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/
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/
This document discusses the RESCUE project, which aims to address the problem of early school leaving. The project will develop school- and community-based early school leaving prevention mechanisms and train teachers to better identify risk signals, improve cooperation, and involve community stakeholders. The RESCUE partnership involves organizations from Romania, Bulgaria, Italy and Malta that are experienced in education and working to improve school completion rates. The project will be implemented over three years in six schools, training teachers and benefiting over 850 people total.
Erasmus+ is the European Union program for education, training, youth and sport from 2014 to 2020 that aims to benefit over 4 million people. It will provide opportunities for students and staff to study, train, and volunteer abroad. Erasmus+ replaces seven prior programs with a single program to make opportunities more accessible, support over 125,000 institutions in innovating practices, and equip citizens with the skills needed to succeed in a knowledge society through modernizing education.
The document provides an overview of EU funding opportunities in education, culture, and youth. It describes several programmes that support activities like student and teacher exchanges, apprenticeships, professional development, and youth initiatives. The programmes aim to broaden knowledge of other EU countries, support international partnerships and projects, and promote mobility. Contact information is provided for national agencies that can provide more details on participating in specific programmes.
What’s in it for education, training, youth and sport?Pogled kroz prozor
Erasmus+ is a EU program with a budget of €14.7 billion that combines previous EU programs for education, training, youth, and sport. It aims to support mobility and cooperation across these fields. The program has three main types of activities: learning mobility for individuals, cross-sector partnerships for innovation, and support for policy reform. It seeks to achieve goals like reducing early school leaving, improving vocational skills, and modernizing adult education. Key activities include staff exchanges, student mobility, and strategic partnerships between organizations to develop new practices and share resources.
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/
This document discusses the RESCUE project, which aims to address the problem of early school leaving. The project will develop school- and community-based early school leaving prevention mechanisms and train teachers to better identify risk signals, improve cooperation, and involve community stakeholders. The RESCUE partnership involves organizations from Romania, Bulgaria, Italy and Malta that are experienced in education and working to improve school completion rates. The project will be implemented over three years in six schools, training teachers and benefiting over 850 people total.
Erasmus+ is the European Union program for education, training, youth and sport from 2014 to 2020 that aims to benefit over 4 million people. It will provide opportunities for students and staff to study, train, and volunteer abroad. Erasmus+ replaces seven prior programs with a single program to make opportunities more accessible, support over 125,000 institutions in innovating practices, and equip citizens with the skills needed to succeed in a knowledge society through modernizing education.
The document provides an overview of EU funding opportunities in education, culture, and youth. It describes several programmes that support activities like student and teacher exchanges, apprenticeships, professional development, and youth initiatives. The programmes aim to broaden knowledge of other EU countries, support international partnerships and projects, and promote mobility. Contact information is provided for national agencies that can provide more details on participating in specific programmes.
What’s in it for education, training, youth and sport?Pogled kroz prozor
Erasmus+ is a EU program with a budget of €14.7 billion that combines previous EU programs for education, training, youth, and sport. It aims to support mobility and cooperation across these fields. The program has three main types of activities: learning mobility for individuals, cross-sector partnerships for innovation, and support for policy reform. It seeks to achieve goals like reducing early school leaving, improving vocational skills, and modernizing adult education. Key activities include staff exchanges, student mobility, and strategic partnerships between organizations to develop new practices and share resources.
A digital literacy proposal in online Higher Education: the UOC scenarioeLearning Papers
Authors: Montse Guitert, Teresa Romeu.
Universities have a key role in providing students with strategies and competences to allow them to be part of the current information society and hence to be able to develop a productive career.
Presented for a Comenius Study Visit group interested in social Cohesion, at the Department of Education. Catalan policy and Teacher Training Programs, for Languages and Social Cohesion, 2011.
Education and Training Monitor 2015: Informe de seguimiento Objetivos 2020 eraser Juan José Calderón
This document summarizes the 2015 Education and Training Monitor report from the European Commission.
The report analyzes education trends and performance across EU member states. It focuses on issues related to the Europe 2020 strategy goals such as education attainment levels, early school leaving, and skills matching labor market needs.
The report contains country-specific analyses and identifies policy priorities to promote inclusion, quality, and relevance in education. These include supporting teachers, innovative teaching methods, work-based learning, and lifelong learning opportunities.
The report stresses that continued investment in education is crucial to address poverty, unemployment, and social inclusion challenges in Europe while also promoting long-term growth.
The article explores the growing global movement towards greater social responsibility in higher education. This is an extract from the 2013 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The document discusses European youth policy and programs aimed at reducing unemployment among young people in the EU. It notes that over 5 million young people are unemployed in the EU and the unemployment rate has risen from 14% in 2008 to 23.9% in 2013. The EU's Youth Strategy 2010-2018 aims to improve education and employment opportunities for youth. Specific programs mentioned include Erasmus+, which provides grants for university study and professional training abroad, Leonardo scholarships for vocational education, youth exchanges, and volunteer projects. The document provides websites for more information on accessing scholarships and other support for young EU citizens.
