key competences
1st International Conference AGRICOM 2013 “Agriculture & Competences: Challenges in Hydroponic and Irrigational Training”
The AGRICOM Conference invites submissions of research papers, project presentations, and posters on fully‐developed results, on‐going work or innovative concepts related to the following topics:
- Competence models for the agricultural sector
- Social communities for the agricultural sector
- Learning outcomes and competences orientation
- Competence & skill development in agriculture
- The latest developments in hydroponics techniques
- The latest developments in irrigation techniques
More information on AGRICOM Conference website (above).
Developing Key Competences at School in Europe: Challenges and Opportunities for Policy
This report reviews national policies for the development of key competences at school in Europe. It acknowledges the progress made so far in implementing the key competences approach and discusses several policy challenges that are directly linked to the contribution of education and training to meeting changing skills demands: tackling low achievement in reading, mathematics and science; increasing the number of mathematics science and technology graduates, and further support for the acquisition of transversal competences such as IT skills, entrepreneurship and civics.
The report covers 31 European countries (EU Member States, Croatia, Iceland, Norway, and Turkey) and takes the reference year 2011/12. Information covers compulsory and secondary general education.
As Novas Tecnologias Questões-chave da Educação 2012
As tecnologias de informação e comunicação (TIC) têm entrado nas escolas, sendo por isso motivo de reflexão actual: quais devem ser as capacidades básicas a adquirir pelos alunos no uso das TIC? Os alunos aprendem melhor com recurso às novas tecnologias? Em que casos tem este tipo de meios revelado melhores resultados? Pode o aluno «descobrir» conhecimentos por si mesmo com o auxílio das novas tecnologias?
Nesta conferência, focar-se-á essencialmente o papel do computador e do multimédia na aprendizagem do aluno. Um professor holandês discutirá o modo de conceber e utilizar recursos tecnológicos para promover a aprendizagem, dois especialistas portugueses abordarão as mais-valias das novas tecnologias para a aprendizagem por alunos com necessidades especiais e por alunos do básico e secundário em áreas das ciências. Estaremos a utilizar bem as tecnologias em prol da aprendizagem?
Dia 3 de Dezembro no Porto; dia 4 em Leiria e dia 5 em Lisboa.
Report on the Online Consultation on Experts’ Views on Digital Competence
This report describes experts’ views on what it means to be digitally competent today. Although experts‘ views vary, the method applied in this study enables to derive an aggregated view on digital competence. The report identifies twelve areas of digital competence, some of them relating to specific purposes (e.g. communication and collaboration), others to domains (e.g. privacy and security). The twelve areas are presented through a brief description and further illustrated by statements describing a rich pallet of knowledge, skills, and attitudes related to each area.
Digital Competence in practice: An analysis of frameworks
This report aims to Identify, Select and Analyse current frameworks for development of Digital Competence (DC). It also aims to understand how DC is currently implemented in cases drawn from: school curricula, certification schemes, academic papers and implementation initiatives in general).
With the 2006 European Recommendation on Key Competences, Digital Competence has been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union. Digital Competence is a transversal key competence which enables acquiring other key competences (e.g. language, mathematics, learning to learn, cultural awareness).
This report is part of a project on Digital Competence (DIGCOMP), launched by JRC-IPTS IS Unit under an Administrative Agreement for DG Education and Culture with an objective to contribute to better understand and develop Digital Competence in Europe. The report also contributes to the second work package of the project, by mapping and analyzing case studies where Digital Competence is being developed, acquired, and assessed or certified.
Projekt EU Cestující evropská knihovna pro děti
Představení jazykového bohatství Evropy dětem, šíření náhledu na knihu jako na celoživotní zdroj vědomostí a potěšení a povzbuzení touhy po poznávání společných i odlišných kulturních znaků. To jsou tři základní vzdělávací potřeby, které si projekt Evropské dětské cestující knihovny EuroLib přeje naplnit.
