Excellence in education wfate 2016 M. Montagut i M. Travé

Excellence in education wfate 2016 M. Montagut i M. Travé

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  EXCELLENCE IN EDUCATION: THEEUROPEAN CHALLENGE Mercè Travé & Montserrat Montagut WFATE Fourth Biennial International Conference Barcelona, 21st – 23th April 2016
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  WHAT DOES EXCELLENCEIN EDUCATION MEAN? 2
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  What does excellencein education mean?  Excellence: “the state or quality of excelling or being exceptionally good” 3 In the field of education, the excellence of a school or of the whole system may vary depending on the observer:  Teachers?  Principals?  Administration?  Families?  Students?  Employers?  ...
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  Leverage the potential ofall learners Better anticipate the evolution of the demand for 21st century skills and better integrate the world of work and learning Find more innovative solutions to what and how we learn, and to when and where we learn Advance from an industrial towards a professional work organisation …learning systems… Citizens expect that... Making education everybody’s business. Andreas Schneider, 2016
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  QUALITY VERSUS EXCELLENCE 5 Educationfor all. Global Monitoring Report 2005. UNESCO, 2004 Defining the objectives of education  Learners’ cognitive development  the success (academic results) is seen as an indicator of quality (PISA, TIMSS, PIRLS, etc.)  Promoting commonly shared values along with creative and emotional development  Respect for individual rights  Improved equity of access and learning outcomes.  Increased relevance. Defining quality on education. UNICEF, 2000
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  ENSURING QUALITY EDUCATIONIN EUROPE 6  Purposes of education in the European context:  preparation for employment;  preparation for life as active citizens in democratic societies;  personal development. Recommendation CM/Rec (2012)13E of the Council of Europe Committee of Ministers to member states on ensuring quality education
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  QUALITY EDUCATION SYSTEMS 7 Give access to learning to all students;  Develop each student’s personality, talents and abilities;  Enable students to develop competences, self-confidence and critical thinking to help them become responsible citizens and improve their employability;  Certify outcomes of formal and non-formal learning in a transparent way;  Rely on qualified teachers who are committed to their professional development;  Are free of corruption. Recommendation CM/Rec (2012)13E of the Council of Europe Committee of Ministers to member states on ensuring quality education
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  QUALITY EDUCATION SYSTEMS Makelearning central, encourage engagement and responsibility Be acutely sensitive to individual differences Provide continual assessment with formative feedback Be demanding for every student with a high level of cognitive activation Ensure that students feel valued and included, and learning is collaborative Making education everybody’s business. Andreas Schneider, 2016
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  EFFECTIVE SCHOOL VERSUSQUALITY SCHOOL 9 “An effective school is the one that achieves the goals as have been planned. A quality school is the one that, besides, aims at objectives which are socially and humanistically relevant.” Muñoz Repiso, M. (1997). In D. Reynolds, R. Bollen, B. Creemers, D. Hopkins, L. Stoll y N. Lagerweij (1997). Las escuelas eficaces. Claves para mejorar la enseñanza. Madrid: Aula XXI. Santillana SUCCESSFUL SCHOOLS
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  SUCCESSFUL SCHOOLS 10 Conclusiones delXXII Encuentro de Consejos Escolares Autonómicos y del Estado de Oviedo, mayo de 2014 (Monográfico en Revista “Participación Educativa”): Common features of effective schools:  High academic expectatives over students;  Quality curricula, effective use of learning time and wide range of learning opportunities  Secure, safe and good learning climate  Monitorising of students’ progress (high impact in mathematics and language)  Engagement and commitment of families with education;
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  SCHOOL QUALITY: RECOMMENDATIONS 11 Recognize teachers’ labour, reinforcing the quality of their training and professional commitment.  Promote methodologies aimed at cooperation and teamwork of a shared project.  Strengthen the role of school as a tool for inclusion, compensating inequalities.  Develop curricula that promotes the acquisition of basic skills, attitudes and values
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  12 SCHOOL QUALITY: RECOMMENDATIONS Promote motivation of students, and implement strategies for diversity.  Foster school management to exercise effective leadership within the educational community.  Promote evaluation and transparency  Foster an school project.  Identify and recognize good practices.
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  ERASMUS+ 13 Born as aresponse to the great challenges that Europe is facing: - Restoring job creation and economy recovery : youth unemployment - Too many young people leaving school prematurely and with low skills: 20% of young people in the EU reach low levels of basic skills in reading, mathematics and science. - Distance between skills required by labour market and economy and profile of job seekers poorly qualified. Growing demand for highly skilled jobs and competition for talent in a globalized world. - Need of more cohesive and inclusive societies: prevention of marginalisation, radicalization and violence http://ec.europa.eu/programmes/erasmus-plus/sites/erasmusplus/files/files/resources/erasmus-plus-programme-guide_en.pdf
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  GENERAL OBJECTIVES 14 The programaims at offering to more than four million Europeans the opportunity to acquire skills and develop personally and professionally through education, training and professional experience or volunteering abroad. It also fosters quality, innovation, excellence and internationalisation of institutions involved in education, training , youth and sport, and promotes initiatives that support policy reforms in these areas .
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  Erasmus+ projects: qualitycriteria 15 - Relevance of the project (SDP) - Quality of the project design and implementation - Quality of the project team and cooperation arrengements. - Impact and dissemination
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  Erasmus+ projects: results 16 -Development of new strategies - Team of teachers working in the same direction at national and international level; staff and principal engagement - Appropiate use of human and technological resources - Interaction with other institutions or groups of interest outside school - A project as a source of teaching and learning opportunities (for teachers and learners) - Improvement in qualitative and quantitative results - Transforming Erasmus+ project into a school project
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  Common elements ofexcellence 17 - A team of teachers with a school head as leader, involved, enthusiastic and responsible - Commitment of the school community, and also of the political, social and entrepreneurial environment - Willingness to be evaluated and compared, prepared to show results - Recognition of the effort to improve
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  Quality “It must bestressed, however, that whatever vision or definition of ‘quality’ we subscribe to, as educators we would argue that it is the minute-to-minute processes of education in the classroom that are the most critical element. In other words we believe that by working to make classrooms and schools ‘better’ in terms of relevant, efficient, creative and inclusive learning environments we are, in turn, contributing to broader, social efforts to improve the quality of life.” Font: Stephens, D. Quality of basic education. Paper prepared for the United Nations Educational, Scientific and Cultural Organization (UNESCO) EFA Monitoring Report Team. Paris
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  [email protected] [email protected]