The latest EU programme for higher education, Erasmus+, exhibits some new and innovative features designed to ensure Europe’s competitiveness in the years ahead. Here we provide an insider’s guide to what’s changed in this fundamental new EU programme. This is an extract from the 2014 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
This document discusses the importance of STEM skills for Europe's future economic competitiveness and addresses the mismatch between available STEM skills and labor market demands. It introduces the EU STEM Coalition, which aims to boost innovation and jobs by supporting the development and implementation of national STEM strategies across EU member states. The Coalition focuses on knowledge sharing between existing national STEM platforms and supporting the establishment of new platforms through taskforce meetings. Its goals are to increase the effectiveness of national platforms, support new platforms in EU countries, and disseminate outcomes.
At the 6th NICE Conference in Bratislava, Dr Laura Gressnerova and Dr Ivan Prelovsky presented the results of an EU-funded project during a symposium on "Innovative Training Projects & Programmes for Career Professionals"
The document outlines the European Union's strategies for improving education and training systems through 2010. It discusses five main strategies: 1) improving education and vocational training, 2) strengthening technology-supported learning, 3) increasing research and development funding, 4) implementing macroeconomic, microeconomic and employment policies to spur growth, and 5) highlighting successful EU initiatives in areas like e-learning. The overall goals are for the EU to become a highly competitive knowledge economy and for its education and training to become a world reference standard.
This document discusses the benefits of mobility programs for vocational education and training (VET) students in Europe. It notes that spending time abroad encourages foreign language learning, personal development, and confidence. However, current rates of VET student mobility across Europe are low, below the 2020 target of 6% of students having international experience. The main challenges for VET students in mobility programs are learning foreign languages and developing intercultural skills to adapt to new cultural environments and workplaces abroad. Developing these skills is important for students' future careers and Europe's economy in an increasingly globalized and multiculturally diverse business world.
Used by euxtra.com as information to its user. PDF file created and on the behalf of the European Commission.
Source: http://ec.europa.eu/dgs/education_culture/publ/pdf/leonardo/success-stories2007_en.pdf
The document discusses eLearning and its role in Europe. It states that eLearning is now seen as a policy instrument and paradigm for new learning environments to help achieve Europe 2020 objectives. Mainstreaming eLearning in education and training is a main goal, with the advantages of being economically, cognitively, and pedagogically beneficial. The project Apoio Escolar Online is highlighted as providing online academic support for all students in Madeira through various eLearning tools and resources available on its platform.
Connecting policies and actors 2009 EU policies for educationSiegfried WIllems
This document discusses several recent European initiatives aimed at increasing transparency and mobility in education and training across Europe. It discusses policies like ECVET, EQF, and initiatives to increase learning mobility. It argues that these initiatives aim to help learners transition more easily between vocational and higher education and get skills validated. However, it questions whether these initiatives fully address the needs of companies and a changing economy. It suggests career guidance and management skills will be important to help learners navigate a changing job market.
This document provides a summary of a report on ICT use in education in Spain based on a 2011-2012 survey. It finds that:
- Spain has national strategies and central guidelines on ICT learning objectives in primary and secondary education. ICT is taught as both a subject and a tool across other subjects.
- The survey was conducted by the European Commission and European Schoolnet to benchmark ICT access, use, and attitudes in schools across Europe. It received responses from head teachers, teachers, and students in 27 countries.
- Key indicators in the report relate to ICT infrastructure availability, frequency of ICT use, digital skills of teachers and students, professional development, and school support measures. Results
Mapping innovative learning experiences in the UKeLearning Papers
CREANOVA is an EU-funded project that aims to undertake research on specific conditions and factors which are present in creative learning environments and promote innovation. While innovation is a defined imperative for European learning policy, there is a lack of evidence on what constitutes meaningful innovation and how it can be fostered and applied in learning.
Authors: Pat Gannon-Leary, Stephen Farrier
This document summarizes a synthesis seminar on the policy relevance of the study visits programme. Over 50,000 education and training specialists have participated in study visits programmes, gaining new professional experiences and sharing information with peers and policymakers. The study visits programme has increasingly focused on fostering links to European and national policy development. By promoting peer learning, quality programming, and information sharing, the study visits programme aims to actively contribute to the EU's strategic objectives on education and training.
Education at a glance 2016. @OCDE Indicators
Education at a Glance is the authoritative source for information on the state of education around the world. It provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
The Bordeaux Communiqué summarizes the priorities and strategies of the Copenhagen process on enhancing cooperation in European vocational education and training. It discusses progress made since 2002 in developing tools to improve transparency and recognition of skills between countries. Key priorities going forward include implementing these tools at national levels, increasing quality and attractiveness of vocational training systems, better linking training to labor market needs, and strengthening European cooperation on vocational education.
The document summarizes a European project called CENTRES that aims to promote creative entrepreneurship education. It discusses how the final CENTRES conference brought together partners from 8 European countries to discuss outcomes, how to better champion creative entrepreneurship in schools, and next steps. The project created a European forum for sharing best practices in entrepreneurship education for the creative industries.
