Skills
ICT and Learning: Results from PISA 2009
Based on PISA 2009 data, this paper studies the relationship between students’ computer use and their achievement in reading, mathematics and science in 23 countries. After having categorized computer use into a set of different activities according to the skills they involve, we correlate PISA test-scores with an index capturing the intensity a student uses computers for each of these activities and with the total number of activities s/he performs.
Overall, we find that students’ PISA test scores in reading, mathematics and science increase with the intensity of computer use for Gaming activities while they decrease with the intensity of computer use for activities that are more related with school curricula (i.e. Communication and Collaboration activities; Technical Operations/Info Retrieval activities; Creation of Content and Knowledge Problem Solving activities). However the number of activities (and hence the diversification of activities), irrespective of the intensity of computer use, is positively correlated with students’ proficiency in all the three PISA domains in the vast majority of countries, indicating that computers breadth of use, as opposed to intensity of use in a given activity, has some positive effect on students’ performance.
World Education Forum Stresses Public-Private Collaboration for Quality Learning
System-wide innovations to improve education quality can only take root through broad collaboration across private, public and non-governmental actors, participants affirmed at the World Education Forum in London on 9-10 January.
Addressing the Forum, which gathered some 60 education ministers, UNESCO Director-General Irina Bokova stressed the importance of “fit to size solutions. Progress is more than a question of money – it is all about matching… matching capacity with needs, matching skills and knowledge to the requirements of markets. ”
During the Forum, she presented the ICT Competency Framework for Teachers, describing it as “an excellent example of how an intergovernmental organizations and private partners can cooperate to deliver concrete results. ” She noted that “public-private partnership is a new form of ‘civilian power’ that will help shape the new spirit of learning in the 21st century.”
Speaking at the opening reception of the Forum, Secretary of State for Foreign and Commonwealth Affairs William Hague commended the ICT Competency Framework.“Unless we continue to have a global outlook in our education system and constantly refresh our thinking from examples of success around the world, we put that cutting-edge status at risk. (…) UNESCO’s Information and Communication Technology Competency Framework for Teachers demonstrates this forward thinking approach to education.”
The Deputy Secretary-General Commonwealth Secretariat Ransford Smith reiterated that “innovative ideas adapted to vastly diverse circumstances call for sharing and collaboration. ” The ICT Competency Framework, he said, offered a comprehensive and integrated approach, adding that it is expected to have a “long term impact on teachers in Guyana,” where UNESCO has been a partner in the ICT professional development of teachers.
Intel’s Vice President John Davies gave examples of system-wide innovations in Turkey, Argentina and Viet Nam that have led to teacher training in ICTs, improved learning outcomes and increased connectivity through broad partnerships involving governments and private industries.
On the sidelines of the Forum, the Director-General met with a number of partners, including Intel, Microsoft, Pearson, HP, Lego Education, Promethean and GEMS Education to discuss the establishment of a Global Alliance of Corporate Partners for Education. “Unless we show a global mobilization involving private sector, governments and NGOs, we will not be able to seriously put education on the global agenda.”
The Education World Forum is hosted by the British Educational Suppliers Association (BESA), with support from the Foreign and Commonwealth Office, the Department for Education, the Department for Business, Innovation and Skills and several industry partners.
Related Links
UNESCO chief stresses need for innovation to ensure quality, equitable education (UN News Centre)
Europass: five documents to make your skills and qualifications easily understood
The new Europass website continues to open doors to learning and working in Europe
After almost 7 years of helping citizens make their skills and qualifications clearly understood across Europe, the Europass website has now acquired a new, modern graphic identity.
The new site includes a navigation section, Europass and you, which provides quicker access to the most popular information, according to personal interests.
The Europass website and the online Curriculum Vitae and Language Passport editor continue to attract more and more citizens every month (1.2 million visits in November 2011).
Growth & jobs focus for regional cohesion funding 2014-2020
Proposals aim to improve funding for the EU’s regions and focus more on high-impact growth and jobs programmes.
Economic development, productivity and employment opportunities differ widely across the EU.
About a third of the EU’s budget goes on reducing these disparities – helping its least developed regions benefit from the EU market.
