Strategy

Sündmused

Transferring Knowledge in a Globalised World - EUCEN conference 2013

25 Veebruar 2013

 

EUCEN's 45th Conference organised by the University of Geneva (CH) will examine the responsibility of ULLL in the knowledge society. What are the models of the future for ULLL in a globalised World?  Two main aspects will be explored:
 
Internationalising universities: Between competition, collaboration and cooperation – the policy of internationalisation for universities
The transfer of knowledge by ICT
Follow the link to read more about the conference Theme.
 
Follow th link to read more about the Call for Contributions: bring your work to Charmey!
 
Follow the link for access to the Programme.
 
The Registration can be done now on-line!

 

Today, like the economy in general, knowledge too is globalised. Universities position their knowledge in a world-wide context. New ways of delivering learning are essential. E-learning and on-line courses open up new possibilities. The location of learning is being displaced. It is migrating from the classroom to an iPhone, an iPad... Internationalisation has become one of the major challenges for universities.
 
TRANSFERRING KNOWLEDGE IN A GLOBALISED WORLD: A ULLL RESPONSIBILITY
The conference will examine the responsibility of ULLL in the knowledge society. What are the models of the future for ULLL in a globalised world? Two aspects will be explored:
 
 
Internationalising universities: between cooperation, collaboration and competition
Universities are opening campuses in other countries. They are creating new partnerships. They evaluate programmes offered by other providers. They respond to requests from emerging countries for expertise and teaching. They obtain accreditation and in order to affirm their reputation they aim for excellence in the rankings. They situate themselves between cooperation, collaboration and competition.
 
To what end? What strategies do they use? What are the real advantages and the potential risks in such policies?
How does this process of internationalisation fit with the mission of teaching and research?
 
The transfer of knowledge using ICT
To support this internationalisation, universities are developing distance-learning courses, investing in mass teaching systems and diversifying their target groups. They are disseminating their knowledge throughout the world and integrating new tools and new media technologies.
In the future, will courses be designed only for distance learning? How will the quality of the teaching and learning be assured? Do universities know how to integrate these social and technological changes into their policy and practice?
 
The 45th EUCEN conference will conduct a debate on the University of Tomorrow, engaging with different points of view and numerous case studies.
Uudised

EU will offer every young person employment or training within four months of leaving schoool

30 Detsember 2012

The European Commission has launched their latest Youth Employment Package requesting a guarantee from all Member States that every young person receives a quality offer of employment or training within four months of leaving school, or of being unemployed. The proposal will make full use of EU funding and in particular the European Social Fund (ESF), which was set up to reduce the differences in prosperity and living standards across EU Member States and regions.

The new Youth Employment Package is part of the initiative Rethinking Education - designed to reduce the youth unemployment rate. Research has shown that the figure is close to 23 % across the European Union, yet more than 2 million vacancies remain unfilled.

 

To change this, Member States are being urged to take immediate action to ensure that young people develop the skills and competences needed by the labour market, and to achieve their targets for growth and jobs.

 

The need for a more dynamic approach to education comes after statistics showed that 73 million Europeans (around 25 % of adults) have a low level of education. Nearly 20 % of 15 year olds lack sufficient literacy skills, and in 5 countries more than 25 % are low achievers in reading (Bulgaria 41 %, Romania 40 %, Malta 36 %, Austria 27.5 %, and Luxembourg 26 %). Early school leaving remains at unacceptably high levels in several Member States: in Spain it is 26.5 % and in Portugal 23.2 % (the EU target is under 10 %). At the same time, less than 9 % of adults participate in lifelong learning (the EU target is 15 %).

 

Androulla Vassiliou, Commissioner for Education, Culture, Multilingualism and Youth, believes these statistics highlight a serious weakness in our education and training systems. She says, 'Matters have been made worse as the economic downturn has led many Member States to cut funding for education and training.'