This document summarizes findings from study visits in 2008-2009 related to developing key competences in education and training, with a focus on communication in foreign languages and social/civic competences. Some common approaches identified across countries included early foreign language learning starting in pre-primary levels, using various models of language delivery (separate subjects, bilingual programs, CLIL), and recognizing the value of the Common European Framework of Reference. Challenges included the need for effective organization at all levels and well-trained teachers. Examples of good practices sharing experiences across practitioners and policymakers were identified.
Formacio Grup Experimentació per al Plurilingüisme, GEP, 2n Any 2015, feta per Neus Lorenzo. Desenvolupament del projecte Lingüístic de Centre. Més informació: http://www.xtec.cat/web/projectes/plurilinguisme/pluri/gep
Initial session: Language Assistents in Catalonia 2011. International program to provide language assistants to schools with CLIL projects, oral activities and speaking sessions for children in Primary and Secondary education
A digital literacy proposal in online Higher Education: the UOC scenarioeLearning Papers
Authors: Montse Guitert, Teresa Romeu.
Universities have a key role in providing students with strategies and competences to allow them to be part of the current information society and hence to be able to develop a productive career.
Presented for a Comenius Study Visit group interested in social Cohesion, at the Department of Education. Catalan policy and Teacher Training Programs, for Languages and Social Cohesion, 2011.
Education and Training Monitor 2015: Informe de seguimiento Objetivos 2020 eraser Juan José Calderón
This document summarizes the 2015 Education and Training Monitor report from the European Commission.
The report analyzes education trends and performance across EU member states. It focuses on issues related to the Europe 2020 strategy goals such as education attainment levels, early school leaving, and skills matching labor market needs.
The report contains country-specific analyses and identifies policy priorities to promote inclusion, quality, and relevance in education. These include supporting teachers, innovative teaching methods, work-based learning, and lifelong learning opportunities.
The report stresses that continued investment in education is crucial to address poverty, unemployment, and social inclusion challenges in Europe while also promoting long-term growth.
The article explores the growing global movement towards greater social responsibility in higher education. This is an extract from the 2013 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The document discusses European youth policy and programs aimed at reducing unemployment among young people in the EU. It notes that over 5 million young people are unemployed in the EU and the unemployment rate has risen from 14% in 2008 to 23.9% in 2013. The EU's Youth Strategy 2010-2018 aims to improve education and employment opportunities for youth. Specific programs mentioned include Erasmus+, which provides grants for university study and professional training abroad, Leonardo scholarships for vocational education, youth exchanges, and volunteer projects. The document provides websites for more information on accessing scholarships and other support for young EU citizens.
The latest EU programme for higher education, Erasmus+, exhibits some new and innovative features designed to ensure Europe’s competitiveness in the years ahead. Here we provide an insider’s guide to what’s changed in this fundamental new EU programme. This is an extract from the 2014 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
This document discusses the importance of STEM skills for Europe's future economic competitiveness and addresses the mismatch between available STEM skills and labor market demands. It introduces the EU STEM Coalition, which aims to boost innovation and jobs by supporting the development and implementation of national STEM strategies across EU member states. The Coalition focuses on knowledge sharing between existing national STEM platforms and supporting the establishment of new platforms through taskforce meetings. Its goals are to increase the effectiveness of national platforms, support new platforms in EU countries, and disseminate outcomes.
At the 6th NICE Conference in Bratislava, Dr Laura Gressnerova and Dr Ivan Prelovsky presented the results of an EU-funded project during a symposium on "Innovative Training Projects & Programmes for Career Professionals"
The document outlines the European Union's strategies for improving education and training systems through 2010. It discusses five main strategies: 1) improving education and vocational training, 2) strengthening technology-supported learning, 3) increasing research and development funding, 4) implementing macroeconomic, microeconomic and employment policies to spur growth, and 5) highlighting successful EU initiatives in areas like e-learning. The overall goals are for the EU to become a highly competitive knowledge economy and for its education and training to become a world reference standard.
This document discusses the benefits of mobility programs for vocational education and training (VET) students in Europe. It notes that spending time abroad encourages foreign language learning, personal development, and confidence. However, current rates of VET student mobility across Europe are low, below the 2020 target of 6% of students having international experience. The main challenges for VET students in mobility programs are learning foreign languages and developing intercultural skills to adapt to new cultural environments and workplaces abroad. Developing these skills is important for students' future careers and Europe's economy in an increasingly globalized and multiculturally diverse business world.
Used by euxtra.com as information to its user. PDF file created and on the behalf of the European Commission.
Source: http://ec.europa.eu/dgs/education_culture/publ/pdf/leonardo/success-stories2007_en.pdf
The document discusses eLearning and its role in Europe. It states that eLearning is now seen as a policy instrument and paradigm for new learning environments to help achieve Europe 2020 objectives. Mainstreaming eLearning in education and training is a main goal, with the advantages of being economically, cognitively, and pedagogically beneficial. The project Apoio Escolar Online is highlighted as providing online academic support for all students in Madeira through various eLearning tools and resources available on its platform.