Funding is given to programmes with aims such as developing the skills of local workforces, encouraging entrepreneurship, improving infrastructure and protecting the environment. Millions of Europeans have already benefited from targeted regional funds.
EU budget proposals for 2014 to 2020 allocate €376bn to such programmes. The Commission is also proposing a new approach to make this round of funding more effective in achieving the long-term aims of Europe 2020, the EU's growth and jobs strategy.
The proposals aim to concentrate funding on a smaller number of priorities – in line with these goals.
Each country would agree with the Commission on a partnership contract, setting priorities for investment and targets to be achieved.
Funding conditions would be introduced before aid is granted. Better monitoring would ensure programmes meet their agreed objectives.
Additional funding would be available for programmes that deliver the biggest contribution to growth and job creation.
Common rules would be introduced for the various funds targeting social development, rural areas, coastal areas, cooperation between border regions, fisheries, and less developed countries. Programmes would be able to combine support from some of these funds.
Applying for funds would be made simpler – to reduce administrative burdens, particularly for small companies, and cut costs for all concerned.
While all EU countries would benefit from the funding programmes, support would be concentrated on those with a gross domestic product below 75% of the EU average.
Next steps
The proposals should come into effect in 2014, if they have been approved by national ministers (in the Council of the EU) and the European Parliament in 2012.
Regional representatives will discuss the new proposals from 10 to 13 October at the annual Open Days 2011 in Brussels.
i-literacy
i-literacy ist die Kurzform von "information literacy", das englische Wort für Informationskompetenz. Unter dem Begriff "Informationskompetenz“ versteht man die gezielte Suche, Bewertung und begründete Auswahl von Informationsquellen, um Probleme zu lösen und Fragen zu beantworten. Das heißt: Wo finde ich die Literatur für meine Hausarbeit? Was mache ich mit den Ergebnissen der Suche? Wie kann ich meine Literatur ordnen und systematisieren?
”Invatare pentru societatea cunoasterii”: o noua disciplina optionala de studiu pentru liceenii din Romania
Stiati ca lectiile de geografie, istorie, chimie si matematica pot fi combinate? Prin programa optionala „Invatare pentru societatea cunoasterii”, elevii vor avea ocazia, in premiera, sa imbine in acelasi timp informatiile din mai multe domenii, intr-o maniera placuta si interesanta care le dezvolta gandirea analitica si creativitatea.
Intr-o perioada in care rolul educatiei este tot mai intens dezbatut de mediul academic si societatea civila, SIVECO Romania in parteneriat cu Unitatea de Management a Proiectelor cu Finantare Externa (MECTS) prezinta o solutie inedita menita sa dezvolte capacitatile creative ale elevilor si sa transforme actul de invatare intr-o activitate eficienta si placuta.
Ministrul Educatiei, Cercetarii, Tineretului si Sportului, domnul Petru Daniel Funeriu, a aprobat la inceputul lunii iulie 2011 Ordinul Nr. 4572/06.07.2011 prin care curriculumul integrat, inter si transdisciplinar pentru domeniile stiintific si umanist “Invatare pentru societatea cunoasterii” devine parte integranta a Curriculumului la Decizia Scolii incepand cu anul scolar 2011-2012.
Curriculumul transdisciplinar a fost realizat in cadrul proiectului „Proces educational optimizat in viziunea competentelor societatii cunoasterii” (mai cunoscut in mediul liceal ca proiectul „Multi-touch”) si se bucura de privilegiul unicitatii, fiind, de asemenea, printre primele abordari coerente ale conceptului de invatare axata pe competente si, probabil, primul curs transdisciplinar care integreaza cele doua arii de cunoastere: “Matematica si stiinte” si “Om si societate”.
„Speram ca aceasta abordare sa atraga atentia cat mai multor elevi din clasa a IX-a. Ei vor avea la dispozitie materiale de predare, invatare, si evaluare in format digital. Cursul ii va ajuta sa-si imbunatateasca abilitatile de comunicare, sa isi dezvolte capacitatea de a se adapta la situatii diferite, capacitatea de investigare si de valorizare a propriei experiente. Toate acestea ii vor face sa fie mai bine pregatiti pentru piata muncii”, declara seful echipei de proiect SIVECO, prof. Radu Jugureanu, directorul departamentului AeL eContent in cadrul SIVECO Romania.
