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Shaping Competence: Quality on transformative learning for schools
The document discusses key topics around the future of European educational systems. It notes that moving from curriculum-centered systems to competence-based systems focused on skills is challenging but important. It emphasizes that education needs to incorporate technological tools, be interdisciplinary, and support learning communities. The development of transversal skills and key competencies in students is highlighted as important for future labor markets. The role of teachers in facilitating this transition through competency-based teaching and assessment is also emphasized.
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Shaping Competence: Quality on transformative learning for schools
- 1. Dr.Alan Bruce. ULS,Ireland Katerina Riviou, EllinogermanikiAgogi,Greece LINQ/EFQUEL:Crete, 8 May 2014
- 2. Future ofEuropean educational systems rests on skills, knowledge and attitudes of teachers Move from largely curriculum centered process to competence is not easy Standards, outcomes and measures drive curricula Do these alone meet labor market needs or needs in a transformed socio-political universe?
- 3. Students learnmore effectively in technologically enhanced environments Technology is a tool not simply a solution Technology supports quality – it informs and is informed by best practice Move towards designing courses as interdisciplinary explorations Learners learn within a community
- 4. Education informedby critical and reflective perspectives Competence building upon standards Role of quality – conceptual issues Alternative to curriculum driven systems Move from time based system to learning based system All age groups included
- 5. Technological resourcesand access Engaging families and communities Moving from teacher to student focus Relationship to labor market Designing for difference: inclusion and UDL The role of adult education and lifelong learning Addressing the impact of change
- 6. End ofpermanent jobs for life Casualization and degraded conditions Part-time and fragmented work Developing careers not jobs Adaptability Flexibility High entry level requirements Market focus Ethics and social responsibility Customer service quality and planning
- 7. Decreasing workers’share in national income in all countries Labor productivity (up 85% since 1980) not reflected in wages (up 35%) Declining social mobility Rising income inequality reflected in declining equality of opportunity Urbanization and rural decline Mass unemployment and crisis
- 8. Patterns ofconstant change Permanent migration mobility Outsourcing Flexible structures and modalities Obsolescence of job norms Knowledge economy Ecological pressures End of certainty
- 9. Innovation supportinglearning Innovation supporting work Re-evaluation of traditional methods and structures Changing needs Analyzing and responding to impact of globalization Change without changing – innovation with precedents Facing new realities – using evidence
- 10. Persistence andincrease in inequality Permanent hopelessness of excluded Embedded violence Internal underclass Social polarization Stripping away rights Invisibility, ethnic difference and the retreat to denial
- 11. Commodification ofknowledge Impact on education systems (Freire, Illich, Field) Impact on work (Braverman, Haraszti, Davis) Impact on community - alienation and anomie From community to networking Knowledge and learning now centrally linked as product and process dimensions
- 12. Conservative Strict Hierarchic Inflexible Memorization and recall focus Examination-driven Resistant to application of new technologies
- 13. Pupil/learner centered Competence driven Community focused Technologically enhanced International engagement focus Learning process (application modes) Individual value (humanistic approach)
- 14. Disruptive classroombehaviors Absenteeism Early school-leaving Teacher burnout Migration, integration and sustainability Literacy, numeracy, basic skills Languages Quality and governance DG EAC (2008) European Education andTraining Systems in the Second Decennium of the Lisbon Strategy, NESSE and ENEE.
- 15. “Competence means theproven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development.” European Commission, 2008
- 16. They aremultifunctional They are transversal across all fields They refer to a higher order of mental complexity, including active, reflective and responsible approaches to life They are multidimensional, incorporating know- how, analytical, critical, creative and communication skills – as well as common sense
- 17. Meaningful contexts Multidisciplinary approach Constructive learning Cooperative, interactive learning Discovery learning Reflective learning Personal learning
- 18. The Competency Frameworkfor Teachers articulates the complex nature of teaching by describing three professional elements of teachers’ work: Skills Knowledge Attitudes/values These elements work in an interrelated way as they are put into practice in classrooms.
- 21. The European ReferenceFramework of Key Competences was defined in the Recommendation on key competences for lifelong learning adopted by the Council and the European Parliament in December 2006 as a result of five years of work by experts and government representation collaborating within the Open Method of Coordination.
- 22. • Communication inthe mother tongue • Communication in foreign languages • Mathematical competence and basic competences in science and technology • Digital competence • Learning to learn • Social and civic competences • Sense of initiative and entrepreneurship • Cultural awareness and expression
- 23. Digital competence Learning to learn Social and civic competences Sense of initiative and entrepreneurship Cultural awareness and expression. The five competences mentioned here are transversal. They are cross curricular and pervasive. They also support acquisition of all key competencies
- 24. To helpteachers acquire and reinforce such skills and knowledge so that they can design cross-curricular activities that support the key competencies acquisition (KCA) of their students. To support teachers in the process of assessing competences with the use of e-portfolios. To raise the awareness of the administrative staff of schools in order to support teachers in bridging the gap between policy and practice (e.g. curricular reforms in order to support cross-curricular competence driven activities). Also aimed at teachers’ collaboration with colleagues, in order ultimately to become innovation leaders in their institutions.
- 27.
- 28. Schooling andeducation at a crossroads: both structure and process Labor market and education increasingly connected Planetary focus is on mobility, skills and innovation Huge impact of increasing inequality of access and of resources Crisis as the norm Addressing assessment Performance, standards, quality, reproducibility and added value at the heart of competence
- 29. Dr. Alan Bruce [email protected] KaterinaRiviou [email protected] TRANSIt Project www.transit-project.eu