Connecting policies and actors 2009 EU policies for educationSiegfried WIllems
This document discusses several recent European initiatives aimed at increasing transparency and mobility in education and training across Europe. It discusses policies like ECVET, EQF, and initiatives to increase learning mobility. It argues that these initiatives aim to help learners transition more easily between vocational and higher education and get skills validated. However, it questions whether these initiatives fully address the needs of companies and a changing economy. It suggests career guidance and management skills will be important to help learners navigate a changing job market.
This document provides a summary of a report on ICT use in education in Spain based on a 2011-2012 survey. It finds that:
- Spain has national strategies and central guidelines on ICT learning objectives in primary and secondary education. ICT is taught as both a subject and a tool across other subjects.
- The survey was conducted by the European Commission and European Schoolnet to benchmark ICT access, use, and attitudes in schools across Europe. It received responses from head teachers, teachers, and students in 27 countries.
- Key indicators in the report relate to ICT infrastructure availability, frequency of ICT use, digital skills of teachers and students, professional development, and school support measures. Results
Mapping innovative learning experiences in the UKeLearning Papers
CREANOVA is an EU-funded project that aims to undertake research on specific conditions and factors which are present in creative learning environments and promote innovation. While innovation is a defined imperative for European learning policy, there is a lack of evidence on what constitutes meaningful innovation and how it can be fostered and applied in learning.
Authors: Pat Gannon-Leary, Stephen Farrier
This document summarizes a synthesis seminar on the policy relevance of the study visits programme. Over 50,000 education and training specialists have participated in study visits programmes, gaining new professional experiences and sharing information with peers and policymakers. The study visits programme has increasingly focused on fostering links to European and national policy development. By promoting peer learning, quality programming, and information sharing, the study visits programme aims to actively contribute to the EU's strategic objectives on education and training.
Education at a glance 2016. @OCDE Indicators
Education at a Glance is the authoritative source for information on the state of education around the world. It provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
The Bordeaux Communiqué summarizes the priorities and strategies of the Copenhagen process on enhancing cooperation in European vocational education and training. It discusses progress made since 2002 in developing tools to improve transparency and recognition of skills between countries. Key priorities going forward include implementing these tools at national levels, increasing quality and attractiveness of vocational training systems, better linking training to labor market needs, and strengthening European cooperation on vocational education.
The document summarizes a European project called CENTRES that aims to promote creative entrepreneurship education. It discusses how the final CENTRES conference brought together partners from 8 European countries to discuss outcomes, how to better champion creative entrepreneurship in schools, and next steps. The project created a European forum for sharing best practices in entrepreneurship education for the creative industries.
This document summarizes findings from study visits in 2008-2009 related to developing key competences in education and training, with a focus on communication in foreign languages and social/civic competences. Some common approaches identified across countries included early foreign language learning starting in pre-primary levels, using various models of language delivery (separate subjects, bilingual programs, CLIL), and recognizing the value of the Common European Framework of Reference. Challenges included the need for effective organization at all levels and well-trained teachers. Examples of good practices sharing experiences across practitioners and policymakers were identified.
Formacio Grup Experimentació per al Plurilingüisme, GEP, 2n Any 2015, feta per Neus Lorenzo. Desenvolupament del projecte Lingüístic de Centre. Més informació: http://www.xtec.cat/web/projectes/plurilinguisme/pluri/gep
Initial session: Language Assistents in Catalonia 2011. International program to provide language assistants to schools with CLIL projects, oral activities and speaking sessions for children in Primary and Secondary education
Innovation: Understanding, assessing and acting with purpouseNeus Lorenzo
The document is a presentation about innovation in education. It discusses understanding innovation, assessing innovative models, and acting with purpose. It provides examples of innovative learning environments and theories that empower learner-centered education and collaboration. The presentation emphasizes understanding practices, analyzing procedures for assessment, and identifying tools to generate coherent criteria to support innovation in education.
Plurilinguisme a Europa: per aprendre al llarg de la vidaNeus Lorenzo
Presentació plenaria de Neus Lorenzo a la "Rischmond Santillana Session" de Barcelona. Març 2014, Universitat Internacional de Catalunya (UIC), Barcelona.
Presentació institucional feta per Neus Lorenzo a la Jornada de 'Cambridge Exams Catalunya", la "1ª Conferència Anual per a Professionals de l'Ensenyament de l'Anglès", de desenvolupament professional docent, que va tenir lloc els dies 22 i 23 de novembre de 2013 a la seu de l'IDEC - Universitat Pompeu Fabra.
Presentation "Language learning spaces: diversity and transversality" (EU LLP CEDEFOB), April 2013 by Neus Lorenzo for the Study-Visit "Language learning spaces: diversity and transversality" http://blocs.xtec.cat/cataloniastudyvisit2013languagelearning/
presentación Auxiliares de Conversación 2012, CataluñaNeus Lorenzo
Este documento describe el valor de las lenguas en el sistema educativo de Cataluña. Resalta la importancia del aprendizaje de múltiples lenguas como un derecho de los estudiantes y un beneficio para toda la comunidad. También destaca los retos de proteger la diversidad lingüística frente a la amenaza de la globalización y la desaparición de muchas lenguas minoritarias.
