET Students
1 million teachers, trainers, education staff and youth workers
330 000 Masters' students
540 000 young people
34 000 students to study
Over 20 000 Strategic Partnerships would involve 115 000
educational institutions and youth organisations
400 Knowledge and Sector Skills Alliances would involve 4 000
educational institutions and businesses
In total up to 5 million people
18. Date: in 12 ptsEducation
Excellence in Vocational, Education
and Training
Increasing quality in the learning outcomes
of VET, to equip workforce with skills that
can strengthen productivity, innovation and
facilitate economic restructuring (e.g.
transition towards a greener economy)
19. Date: in 12 ptsEducation
Increase the potential of VET to
support growth
• Alignment of VET with regional/local
economic strategies; Sectoral skills
Alliances; Reinforce partnerships
• Providing high level vocational
opportunities;
• Promote dual system principles
20. Date: in 12 ptsEducation
Increase the potential of VET to
support growth (cont.)
• Increase work-based learning; the
European Alliances for Apprenticeships;
• Promote Flexible learning pathways;
• Promote a Culture of quality; European
Quality reference framework EQAVET
21. Date: in 12 ptsEducation
High Quality opportunities for Adult
Learners
Crises highlighted the need for adults (low
skilled and older workers) to be able to
adapt to changes in the labour market and
in the society. We must be able to increase
their employability by ensuring a greater
interaction with continuous VET
22. Date: in 12 ptsEducation
High Quality opportunities for Adult
Learners (cont)
• Design courses/curricula based on
learning outcomes relevant to the needs
of learners/market
• Collective effort of schools, Universities,
vocational centers, policy makers,
business, ONGs/Society.
23. Date: in 12 ptsEducation
Final Remarks
• Time for action
• European dimension to support
concrete National intervention
• Interaction between all stakeholders,
but greater participation of Business
into education
24. Date: in 12 ptsEducation
Final Remarks (cont)
• Greater use of work-based-learning to
facilitate transition from Education to
market World
• Modernization of the Education world
through a generalized use of new
technologies
25. Date: in 12 pts
Thank you for your attention.
Education
and Culture