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School Education Workshop
On the agenda today:
Erasmus+ opportunities for schools – overview
Case study – maximizing impact of international activity within schools
Tools to complement and enhance your Erasmus+ projects
Questions and discussion
Erasmus+
Erasmus+ is for… Adult
education
Youth
Sport
Higher education
Vocational education and
training
Schools
Programme objectives • Improve level of key competences and skills • Increase co-operation between education & training and
the world of work • foster quality improvements, innovation excellence and
internationalisation • Support the modernisation of education & training
systems • Improving the teaching and learning of languages
Key Actions – decentralised activities
Key Action 1: Mobility of learners and staff
Key Action 2: Strategic Partnerships
Key Action 1: Staff mobility
Opportunities in the Schools Sector under Key Action 1
Staff Mobility Teachers School Leaders Other School Education Staff
Teaching Assignments
Abroad
Staff Training Structured courses Training Events Job shadowing Observations
Consortium bids
Key Action 1 • 203 KA1 projects were funded in the UK
• Grants awarded ranged from €1465 to €97,200
(Average of €14,500)
• From a single mobility in a school, to large scale
projects and consortia bids
• Language learning and teaching dominated
• Professional courses… France and Spain
Language learning & teaching
Sustainability
Outdoor learning Early years
Leadership Creativity
Approaches to learning
Delivering entrepreneurial
education
Themes and topics of KA1 projects in the UK
Use:
School Education Gateway * Existing eTwinning logins can be used to access it!
School Education Gateway Three tools to support applications for the Erasmus+ Programme:
Course Catalogue for teachers’ professional development (see Erasmus+ Key Action 1)
Mobility Opportunities including teaching assignments and job shadowing offers (see Erasmus+ Key Action 1)
Strategic Partnership requests to connect partners for Strategic Partnerships (see Erasmus+ Key Action 2)
Key questions:
What do you want to achieve? How will you achieve it? What is the impact? How do you evaluate your activities and long
term results? How will you tell others about your work?
What makes a successful project…
Writing your European Development Plan (KA1 only)
Step 1. Address key questions school improvement plan.
Step 2. Link them to the aims of Key Action 1
from the Programme Guide.
Step 3. You have the European Development Plan
Development goals of your schools and how they link with aims of Key Action 1.
Spanish Language Training
Teacher to attend intensive language training course in Spain in order to introduce 2nd MFL to the school
Job Shadowing at Denmark SEN specialist school
Funding to job shadow and observe creative outdoor play. Funding to visit Denmark and gain insight into good practice.
Sending staff to conference tackling school dropouts
Aim to reduce young people's non-completion of upper secondary vocational education
Examples of KA1 projects
Key Action 2: Strategic Partnerships
Opportunities in the Schools Sector under Key Action 2
Partnership
School Education Schools only
Supporting innovation Exchange of practice
Horizontal priorities developing basic and transversal skills
developing new approaches to strengthen the education and training paths of prospective and practicing educators/youth workers
enhancing digital integration in learning, teaching, training and youth work at various levels
contributing to the development of a European Area of Skills and Qualifications: promoting stronger coherence between different EU and national transparency and recognition tools, supporting projects that facilitate the recognition and validation of non-formal and informal learning
supporting innovative projects aimed to reduce disparities in learning outcomes affecting learners from disadvantaged backgrounds/with fewer opportunities–including learners with disabilities
stimulating the development and use of innovative approaches and tools to assess and increase the efficiency of public expenditure and the investment in education, training and youth
Priority Objectives For Schools
Revising and strengthening the profile of teaching professions
Improving the attainment of young people with low basic skills
Improving the attainment of young people, particularly those at risk of early school leaving
Developing high quality and accessible Early Childhood Education and Care services
Training, teaching or learning activities of individuals can take place within a project
Need to be explicitly linked to project’s aims and objectives
Can cover staff, and learners (pupils)
Short-term joint staff training events
Long term staff teaching or training assignments
Short-term exchanges of groups of pupils
E.g Joint Project Work of groups Of School Pupils
Mobility within strategic partnerships (KA2)
Key Action 2 • 58 projects have a UK lead partner and were assessed by the UKNA
• There are also a large number of UK partners in projects assessed by
other NAs
• Grants awarded ranged from €25,000 to €423,000 per project
• (typically around €30,000 per school with 5 schools per project, larger
amounts in case of mixed sector)
• Around 9/10 beneficiaries in KA2 schools are involved in school only
partnerships
Skills development
Sustainability and climate change
Outdoor learning Active citizenship
Employability Quality enhancement
Approaches to learning
Social enterprise and entrepreneurship
Themes and topics of KA2 projects in the UK
Specific
Measurable
Attainable
Realistic / Relevant
Timebound
Evaluate
Re-evaluate
What makes a successful KA2…
School education project Schools for Future Youth - methods and support for improved youth participation
in European school education. Engaging & motivating youth, developing core skills and competences, and increasing civic engagement.