Contribució al Decaleg i propostes d'Acció del consell Escolar de la Comunitat de València, Febrer 2017. Taula Rodona número 4, participació col·lectiva, (Neus Lorenzo). Més informació: https://twitter.com/hashtag/DecalegCECV
The document discusses the key challenges and priorities facing the European Union, including restarting economic growth, fighting unemployment, ensuring security, and reinforcing citizenship. It also summarizes the Catalan educational system, noting that Catalonia has over 7 million inhabitants and its system includes public, private, and charter schools providing education from infant to university levels. The system aims to promote multilingualism, diversity, and lifelong learning.
The document discusses the key challenges and priorities facing the European Union, including restarting economic growth, fighting unemployment, ensuring security, and reinforcing citizenship. It also summarizes the Catalan educational system, noting that Catalonia has over 7 million inhabitants and its system includes public, private, and charter schools providing education from infant to university levels. The system aims to promote multilingualism, diversity, and lifelong learning.
Educational policy: Towards Plurilingualism for Social Cohesion (Accept Plura...Neus Lorenzo
Catalan linguistic policy, presentation at ACCEPT PLURALISM Project, an international research for social cohesion and educational development in Europe (Funded by: the European Commission under the Seventh Framework Programme), in march 2011.
Ref: http://accept-pluralism.eu/Home.aspx
Round Table: http://accept-pluralism.eu/Documents/Events/LaunchEvents/2011-03-09-Spain/SpanishLaunchevent-presentationandminutes[1].pdf
Learning spaces: for growing and living together
The document discusses educational policies and trends in Catalonia. It explores concepts of inclusion, competencies, plurilingualism, and European priorities. Data is presented on topics like secondary graduation rates, PISA scores relative to spending, instruction time by subject, and unemployment. The importance of multilingualism, intercultural skills, and networking for future employability is emphasized. Challenges around resources are acknowledged, but a positive outlook is taken by focusing on community building and using available tools to shape the future.
Multilingualism versus Plurilingualism. Looking for collective empowermentNeus Lorenzo
The document discusses Catalonia's educational policies, which focus on consolidating Catalan citizenship through plurilingualism rather than multilingualism. The goal is to provide students with the competencies needed for the future, such as employability and sustainability. Schools are given autonomy to develop leadership and make international decisions. Immigrant populations in Catalonia are growing and the educational system aims to manage diversity and promote intercultural dialogue.
The Most Excellent International Schools to Study in Spain, 2023.pdftheknowledgereview1
In the latest issue of The Knowledge Review, ‘The Most Excellent International Schools to Study in Spain, 2023,’ We explore Excellent International Schools to Study.
1. The document discusses how open education practices can become essential ingredients in supporting transformative innovation in society. It focuses on the role of higher education institutions.
2. Key concepts discussed include open education practices, entrepreneurial discovery processes, open science, partnerships for regional innovation, and smart specialization strategies. The document emphasizes how these concepts are interrelated and can work together to promote inclusion, knowledge sharing, and regional growth.
3. Higher education institutions are encouraged to engage stakeholders and contribute to regional and global innovation through open teaching, research, data sharing, and multi-sector partnerships as part of their social mission.
Katalin Csoma's presentation from HungaryKatalin Csoma
- ICT and teacher training are highly valued in Hungary's education system, which aims to create a knowledge-based economy. However, teacher trainee numbers have recently declined.
- Two notable projects aimed to promote ICT skills among teachers: The Roma IT Project from 2003-2005 focused on disadvantaged schools, finding benefits like increased student motivation.
- The European Pedagogical ICT Licence program since 2006 provides a web-based certification for developing teachers' ICT skills through hands-on, school-based projects completed over 5-6 months. It focuses on pedagogy and views ICT as an agent of change.
Lachezar Afrikanov presents on the topic: "European Funding opportunities for Career Education". The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria. Author: Lachezar Afrikanov
The document summarizes the Catalan educational system and linguistic situation. It notes that Catalan is spoken by 10 million people and discusses bilingualism, plurilingualism, and intercultural dialogue in the Catalan context. It provides details on the types of schools, educational levels, social and educational contexts, language policies, and the use of languages in families and communities in Catalonia.
The document outlines Catalonia's Plurilingual Project, an educational framework for promoting diversity and social cohesion. It discusses Catalonia's social and educational history with immigration and language policy. The project aims to build identity through accepting diversity, build community through social cohesion, and build knowledge with lifelong learning skills. It promotes the Catalan language as common to all while respecting cultural differences. Strategies include various language immersion programs, teacher training, and resources to support inclusion and student success.
Using ICT and electronic music to reduce school drop out in EuropeeLearning Papers
Author: Franco Alvaro
In Europe, too many young people leave school prematurely without those basic skills that an active involvement in the knowledge society requires and that are necessary to shift into the labor market. The core aim of the EU funded E-Motion project is to reduce the school drop out rate with a particular emphasis on young people who are at risk of social exclusion (migrants, ethnic minorities, poor socio-economic backgrounds).