Optionalul include 12 teme care pot fi abordate in diferite combinatii in functie de alegerea elevilor si profesorilor. Intr-o prima etapa, curriculumul integrat, inter si transdisciplinar a fost dezvoltat doar pentru clasa a XI-a, insa deschide calea pentru promovarea transdisciplinaritatii la toate nivelurile scolare.
Activitatea de conceptie a curriculumului optional s-a desfasurat cu sprijinul specialistilor SIVECO Romania. Pana in prezent, acesta a reprezentat un proiect pilot implementat in 500 de licee din toata tara, insa incepand din anul scolar 2011-2012 toate liceele din Romania, indiferent de profil vor beneficia de nou programa optionala.
Proiectul „Proces educational optimizat in viziunea competentelor societatii cunoasterii” este implementat de Unitatea de Management a Proiectelor cu Finantare Externa din Ministerul Educatiei, Cercetarii, Tineretului si Sportului in parteneriat cu SIVECO Romania si Universitatea Nationala de Aparare „Carol I” si este cofinantat din Fondul Social European prin Programul Operational Sectorial Dezvoltarea Resurselor Umane 2007-2013. Programa optionala si ghidul metodologic pot fi citite pe www.transdisciplinar.pmu.ro si pe www.siveco.ro, Fonduri structurale.
Making integration a win-win situation
The European Commission proposed a new package of measures to facilitate migrant's integration through language learning, easier access to employment, education and training, plus efforts to fight discrimination.
Migrants to the EU bring with them not only diversity, but also the potential to make a valuable contribution to economic growth and stability.EU citizens and migrants alike agree that integration requires language skills, employment, respect for the local culture and an unambiguous legal status.
As Europe's population ages and birth rates remain low, migrants can help sustain the EU economy and finance national welfare systems. But not unless they are fully integrated into their host countries.
A new package of measures 
proposed by the Commission would facilitate integration through language learning, easier access to employment, education and training, plus efforts to fight discrimination.
Integration policies are the responsibility of national governments. But the EU can offer support and incentives - through funding, policy coordination and facilitating the exchange of best practices. The new measures would encourage action at local level, including cooperation between local authorities, employers, migrant organisations, service providers and local residents.
Each EU country, region or city would choose the measures most appropriate for its circumstances, and EU-wide indicators would monitor the results.
Progress should not be difficult, given the results from a recent Eurobarometer survey on migrant integration, which show that both EU citizens and migrants largely agree on the factors that help integration.
Conducted in March and April 2011, the survey found agreement that more effort is needed from all sides - from governments, migrants themselves and the general public.
EU citizens and migrants alike have similar views on the factors influencing integration. Speaking the language of the host nation, being able to work, respecting the local culture and enjoying an unambiguous legal status were the top four factors - with language being the most important for both groups.
Both also agreed on the importance of interaction at work and in schools, and on the detrimental impact of segregation between neighbourhoods.
The EU is home to 20.1 million migrants from non-EU countries, around 4% of the population.
ATC21S - Assessment and Teaching of 21st-Century Skills
The Assessment and Teaching of 21st-Century Skills (ATC21S) is a research project that proposes ways of assessing 21st-century skills and encourages teaching and adopting those skills in the classroom.
New Skills for New Jobs: Call for papers on Green Skills to be launched in September
The Cedefop-OECD Green Skills Forum 2012 we will be announcing its major theme, and calling for related papers, in early September.
The Cedefop-OECD Green Skills Forum 2012, to be held at OECD headquarters in Paris on 27 February 2012, will bring together an international forum of 70-80 researchers, government advisers and social partners who work on skills development and training needs for a sustainable future. They will gather the latest insights and identify tools and directions for further research.
The event aims at drawing on lessons from the work conducted by the OECD and Cedefop on the implications of a green economy for skills and training policies. These insights will contribute to the OECD’s Green Growth Strategy, and to Cedefop’s Green Skills activities, which contribute to the European Commission’s initiative on New Skills for New Jobs.
The deadline for submitting papers is early December 2011. Details will be given in September.