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 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.
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.
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.
Eurolib – Euroopan lasten liikkuva kielikirjasto –hanke pyrkii vastaamaan kolmeen opetuksen perustarpeeseen: esittelemään eurooppalaisia kieliä nuorille oppijoille, kannustamaan lukemiseen, jotta se omaksuttaisiin elinikäisen oppimisen parhaaksi työvälineeksi ja kasvattamaan ymmärrystä Euroopan kulttuureiden monimuotoisuudesta ja yhtäläisyyksistä.
Eurolib on Euroopan Unionin rahoittama opetusprojekti. Euroopan lasten liikkuva kielikirjasto-hanke esittelee eurooppalaisia kieliä ja kulttuureita. Samalla se innostaa vieraan kielen opintojaan aloittavia lapsia elinikäisen oppimisen tärkeisiin avaintaitoihin, kieliopintoihin ja lukutaidon omaehtoiseen harjoittamiseen.
Liikkuvan kielikirjaston aarrelaatikko matkustaa eurooppalaisesta koulusta toiseen. Sen sisällä on kauniisti kuvitettuja lastenkirjoja kuudella kielellä (englanniksi, espanjaksi, turkiksi, italiaksi, tsekiksi ja suomeksi). Kirjasto viipyy koululla tietyn ajan, ja siihen sisältyy yhteistoiminnallisia oppimistehtäviä. Lisäksi osa tehtävistä tehdään ennen kirjaston tuloa ja osa vielä sen lähdettyä.
Tsekin tasavallassa, Suomessa, Italiassa, Espanjassa, Turkissa tai Iso-Britanniassa toimivat koulut voivat ilmaista kiinnostuksensa kirjaston varaamiseen täyttämällä ´Get Involved`.
Muiden kuin hankemaiden koulut pääsevät käyttämään kielikirjastoa ryhtymällä Eurolib-verkoston kokoajiksi omassa maassaan. Nämä verkostot liittyvät sitten hankkeen päättyessä muodostettavaan maailmanlaajuiseen yhteisöön (Association).
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 aims to provide an easy-to-search, central portal with quick links to vocational training resources at both the EU and national level.
- Links to courses, job profiles, projects and supporting information on Vocational Training - connecting apprentices, builders, electricians, plumbers, architects, engineers, trade organisations and other sustainable energy and building professionals with providers of training opportunities across Europe.
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.
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
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:
- Technology mediated
- Project based
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.
'Digital Agenda Assembly', Workshop 08: Mainstreming eLearning in education and training'. The purpose of the workshop was to mobilise key stakeholders and Member States' representatives to support the mainstreaming of eLearning in national policies as an agent for modernization of education, for all subjects and skills.