Strategy
Transferring Knowledge in a Globalised World - EUCEN conference 2013
EU will offer every young person employment or training within four months of leaving schoool
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
Faire entrer l’Ecole dans l’ère du numérique : stratégie présentée par le Ministère de l’Education nationale
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
- « Faire entrer l’École dans l’ère du numérique », dossier de services : à feuilleter et à télécharger en pdf,
- « Faire entrer l’École dans l’ère du numérique », diaporama de présentation : à feuilleter et à télécharger en pdf,
- « Faire entrer l’École dans l’ère du numérique », dossier de presse : à télécharger en pdf.
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

Transferring Knowledge in a Globalised World: a ULLL Responsibility
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)
SoLAR Concept Paper: Open Learning Analytics
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.
Utilizar TIC e música electrónica para reduzir o abandono escolar na Europa
A utilização de TIC no e-Motion não é um fim em si, mas uma forma de transformar os processos de ensino e de aprendizagem recorrendo a vias inéditas e em paralelo com métodos mais tradicionais. O projecto quer pôr em prática uma abordagem experimental usando TIC, e mais especialmente a música electrónica e a informática. Perceber como funcionam as tecnologias de som contribui para compreender conceitos de física importantes tais como a acústica e as ondas e as respectivas tecnologias, e o processo de criação de música electrónica implica também elementos matemáticos, físicos e informáticos. Por via desta óptica inovadora o projecto quer melhorar o nível de competência dos jovens nas disciplinas nucleares que são a matemática e as línguas estrangeiras.
A Estratégia de Lisboa apontou para a necessidade de se enfrentar a situação do número de jovens que abandonam a escola e tentam entrar para o mercado de trabalho com poucas ou nenhumas habilitações. Muitos destes adolescentes acabam por fazer parte do grupo dos NEM (nem estudante, nem empregado, nem em formação – sigla inglesa NEET). A estratégia estabeleceu metas específicas para garantir que os jovens estão devidamente qualificados possibilitando-lhes uma transição suave do ensino para o mercado de emprego, metas que muitos Estados Membros não conseguem presentemente respeitar.
A aprendizagem informal e o uso de Web 2.0 nas estratégias de formação das PME
As comunidades de prática (Communities of practice, CoP) podem também tornar-se uma forma sólida das PME inovarem e desenvolverem novas capacidades, pois são compostas de voluntários que têm em comum desafios semelhantes, que interagem com regularidade, que aprendem dos outros e com os outros e que desejam melhorar a sua capacidade de lidar com as tarefas com que se defrontam.
Neste artigo resumimos em primeiro lugar as necessidades actuais em formação e os métodos de aprendizagem a que recorrem as PME, descrevendo as características das ferramentas Web 2.0 que podem ser usadas para responder a essas necessidades.
Seguidamente abordamos a questão de saber se as comunidades de prática constituem ou não um ambiente adequado à aprendizagem informal em contexto de PME. Por último, damos um exemplo de como a aprendizagem informal e as CoP podem melhorar de forma eficiente as competências no seio das PME.