 

She goes on to say, 'Europe will only resume sustained growth by producing highly skilled and versatile people who can contribute to innovation and entrepreneurship. Efficient and well-targeted investment is fundamental to this, but we will not achieve our objectives by reducing education budgets.'

 

The focus now is on education and ensuring it is more relevant to the needs of students and the labour market, while assessment methods will be adapted and modernised. The use of information and communication technologies (ICT) and open educational resources (OERs) are also to be scaled up in all learning contexts. But teachers also need to have regular training in order to update their own skills. The strategy further calls on Member States to strengthen links between education and employers, to bring enterprise into the classroom and to give young people a taste of employment through increased work-based learning. EU education ministers are also encouraged to step up their cooperation on work-based learning activities at a national and European level.

 

Rethinking Education conducted a Commission survey this year titled 'Education and Training Monitor', which outlined the skill supply in the Member States. What was derived from the survey was the need for a much stronger focus on developing transversal skills and basic skills at all levels. Key areas were especially a[0]pplicable to entrepreneurial and information technology (IT) skills.

 

Improving foreign language learning has also been highlighted with a new benchmark set for 2020 for at least 50 % of 15 year olds to have knowledge of a first foreign language (up from 42 % today) and at least 75 % to study a second foreign language (up from 61 % today). Investment in these skills is deemed vital as is the need to build world-class vocational education and training systems and for increasing levels of work-based learning.

 

The goal for Member States is to improve the recognition of qualifications and skills, including those gained outside of the formal education and training systems. Technology, and in particular the Internet, will need to be fully exploited, and schools, universities, and vocational and training institutions must now increase access to education via OERs.

 

For more information, please visit:
Rethinking Education - Education and Training Monitor 2012 Report
http://ec.europa.eu/education/news/rethinking/sw373_en.pdf
EU Youth Strategy
http://ec.europa.eu/youth/news/latest-youth-unemployment-figures_en.htm

Uudised

Faire entrer l’Ecole dans l’ère du numérique : stratégie présentée par le Ministère de l’Education nationale

26 Detsember 2012

Faire entrer l’Ecole dans l’ère du numérique. Vincent Peillon, ministre de l’Éducation nationale, a présenté la stratégie pour le numérique à l’École en présence de Fleur Pellerin, ministre déléguée chargée des petites et moyennes entreprises, de l’innovation et de l’économie numérique, jeudi 13 décembre 2012.

Transmettre des savoirs à des enfants qui évoluent depuis leur naissance dans une société irriguée par le numérique et donner à chacun les clés pour réussir dans sa vie personnelle, sociale et professionnelle future nécessitent en effet de repenser en profondeur notre manière d’apprendre et d’enseigner ainsi que le contenu des enseignements.

 

Faire entrer l’Ecole dans l’ère du numérique : dossier en ligne

Les détails de la stratégie « Faire entrer l’école dans l’ère numérique » sont disponibles en ligne sur le portail du Ministère de l’Education nationale avec un dossier dédié qui comprend :

- un point sur les enjeux de cette thématique : Faire entrer l’École dans l’ère du numérique : un impératif pédagogique et un projet de société : Le numérique au service des missions de l’École ; éduquer au numérique : une nouvelle mission pour l’École ; une communauté éducative convaincue des bénéfices du numérique pour l’École,

- une description de la stratégie globale et partenariale permettant d’inscrire effectivement et durablement l’École dans l’ère du numérique en 6 points :

  • Une formation au et par le numérique pour les enseignants et personnels d’encadrement,
  • Des ressources pédagogiques de qualité et accessibles à tous dans le cadre d’un service public de l’enseignement numérique,
  • Des solutions concrètes pour faciliter l’action des collectivités territoriales en matière d’équipement et de raccordement au très haut débit,
  • Le soutien à la création d’une filière dédiée au numérique éducatif,
  • Une nouvelle gouvernance,
  • La mobilisation de la recherche.

