21st Century SchoolsTapio Säävälä

European Commission

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1. Where are we?• Data, indicators, analysis

2. Where do we want to go?• Objectives, benchmarks

3. How do we get there?• Recommendations,• Reference tools,• Learning from good practice• Lifelong Learning Programme

Education and Training 2010 work programme

How does it work?

Goal: “Comprehensive lifelong learning strategies”

European agreement

Commission Facilitates

Member States implement

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Lifelong learning strategies?

Quality of Learning

A) Individuals’ perspective:• Personal fulfilment• Social

inclusion/citizenship• Employability/careers

B) Societies’ perspective:• Constructive democracyC) World of work – perspective• Skills for innovation

Life

long

lear

ning

school

«Fr

omcr

adle

to g

rave

»

Life-wide learning

formal

non- formal

informal

Life

long

lear

ning

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Future opportunities Future opportunities More and new jobs in:

Low-carbon industries;Digital technologies;Health and care and other services;Infrastructures etc

But this requires:High skills combined with all key competences, creativity and ability to innovate;More equitable opportunities for all to high quality; learning: a broad skills base

High skills

,

Right skills

,

Skills fo

r all!

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What skills will be needed in the future?What skills will be needed in the future?

Source: Cedefop 2009

0%

20%

40%

60%

80%

100%

1996 2001 2006 2015 2020

HighMediumLow

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A A ‘‘key competencekey competence’’ isis……

KnowledgeKnowledge

SkillsSkills

AttitudesAttitudes

Recommendation on Key Competences for lifelong learning - 2006

•• Personal fulfilmentPersonal fulfilment

•• Social inclusion & Social inclusion &

active citizenshipactive citizenship

•• EmploymentEmployment

Critical thinking; creativity; problem solving; decision taking, management of feelings….

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The Eight Key Competences

1. Communication in the mother tongue2. Communication in foreign languages3. Mathematical competence and basic competences in

science and technology4. Digital competence5. Learning-to-learn6. Social and civic competence7. Initiative taking and entrepreneurship8. Cultural awareness and expression

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Mother tongue and foreign languages

Ability to express thoughts, feelings, facts in Ability to express thoughts, feelings, facts in oral and written form in all contexts;oral and written form in all contexts;Dialogue, mediation and intercultural Dialogue, mediation and intercultural understandingunderstanding……

CrossCross--curricular work growing; focus on curricular work growing; focus on basic skills; use of European tools (CLIL, basic skills; use of European tools (CLIL, ELPELP……))Choice of languages an issueChoice of languages an issueLanguages of students with migrant Languages of students with migrant backgroundsbackgroundsWorsening reading literacy of 15Worsening reading literacy of 15--years oldsyears olds

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Mathematics, science and technology

to solve a range of problems in everyday situations: the to solve a range of problems in everyday situations: the emphasis is on emphasis is on processprocess and and activityactivity, as well as knowledge. , as well as knowledge. …… explain the natural world; draw evidenceexplain the natural world; draw evidence--based conclusions; based conclusions; responsibility as individual citizensresponsibility as individual citizens……

CrossCross--curricular work & projects; early learning of maths and curricular work & projects; early learning of maths and science; promotion of new pedagogies, Science & Maths Action science; promotion of new pedagogies, Science & Maths Action Plans butPlans butMuch less inquiryMuch less inquiry--based learning;based learning;No focus on gender issuesNo focus on gender issuesOne fifth still poor performers in PISAOne fifth still poor performers in PISA

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Digital Competence

involves the involves the confidentconfident and and criticalcritical use of Information use of Information

Society Technology (IST) for work, leisure and Society Technology (IST) for work, leisure and

communication; communication and participation in communication; communication and participation in

collaborative networks via Internetcollaborative networks via Internet……

Mostly learned outside school; skills gap: students better Mostly learned outside school; skills gap: students better

that teachers!; 57% of the EU population not online;that teachers!; 57% of the EU population not online;

Less about critical thinking; legal, ethical aspectsLess about critical thinking; legal, ethical aspects……

