Relatório - Olimpíada MSF - Brasil para Coord. Internacional - Strasbourg - França - 28 ago 2013

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Rede POC - Rede do Programa de Olimpíadas do Conhecimento

The document summarizes the Program of Network Knowledge Olympics (POC Network) which promotes improvement of education through dissemination of information, organization of academic competitions and cultural exchanges. It has reached 29 countries on 5 continents with over 6 million students and 15,000 teachers participating since 1997. Evaluation shows the POC Network provides excellent and creative organization through a simple and efficient structure that encourages collaboration and helps demystify mathematics. Plans for 2013/14 include expanding partnerships and improving dissemination strategies.

Mathématiques sans Frontières
Prof. Ozimar Pereira / Vinícius Ramos
Strasbourg – August 28th 2013
MSF - BRAZIL

What does the POC Network
the Program of Network Knowledge Olympics?
• Promoting the improvement of education
• Dissemination of information
• Organization of fairs, olympics, forums,
schools
• Promotion of scientific and cultural
exchanges
• Advice and consultancy
• Research in Education

Results of POC Network
1997- 2011
29 countries on 5 continents
6 million students
15 000 teachers
10 000 schools

Numbers
2011 2012
Year Classes Schools Students Year Classes Schools Students
Junior (CM2 / 6e) 80 50 3500 Junior (CM2 / 6e) 300 68 9000
Senior (2e/3e) 199 50 7000 Senior (2e/3e) 600 68 18000
Total 279 56 10500 Total 900 68 27000

Spread
2011
14 States (Provinces)
2012
16 States (Provinces)

Evaluation
• Excellent organization
• Simple structure and efficient
• Creative and interesting problems
• Enables integration with other countries
• Encourages collaborative work
• Facilitates interdisciplinary
• It helps to demystify mathematics
• Questions in foreign language well accepted

Plans to 2013/14
• Expand partnerships and sponsorships
• Improve the dissemination strategy
• Increase application deadline
• Encourage the use of the training test
• Attend the 2014 International Assembly
• Research in Education

www.redepoc.com
www.facebook.com/RedePOC
CONTACT

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.

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This presentation describes the approach taken by an externally-funded series of analytic projects in OER, first POERUP and then the successor studies on SharedOER and Adult Education & OER, to “solve” the requirement, first posed by UNESCO in 2012 (D’Antoni, 2013), but later taken up by the Hewlett Foundation (2013), of geographic mapping of OER initiatives, policies and other related entities. There are of course several such “solutions”, all with their strengths and weaknesses, but the POERUP database is larger than most so far, more multi-sector (HE,VET and K-12) and more global in coverage – in part because it could leverage on a series of well-funded EU projects over several years, each unusually (for EU projects) taking a global viewpoint. The presentation will consider the decisions taken by POERUP and its successor studies on technology, databases, mapping and user interface, looking both at the distribution and the collection aspects.

This webinar will provide two perspectives on OER policies and seek to answer some of the key questions related to Open Education and OER policies. The questions below will drive the session delivered by the presenters and form the basis of the discussion which follows. Why have a policy? What are the problems in developing a policy? How do you get your teaching staff on board? Did it require extra staff (as with MOOCs in some cases)? What are the main elements of your policy? For example, is there was a minimum/maximum amount of OER that could be used e.g. only 50% could be made up from OER. Have you had feedback from students about the policy? Has there been feedback (good/bad) from students as a result? What have been the key benefits of developing and having a policy? The first presenter is Paul Bacsich from POERUP.

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This presentation responds to the challenge of developing policies for OER uptake in the higher education sector of a given country, with particular reference to the smaller countries of the European Union (countries with no more than around 10 million people). It takes a case study approach, reviewing how the POERUP project (Policies for OER Uptake, part-funded by the Lifelong Learning Programme of the EU) is developing policies for three smaller countries: Ireland (an EU member state) and Wales and Scotland (two semi-autonomous regions of the United Kingdom, fully autonomous in educational terms). The inclusion of Wales and Scotland also throws light on the challenge of developing policies for federal countries where higher education is developed to the province/state level. Factors that seem to be of particular relevance to smaller states include: 1. less money for extensive research and policy analysis 2. more influence of regional and isolated areas 3. easier decision-making, at least in theory 4. issues of lack of economies of scale, in particular if the national language is state-specific 5. greater interest in collaboration with some nearby states on educational issues 6. a smaller set of institutions, causing issues with generating or maintaining institutional diversity of mission unless the process is managed 7. potentially greater danger of dominance by private sector interests 8. potentially large edge effects of student flows from nearby states, potentially made worse if funding and regulatory regimes are attractive to incomers. The analysis includes studying the interplay between the recommendations produced by international policy work relating to OER and the national policy context (which in some cases makes no mention of OER, in others makes considerable mention but not always correlated with or aware of international issues). The starting point within POERUP is the document "Policy advice for universities" of which release 1 is currently available, but which is being updated in the light of comments and incoming data. This reviews recent international policy (e.g. COL, UNESCO); EU policies (including Bologna, Europe 2020, Recognition and validation of non-formal and informal learning, European higher education in the world, and most recently, Opening Up Education), relevant to OER and consolidated evidence from a variety of national contexts, to make a set of (currently) 18 recommendations designed not only to foster OER but also the changes in higher education that OER is foreseen as helping to foster - such as more flexible accreditation, encouragement of a wider community to take part in higher education, and a vision of higher education focussed more on competences and skills gained and less on duration of study. See Policies at EU-level for OER uptake in universities - http://www.scribd.com/doc/169430544/Policies-at-EU-level-for-OER-uptake-in-universities

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Relatório - Olimpíada MSF - Brasil para Coord. Internacional - Strasbourg - França - 28 ago 2013

1. Mathématiques sans Frontières Prof. Ozimar Pereira / Vinícius Ramos Strasbourg – August 28th 2013 MSF - BRAZIL

2. What does the POC Network the Program of Network Knowledge Olympics? • Promoting the improvement of education • Dissemination of information • Organization of fairs, olympics, forums, schools • Promotion of scientific and cultural exchanges • Advice and consultancy • Research in Education

3. Results of POC Network 1997- 2011 29 countries on 5 continents 6 million students 15 000 teachers 10 000 schools

4. Logo

5. Poster

6. Website

7. Numbers 2011 2012 Year Classes Schools Students Year Classes Schools Students Junior (CM2 / 6e) 80 50 3500 Junior (CM2 / 6e) 300 68 9000 Senior (2e/3e) 199 50 7000 Senior (2e/3e) 600 68 18000 Total 279 56 10500 Total 900 68 27000

8. Spread 2011 14 States (Provinces) 2012 16 States (Provinces)

9. Evaluation • Excellent organization • Simple structure and efficient • Creative and interesting problems • Enables integration with other countries • Encourages collaborative work • Facilitates interdisciplinary • It helps to demystify mathematics • Questions in foreign language well accepted

10. Plans to 2013/14 • Expand partnerships and sponsorships • Improve the dissemination strategy • Increase application deadline • Encourage the use of the training test • Attend the 2014 International Assembly • Research in Education

11.

12.

13. Medals

14. Organisation

15. Support

16. www.redepoc.com www.facebook.com/RedePOC CONTACT

Relatório - Olimpíada MSF - Brasil para Coord. Internacional - Strasbourg - França - 28 ago 2013

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