This document summarizes the key European Union policies and initiatives related to adult learning and lifelong learning. It outlines the policy drivers behind increasing investment in adult education, including an aging population and skills gaps. Major EU policy frameworks like the Lifelong Learning Programme and Education and Training 2020 are described. The document also provides an overview of the Grundtvig programme for adult learning, its objectives, actions, impacts and future directions.
The EU Legal Framework on Higher Education Policies and International Coopera...PhDSofiaUniversity
The document outlines the EU legal framework on higher education policies and international cooperation. It discusses key strategies and initiatives over time including the Lisbon Strategy, Europe 2020 Strategy, ET2020, Erasmus+, and the Bologna Process. The framework aims to promote mobility, cooperation between institutions, and the European dimension in education through initiatives like teaching EU languages and distance learning. It retains autonomy for member states over education systems while encouraging cooperation.
Catalan Model for Language Learning in Plurilingual contextsNeus Lorenzo
Teacher training matterial for developing the Catalan Model for Language Learning in Plurilingual contexts (Jornada d'educació a Europa. Berga 2009, Catalonia)
Enlarged contexts of learning in preprimary education for professional teache...aliceproject
This document presents the research proposal of Chiara Urbani for her PhD in Science of Cognition and Education at the University Ca' Foscari in Venice. The proposal examines professional development for pre-primary teachers in Italy within the framework of the "capability approach." Urbani aims to identify factors that influence teachers' capability development and to define a new model of professional training. Through mixed qualitative and quantitative methods, the study will assess teachers' skills and identify resources and frameworks that promote capabilities. The expected results are to define conversion factors, a professional development model, and new policies to support teachers' agency and freedom to achieve their full potential.
eCompetences and equality - from MOOCs to social MOOCs in europeEADTU
The document discusses opportunities for MOOCs and social MOOCs (sMOOCs) in Europe. It argues that the economic crisis presents an opportunity to build a coherent ecosystem for scalable and sustainable online education across the EU. It outlines existing assets like expertise in online learning and pedagogical diversity across countries. It proposes developing a unified European portal, common standards, and official certification services for MOOCs. The goal is to improve coordination, visibility and access to online learning opportunities for lifelong learning across Europe.
This document summarizes a presentation given by Dr. Essi Ryymin at the European Forum of Technical and Vocational Education and Training in 2016. The presentation covered three main topics: 1) how digital learning can contribute to competency-based learning and 21st century skills, 2) the need for digital competence in the modern workforce, and 3) the important role of vocational teachers. It argues that vocational education must focus on developing students' digital and 21st century skills in order to better prepare them for current employment needs and address skills gaps between education and work.
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Educar èticament en l'era digital_ Master Educació- ANDORRA -2024 .pptxNeus Lorenzo
Lorenzo, N. (2024). Educar èticament en l'era digital de la IA: Eines per informar, formar i transformar la societat, vers un món més just. Universitat d'Andorra. Transformation Society. 22 de maig 2024.
Sessió de formació del Màster universitàri de Cultura Democràtica, Universitat d'Andorra.
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Lorenzo, N. (2024) Taller- Avaluació. Sessió 1. AIEC: Connectats amb el Futur de l'Educació. Grup ODITE-Espiral. Congrés de l'Associació d'Inspectors d'Educació Catalunya 2024, Puigcerdà
Què tenen en comú la RA, l’Escolta Activa, els jalapenys, els ODS a l’aula i ...Neus Lorenzo
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VIDEO-La documentació de gestió de centres educatius amb IA.pdfNeus Lorenzo
Lorenzo, N., i Burriel, F. (2024). La documentació de gestió de centres educatius amb intel·ligència artificial. Càpsules Formatives, Diputació de Barcelona. https://www.diba.cat/es/web/educacio/-/la-documentaci%C3%B3-de-gesti%C3%B3-de-centres-educatius-amb-intel%C2%B7lig%C3%A8ncia-artificial
En aquest vídeo posem en valor l'educació formal mitjançant la reflexió sobre els documents d’ordenació i organització del centre. S’utilitza una metodología dialògica i lúdica, amb un joc que explora les oportunitats educatives dels Models de Llenguatge a Gran Escala (LLM) com el ChatGPT, i les eines d’Intel·ligència Artificial generativa (IAG) per la creació de text i d’imatge.
Ús pràctic de la Intel·ligència Artificial a l’escolaNeus Lorenzo
Lorenzo, Neus (2024) Ús pràctic de la Intel·ligència Artificial a l’escola. Col·legi de Doctors i Llicenciats de Catalunya. SCP-IEC. Jornada de seguiment ComConèixer (KBIP). Barcelona.
El poder de la xarxa. Crear coneixement, comunitat i criteriNeus Lorenzo
LORENZO, Neus (2023) "El poder de la xarxa. Crear coneixement, comunitat i criteri". Societat Catalana de Pedagogia, Transformation Society, Odite. Presentació de Neus Lorenzo a la Xarxa MEX de Mataró, 2 de Novembre 2023.