Projekt EuroLib vzdělávací projekt podpořený Evropskou Unií. Jeho záměrem je motivovat děti na prvním stupni základních škol ke studiu cizích jazyků. Jeho cíle jsou:
- Představit dětem široké kulturní a jazykové bohatství Evropy
- Motivovat děti k učení cizích jazyků a zkoumání kultur jiných zemí
- Povzbudit prožitek z četby a napomoci rozvoji elementárního čtenářství
- Podpořit pohled na čtenářství jako na celoživotní zdroj potěšení a vzdělávání
Knihovny s vybranými ilustrovanými dětskými knihami ze šesti zemí (Velké Británie, Itálie, Finska, Španělska, Turecka a České republiky) budou cestovat po vzdělávacích centrech po celé Evropě. Po dobu pobytu knihovny EuroLib ve škole děti s knihami pracují a plní různé vzdělávací hry a aktivity, které se váží ke knihám a kultuře partnerských zemí.
Rezervace knihovny
Pokud pracujete ve škole nebo vzdělávací instituci v České republice, Finsku, Itálii, Španělsku, Turecku nebo Velké Británii, můžete Váš zájem o návštěvu Cestující knihovny EuroLib ve Vaší škole projevit vyplněním formuláře.
Asociace
Školy v jiných zemích budou moci využít služeb Cestující knihovny EuroLib a napomoci tak vybudování sítě EuroLib ve svých zemích. Tato síť bude součástí Světové asociace, jež bude vytvořena ve finální fázi projektu.
DIGCOMP - Digital Competence: Identification and European-wide validation of its key components for all levels of learners
Objectives: Identify the key components of Digital Competence (DC) in terms of the knowledge, skills and attitudes needed to be digitally competent; Develop a DC framework/guidelines that can be validated at European level, taking into account relevant frameworks currently available and Propose a roadmap for the possible use and revision of a DC framework for all levels of learners.
ManagEnergy Vocational Training Corner
Má-li se v Evropě postupně snižovat produkce skleníkových plynů, je důležité podporovat také vzdělávací aktivity a iniciativy, které se zaměřují na inteligentní využívání energie a ekologickou výchovu.
Ve Vzdělávacím a školicím koutku najdete odkazy na kurzy, profese, projekty a podrobné informace týkající se vzdělávání a získávání kvalifikace, díky kterým budou moci být učňové, zedníci, elektrikáři, instalatéři, architekti, inženýři, obchodní organizace a další odborníci na stavebnictví a trvale udržitelnou energii v kontaktu s poskytovateli vzdělávacích a kvalifikačních kurzů z celé Evropy.
EU countries discuss challenges for schools and pupils
EU Education Ministers and high-ranking civil servants in charge of school education met in Gdańsk, Poland, on 10-11 October to discuss EU policies for pre-schools, schools and language learning, in particular ways of improving young people's basic skills in reading, maths and science.
Directors General for Schools in the EU Member States held talks on 10 October focused on such issues as how to ensure universal access to high quality education and care for young children and how to improve language learning at an early age. They also had an initial exchange on the role of schools in the EU's next support programme for education and training from 2014, for which the Commission will present its proposal in November.
At their informal meeting on 11 October, Education Ministers debated the importance of language skills for lifelong learning and pupils' future job prospects. They also discussed the question how EU countries can better exploit the diversity of their different education systems to raise overall levels of competences among pupils in the basic skills of literacy, maths and science.
Background
In May this year, Ministers backed the Commission's plans to help Member States ensure generalised access to high quality early childhood education and care.
In July 2011 the Commission published a Policy Handbook on Early Language Learning with useful orientations on how to develop language awareness and second or foreign language learning in pre-primary education.
EU countries have agreed on a set of shared education targets to be achieved by 2020. They have pledged to reduce the share of low achieving 15 year olds in literacy, maths and science to less than 15% (currently 20%) and to ensure that by 2020 at least 95% of children between 4 years old and the starting age of compulsory education should participate in early childhood education.
To know more
- European Commission: School policy
- European Commission: Education targets (including country by country figures)
- European Commission: Languages
Bridge21 - The Power of Learning
Bridge21 is a joint venture of Trinity College Dublin and Suas Educational Development. We offer a new model of learning, that can be adapted for use in Irish secondary schools. Designed to support an innovative 21st Century learning environment within schools, we have developed a learning model for second level education that is:
- Team-based
- Technology mediated
- Project based
- Cross-curricular
Bridge21 has three core strands:
- A schools programme to scale and adapt our learning model for use in Irish secondary schools nationwide.
- The Bridge2College outreach programme, based in Oriel House – a team-based experience for young people to explore learning through technology.
- A learning and research centre in Oriel House, Trinity College Dublin, to innovate, evaluate and refine 21st century learning methodologies.