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Learning to learn

…. means gaining, processing and assimilating new knowledge and skills as well as making use of guidance…ability to pursue and persist in learning through effective management of time and information, both individually and in groups; awareness of one’s learning process and needs, identifying available opportunities, and the ability to handle obstacles….Usually embedded in subjects; Usually embedded in subjects; Use of personalised learning and assessment Use of personalised learning and assessment (portfolio, for instance)(portfolio, for instance)Easier within subjects, but needs to be supported by Easier within subjects, but needs to be supported by the overall school ethos; collaboration with parents the overall school ethos; collaboration with parents etcetc……

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Social and civic competence…involves positive social, cultural and intercultural communication, constructive participation and social and working life, …. Knowledge of concepts such as democracy, human rights…

Through dedicated subjects; modules;Through related subjects (history, philosophy, geography, social science…) or by the use of ICT;Integrated in some or all subjects;Through special events, projects – and assessmentKnowledge dimension dominates; real life experience still less stressed…

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Sense of Initiative and Entrepreneurship

….the ability to turn ideas into action;

includes creativity, innovation and risk taking, the ability to plan and manage projects…

a lot of projects and partnerships with NGOs etc;the overall ethos for initiative??support for creativity, innovation?

http://ec.europa.eu/education/policies/2010/doc/basicpaper2004.pdf

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Cultural awareness and expression

Appreciation of the importance of the creative Appreciation of the importance of the creative

expression of ideas, experiences and emotions in expression of ideas, experiences and emotions in

a range of media, including music, performing a range of media, including music, performing

arts, literature, and the visual arts.arts, literature, and the visual arts.

Art, music et have their place in curricula,Art, music et have their place in curricula,

But does not appear to be a high priority;But does not appear to be a high priority;

Potential in supporting other subjects; integrate Potential in supporting other subjects; integrate

learning??learning??

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Assessment of key competences

A wideA wide--spread increase of formative assessment to complement spread increase of formative assessment to complement

summative; howeversummative; however

HighHigh--stakes summative seems to dominate; stakes summative seems to dominate;

With emphasis on knowledge and recallWith emphasis on knowledge and recall…… soso

Need to develop assessment of all dimensions of competences, Need to develop assessment of all dimensions of competences,

and the transversal key competences;and the transversal key competences;

To give useful information for learners, teachers, schools to To give useful information for learners, teachers, schools to

improve learningimprove learning

Assessment of learning; assessment for learning; assessment as part of learning;Backward-looking - forward-looking; feedback –”feed forward”

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Early School Leavers: 6 million in the EU

Students with immigrant background

Gender: girls perform less well in Maths and Science; boys poorer

readers; drop out of school more often;

Performance varies within and between countries; regions; schools;

In some countries, up to 25% (!) repeat a year

Special Needs Education; segregation - inclusion?

Key competences for all … the equity dimension

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Cross-curricularkey competences:

Digital;Social and Civic;

Entrepreneurship;Cultural;

Learning to Learn

Key competences – teachers & learning environment

Subject A

Knowledge

SkillsAttitudes

Subject B

Knowledge

SkillsAttitudes

Subject C

Knowledge

SkillsAttitudes

Subject D

Knowledge

SkillsAttitudes

Working with local community; parents; enterprises; NGOs; other schools…Learner’s experience…. And development of key competences…

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“Learning Communities”

“Learning Communities”

VisionVision:shared values;

objectives, expectations and competency

needs

LeadershipLeadership:Shared;

“tools and responsibilities for learning”

EthosEthos:Open, based on dialogue;

professional; focus on (mutual!)learning

TeachersTeachers:Informed, trusted; collaborative;

expertise valued and shared

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Teacher are lifelong learners, too!

INITIAL - INDUCTION - CONTINUING

level of qualification;

theory / practice;

core skills

An opportunity!Personal, social,

professional development by

MentoringPeer support;

ExpertiseSelf-reflection

Learning needs;

Effective means;School

development

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Instructional leadership is evident in all countries, but to varying degrees

In countries where school leaders adopt a stronger instructional leadership

role:

– there is more collaboration between teachers,

– there are better student-teacher relations,

– there is greater recognition of teachers’ innovative teaching,

– teacher appraisals are used more for staff development

School Leaders can make a difference!

School leadership source: TALIS

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More information…

http://ec.europa.eu/education/index_en.htm

Thank you!