Usos i abusos de la Intel·ligència ArtificialNeus Lorenzo
LORENZO, Neus (2023). "Usos i abusos de la Intel·ligència Artificial. Els missatges ocults i les evidències amagades". Ed. Transformation Society. CosmoCaixa, Museu de la ciència. 5 Oct 2023. Barcelona. DOI: 10.13140/RG.2.2.27979.57127
APLICA IA: NOUS INSTRUMENTS DIGITALSAplicacions del CHAT GPT als diversos ...Neus Lorenzo
LORENZO, Neus (2023) "APLICA IA: NOUS INSTRUMENTS DIGITALS. Aplicacions del CHAT GPT als diversos nivells educatius. (… i la UNESCO què hi diu?)". SCP-IEC, 2023
Presentació a les Jornades de Centres Innovadors, DIM_EDU Barcelona 2023.
Formació_Projecte_EIPSI_Centres_Sessió 3_Neus Lorenzo
Lorenzo, N., Folch, B., & Burriel, F. (2022) Pràctiques educatives basades en evidències. L'escola com a garant de la inclusió social: Dret a l'error i dret a l'èxit. Departament d'educació & Transformation Society. Sessió de formació del projecte EIPSI, pels centres educatius de Catalunya.
Presentació feta a la Llibreria ONA de Barcelona, el 21 de setembre 2023, a càrrec de la Societat Catalana de Pedagogia (Institut d'Estudis Catalans).
CITA: Lorenzo, N. (2023) Una mirada calidoscòpica a la IA: Reflexions per a l’acció. SCP-IEC, Llibreria ONA (BCN).
El desgast terminològic en l’àmbit educatiuNeus Lorenzo
Lorenzo, N. (2023) El desgast terminològic en l’àmbit educatiu. SCP-IEC. Presentació a la XX Jornada de SCATERM, La terminologia en l'educació. Taula 1. Institut d'Estudis Catalans. Barcelona, 31 de maig 2023.
UDL as a Non-linear Unifying Field for Learning - Bridging Diversity and Pers...Neus Lorenzo
Gallon, R. & Lorenzo N. (2023). UDL as a Non-linear Unifying Field for Learning - Bridging Diversity and Personalization. CNIE-RCIE, Canada. 30 May, 2023.
Lorenzo, Neus (2023). Aprenentatge Profund. Conèixer el passat per habitar el present i canviar el futur. Jornada de l'Aula Oberta Carme Serrallonga, Esplugues de Llobregat, Espai Baronda. 27 d'Abril 2023
Integrating Education Technology and SDGsNeus Lorenzo
Lorenzo, N. & Gallon, R. (2020). “Integrating Education, Technology, and SDG’s: a three-pronged collaboration”. In Daniela, L. (Ed.), Innovations, Technologies and Research in Education, 2019, 10-22. Proceedings of ATEE Spring Conference. Latvia: University of Latvia. Retrieved February 15, 2020 from https://doi.org/10.22364/atee.2019.itre.01
Lorenzo, N. (2022) Tendències de Futur. On volem estar?. SCP_IEC. Jornades "Inspiring Education 2022".
DOI: 10.13140/RG.2.2.34769.61280
Barcelona, 19 Octubre 2022. Conferència sobre l'evolució de la Tecnologia en educació, adreçada a la valoració educativa de tendències , expectatives i impacte, en el marc de la trobada anual organitzada per WcelWorking conjuntament amb Institut Relacional. La sessió va ser enregistrada en vídeo. Més informació: https://celworking.com/inspiring-education-2022/
La Innovació educativa a Catalunya: sostenible, ética i transferibleNeus Lorenzo
Lorenzo, N. (2022) "La Innovació educativa a Catalunya:
sostenible, ética i transferible". Congrés DIM-EDU 2022 (Didáctica, Innovación, Multimedia en Educació). Taula Rodona 1 -Innovació Centres per la millora de la qualitat i l'eficàcia de la formació i el desenvolupament personal. Barcelona (Spain)
Font:
EIPSI-Evidence-Informed Practice: using evidence to design, implement and imp...Neus Lorenzo
The document outlines the agenda for a training on evidence-informed practice in education. It discusses five strategic priorities for improving education in the EU over the next decade, including improving quality, equity, inclusion and success in education. It emphasizes using research evidence, data gathering, and reflection to enhance teaching and learning. Several techniques are mentioned, like dialogic learning and direct observation. It stresses that evidence-informed practice helps fight bias and that training should be needs-based to improve outcomes. Overall, the training aims to help educators better incorporate evidence into educational practices and decision-making.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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. 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 !
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. 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. 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. 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. 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. 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. 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. 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. 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. 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
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. LANGUAGE USAGE IN TWITTER
http://goo.gl/qDvs2 & http://www.flickr.com/photos/walkingsf/6276642489/
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. 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. know how & resources? sensitivity & complicities?
Looking for balance and sustainability
education?
25. Secondary 2012
OCDE
75%
Catalan Spanish English FrenchMaths
Font: Consell Superior d’Avaluació del Sistema Educatiu - Catalunya, resultats ESO
Results: Secondary education
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
35. CLIL, a continuum for L1, L2... Ln
Language of instruction
Language for instruction
Language through instruction
Language outside instruction
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. 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. 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. 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. Challenge: integrating digital environments
2006
2004
2001
http://www.lockergnome.com/wp-content/uploads/2011/02/augmented-reality.jpg
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. 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. 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. 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.