- la présentation de nouveaux services proposés aux enseignants, aux élèves et aux parents dès la rentrée 2013 à destination des enseignants, des élèves et des parents :

  • un service de soutien scolaire en ligne en français, mathématiques et anglais pour 30 000 élèves en difficulté dans des établissements de l’éducation prioritaire ;
  • l’accès en ligne à des sujets et éléments de correction du brevet et des baccalauréats général, technologique et professionnel ;
  • un dispositif interactif sur l’apprentissage de la lecture, pour les enseignants et les parents d’élèves de CP ;
  • une collection de ressources numériques et de films d’animation pédagogiques centrée sur l’acquisition des fondamentaux ;
  • une offre de contenus et de services numériques visant à favoriser l’apprentissage de l’anglais dans le 1er degré, appelée English for Schools ;
  • un site web de géolocalisation des solutions de formation pour les jeunes décrocheurs ;
  • un service d’accès aux informations relatives à l’orientation adapté aux élèves en situation de handicap.

L’infographie : Faire entrer l’école dans l’ère numérique : une envie partagée reprend les principaux résultats du sondage Le numérique à l’école par OpinionWay auprès d’un échantillon représentatif de parents et d’enseignants pour le compte du Ministère.

 

Plusieurs dossiers sont disponibles en ligne

 

 

Vidéos en consultation

Intervention de Vincent Peillon, ministre de l’Éducation nationale,
Intervention de Fleur Pellerin, ministre déléguée chargée des PME, de l’innovation et de l’économie numérique,
Table ronde lors de la présentation de la stratégie pour le numérique à l’École,
La vidéo courte Faire entrer l’École dans l’ère du numérique (1 mn 24 s).

 

Infographie

ecole numerique

Sündmused

Transferring Knowledge in a Globalised World: a ULLL Responsibility

12 Detsember 2012

Today, universities share their expertise Worldwide. What is the responsibility of University Lifelong Learning?

Topics: International ULLL, Governance, Policy, Strategies, Partnership, Technologies, Human Rights, Business, Ethics.

The University of Geneva (Switzerland) will take us to enchanting Charmey to explore in a relaxed and creative environment all these topics. Join us!

Direct link to the conference website http://www.eucen2013-unige.ch (the website is under construction - new information will be uploaded in the following weeks)

Andmebaas

SoLAR Concept Paper: Open Learning Analytics

12 Detsember 2012

Significant potential exists for analytics to guide learners, educators, administrators, and funders in making learning-related decisions. Learning analytics represent the application of “big data” and analytics in education. This proposal expresses the importance of a planned and integrated approach to developing insightful and easy-to-use learning analytics tools.

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Check out these free webinars!

09 Veebruar 2012
Artiklid

IKT ja elektroonilise muusika abil koolist väljaalangemiste vähendamine Euroopas

23 April 2010
Euroopas jätab liiga palju noori kooli enneaegselt pooleli omandamata teadmistepõhises ühiskonnas aktiivseks osaluseks ja tööturule sisenemiseks vajalikke baasoskusi. ELi poolt rahastatava e-Motion projekti peamiseks eesmärgiks on vähendada koolist väljalangemise määra ja pöörata erilist tähelepanu neile noortele, kes võivad sattuda sotsiaalse tõrjutuse ohvriks (immigrandid, etnilised vähemused, madala sotsiaal-majandusliku staatusega noored).
Eesmärgi saavutamiseks otsustati kasutada innovatiivset tehnoloogiat, mille abil muudeti kõnealuse sihtrühma õpetamise viise. Näiteks kasutatakse elektroonilist muusikat, mis muudab õppeprogrammi huvipakkuvamaks neile, kes juba on kooli pooleli jätnud või võivad seda teha. Kui me muudame teadmiste ja oskuste edastamise viise ja kasutame IKTd innovatiivselt, siis suudame õpiraskustega lastes kindlasti huvi tekitada.