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. 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. 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. Coordination (time) versus collaboration (work)
in education
Ref: Creating Effective Teaching and Learning Environments First results from TALIS, 2009 ODCE
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
53. 53
Building a common future in Europe:
plurilingualism is our path
Ref: http://ow.ly/fyRTu
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 !!!
Immigració ..una constant a Catalunya:
If you read Catalan traditional literature, it seems that we like to think of ourselfs, the Catalan people,, as a people rooted, linked to our land and our traditions, to our food style and our historical landmarks….
But Catalans have been always very mobile… Migrations have been a constant in Catalonia.
Catalonia is a crossing point, aand during the last century we have had terrible situations where we had to emigrate… and others where we received immigrats in huge number… we have had constant immigrants and long term visitors.
So now, it seems we try to sell that we have always been international people, openminded, intercultural….
Brussels, 3rd March 2010
Europe 2020: Commission proposes new economic strategy in Europe.
The European Commission has launched today the Europe 2020 Strategy to go out of the crisis and prepare EU economy for the next decade. The Commission identifies three key drivers for growth, to be implemented through concrete actions at EU and national levels: smart growth (fostering knowledge, innovation, education and digital society), sustainable growth (making our production more resource efficient while boosting our competitiveness) and inclusive growth (raising participation in the labour market, the acquisition of skills and the fight against poverty). This battle for growth and jobs requires ownership at top political level and mobilisation from all actors across Europe. Five targets are set which define where the EU should be by 2020 and against which progress can be tracked.
President Barroso said, "Europe 2020 is about what we need to do today and tomorrow to get the EU economy back on track. The crisis has exposed fundamental issues and unsustainable trends that we can not ignore any longer. Europe has a growth deficit which is putting our future at risk. We must decisively tackle our weaknesses and exploit our many strengths. We need to build a new economic model based on knowledge, low-carbon economy and high employment levels. This battle requires mobilisation of all actors across Europe."
First of all, Europe must learn the lessons from the global economic and financial crisis. Our economies are intrinsically linked. No Member State can address global challenges effectively by acting in isolation. We are stronger when we work together, and a successful exit therefore depends on close economic policy coordination. Failure to do so could result in a "lost decade" of relative decline, permanently damaged growth and structurally high levels of unemployment.
The Europe 2020 Strategy therefore sets out a vision for Europe's social market economy over the next decade, and rests on three interlocking and mutually reinforcing priority areas: Smart growth, developing an economy based on knowledge and innovation; Sustainable growth, promoting a low-carbon, resource-efficient and competitive economy; and Inclusive growth, fostering a high-employment economy delivering social and territorial cohesion.
Progress towards these objectives will be measured against five representative headline EU-level targets, which Member States will be asked to translate into national targets reflecting starting points:
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.
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.
In order to meet the targets, the Commission proposes a Europe 2020 agenda consisting of a series of flagship initiatives. Implementing these initiatives is a shared priority, and action will be required at all levels: EU-level organisations, Member States, local and regional authorities.
Innovation union - re-focussing R&D and innovation policy on major challenges, while closing the gap between science and market to turn inventions into products. As an example, the Community Patent could save companies 289€ million each year.
Youth on the move - enhancing the quality and international attractiveness of Europe's higher education system by promoting student and young professional mobility. As a concrete action, vacancies in all Member States should be more accessible through out Europe and professional qualifications and experience properly recognised.
A digital agenda for Europe - delivering sustainable economic and social benefits from a Digital Single Market based on ultra fast internet. All Europeans should have access to high speed internet by 2013.
Resource-efficient Europe - supporting the shift towards a resource efficient and low-carbon economy. Europe should stick to its 2020 targets in terms of energy production, efficiency and consumption. This would result in €60 billion less in oil and gas imports by 2020.
An industrial policy for green growth – helping the EU's industrial base to be competitive in the post-crisis world, promoting entrepreneurship and developing new skills. This would create millions of new jobs ;
An agenda for new skills and jobs – creating the conditions for modernising labour markets, with a view to raising employment levels and ensuring the sustainability of our social models, while baby-boomers retire ; and
European platform against poverty - ensuring economic, social and territorial cohesion by helping the poor and socially excluded and enabling them to play an active part in society.
The ambition of Europe 2020 means that leadership and accountability must be taken to a new level. The Commission invites Heads of State and Government to take ownership for this new Strategy and endorse it at the Spring European Council. The role of the European Parliament will also be enhanced.
The governance methods will be reinforced to ensure that commitments are translated into effective action on the ground. The Commission will monitor progress. Reporting and evaluation under both Europe 2020 and the Stability and Growth Pact (SGP) will be carried out simultaneously (while remaining distinct instruments) to improve coherence. This will allow both strategies to pursue similar reform objectives while remaining as separate instruments.
Further information : http://ec.europa.eu/eu2020/index_en.htm
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