IKT kasutamine e-Motion projekti raames ei ole eesmärgiks iseeneses, vaid tegemist on vahendiga, mille abil muudetakse õppimise ja õpetamise protsessi, kasutades samaaegselt uudseid lahendusi ja traditsioonilisemaid meetodeid. Projekti raames eksperimenteeritakse IKTga ja eriti just elektroonilise muusika ning informaatikaga. Helitehnoloogia mõistmine aitab kaasa olulistest füüsikamõistetest aru saamisele nagu näiteks akustika ja lainete tehnoloogia. Elektroonilise muusika loomiseks on samuti vaja teadmisi matemaatikast, füüsikast ning informaatikast. Läbi niisuguse uuendusliku lähenemise üritatakse projektiga parandada noorte oskusi õppeprogrammi põhiainetes nagu matemaatika ja võõrkeeled.

Lissaboni strateegias toodi välja vajadus vähendada noorte hulka, kes jätavad haridustee katki ja püüavad madala või olematu kvalifikatsiooniga tööturule siseneda. Paljudest nendest noortest saavad lõpuks nn NEET-rühma liikmed (Not in Education, Employment or Training – ei õpi, ei tööta, ei osale koolitusel). Strateegias püstitati konkreetsed eesmärgid, mis tagavad noortele piisava kvalifikatsiooni sujuvalt koolist tööellu siirdumiseks – neid eesmärke aga ei ole paljud liikmesriigid suutnud praeguseks täita.

Artiklid

Informaalne õpe ja Web 2.0 kasutamine VKEde koolitusstrateegiates

24 November 2008
Väikese ja keskmise suurusega ettevõtetel (VKE) on igapäevatöös oma erivajadused; ligi 10% neist toovad kasvu takistava tegurina ära oskuste puudulikkuse, ja rõhutavad seost koolituse ning jätkusuutlikkuse vahel. Selleks, et oma teadmisi värskendada, on VKEde töötajatel vaja juurdepääsu neile sobivatele koolitusviisidele ja uutele tehnoloogiatele, eriti just e-õppele, mis kasutab Web 2.0 vahendeid ja tõhustab seeläbi teadmiste jagamist, kultuuridevahelist infovahetust ja võrgupõhist tööd.
Web 2.0-põhine õpe (e-õpe 2.0) toetub vahenditele, mis tagavad samaaegselt lihtsa sisu loomise ja selle veebis avaldamise. e-Õppe 2.0 puhul on juhiroolis töötaja, kuna sisu loojateks on kas individuaalsed või grupiviisilised kasutajad. Tuttavate Web 2.0 vahendite kasutamise puhul (nagu wikid, suhtlusvõrgud, järjehoidjad, ajaveebid, jne.) võib igaüks olla õppija ja õpetaja, sest IKT-põhise õppe barjäärid siin ei kehti. e-Õpe 2.0 on selgelt kogukonnakeskne ja seega sobib ideaalselt VKEdele, kuna tõhustab iseeneslikku informaalset õpet seeläbi, et muudab lihtsamaks grupis töötamise ja õppimisega kaasnevate probleemide lahendamise.

Praktikakogukonnad (Communities of practice – CoP) võivad samuti osutuda tõhusaks vahendiks VKEdele innovatiivsuse arendamisel ja uute võimaluste loomisel, kuna need koosnevad vabatahtlikest liikmetest, kellel on samad probleemid ja kes suhtlevad omavahel regulaarselt, õpivad koos ja üksteiselt ja soovivad parandada oma võimekust väljakutsetega toime tulla.

Artiklis antakse esmalt ülevaade käesoleva hetke koolitusvajadustest ja õppeviisidest VKEdes ja tõstetakse esile Web 2.0 vahendeid, mille abil neid vajadusi rahuldada. Seejärel vaadeldakse, kas praktikakogukonnad võiksid olla sobivaks keskkonnaks VKEdes läbiviidavale informaalsele õppele. Ja lõpetuseks tuuakse näide selle kohta, kuidas on võimalik VKEdes tänu informaalsele õppele ja praktikakogukondadele tõhusalt oskusi parandada.