Project between regions: School education Games for Learning & Inclusion - assessing and promoting the effective use of
games in technology for working with children with special educational needs. 2 countries, 3 partners in each
School to school partnership Commuting across Europe for Work Experience – language students to gain
invaluable insight into the European job market by completing a week-long work placement in a local business of the host country
Examples of KA2 projects
New for 2016 call • Deadlines • Workshops • Erasmus+ briefing sessions in November • Application support webinars
• Focus on quality rather than technicalities of the forms
• Guidance documents • Including a step by step guide,
Get to know your neighbour!
What is your interest and involvement in Erasmus+?
Are you involved in an active project?
Do you intend to make an application to Erasmus+?
What has been your experience so far?
Lesley Atkins City of Glasgow Council
A KA2 Strategic partnership Glasgow City Council
Nuremberg Maastricht
Lesley Atkins, International Education Officer, Glasgow City Council
∗ The action under KA2 makes it possible for organisations from different participating countries to work together, to develop, share and transfer best practices and innovative approaches in the fields of education, training and youth.
∗ Horizontal priority Employability and addressing the aims of the EU 2020 targets for youth .
∗ According to the Programme Guide, the Erasmus Plus Programme aims to contribute to the Europe 2020 Strategy and provide participants with qualifications, skills and competencies that improve their employability.
KA2
∗ Supporting Young People’s employability skills in transition from school to work
3 Models ∗ Skills Development GCC
∗ SCHLAU ∗ Opeduca
Act for Career
Partners
https://blogs.glowscotland.org.uk/glowblogs/epca/
∗ Local Authorities: Nuremberg ∗ Glasgow and Maastricht ∗ School network across the partners ∗ Colleges ∗ Business ∗ National Organisations: SCHLAU, Opeduca, Education
Scotland
The Network
Learning from each other The liberal transition regime in Scottish educational policies are more clearly geared towards the early labour market integration and economic independence whereas the employment-centered regimes in Germany and the Netherlands where transitions are structured by a selective school system and standardized vocational training. The project will look at the programmes in Scotland, the Netherlands and Germany in order to find out, which elements of formal learning, informal learning and non-formal learning promote disadvantaged young people most and whether or how they can be adapted and adopted under the predetermined conditions of national transition regimes.
Employability skills
The Nuremberg Context
Background ∗ In Scotland the reduction of youth unemployment has been identified as a key priority for
the Scottish Government. In response The Commission for Developing Scotland’s Young Workforce was set up in 2013 to develop a strategic approach across 5 main themes (school, colleges, apprenticeships, employers and equality) to consider:
∗ How a high-quality intermediate vocational education and training system, which
complements our world-class higher education system, can be developed to enhance sustainable economic growth with a skilled workforce.
∗ How to achieve better connectivity and cooperation between education and the world of
work to ensure young people at all levels of education understand the expectations of employers, and that employers are properly engaged.
∗ How to achieve a culture of real partnership between employers and education, where
employers view themselves as co-investors and co-designers rather than simply customers.
Scottish Context
∗ A focus on preparing all young people for employment should form a core element of the implementation of Curriculum for Excellence with appropriate resource dedicated to achieve this. In particular local authorities, SDS and employer representative organisations should work together to develop a more comprehensive standard for careers guidance which would reflect the involvement of employers and their role and input. (Education Working for All, 2014, p. 22)
In 2014 the Commission published the Developing the Young Workforce – Scotland’s Youth Employment Strategy and, in
order to better prepare children and young people for the world of work, made the following recommendation:
∗ Scottish Ministers are committed to a high-quality
universal career education in order to better prepare young people for the world of work and subsequently increase employment prospects and reduce youth unemployment.
∗ Scottish Education is based on a fully comprehensive school system that provides all learners with access to education according to their individual abilities and needs. Unlike in Germany or the Netherlands, children and young people in Scotland attend an integrated school system from 3 to 18 years
Career education in context
GLASGOW Youth Employment
Youth Employment is one of Glasgow 3 Key priorities in its ten year strategic Plan. In 2013 Glasgow redefined Youth Employment to include all young people between the ages of 16-24 recognising that those between the ages of 20-24 had been disproportionally affected by the recession and aligning itself with the European Youth Guarantee. More than 50 per cent of our young people don't go to university and, of these, very few leave school with vocational qualifications with labour market currency. The majority have had limited access or exposure to the world of work with only 27% of employers offering work experience. It is also clear that employers have lost the habit of employing young people. Only 29 per cent of employers recruit young people from education and only 13% of employers take on apprentices.
Maastricht context
∗ Most curriculum planning is devolved ∗ Only I member in the Maastricht Education Dept ∗ Schools take advantage of external agencies to
deliver the curriculum
The Netherlands- Rhine Meuse
Opeduca
∗ The RCE Rhine-Meuse has 7 key activities and a large number of sub-activities and projects, all within RCE Rhine-Meuse’s vision, logically connected with each other regarding content, time and place. The OPEDUCA Project is the main activity, where the new practice of learning and education becomes visible.
∗ Educational Partners ∗ Sustainable action ∗ Employee involvement ∗ Relevant to society ∗ Responsible citizens ∗ Student involvement ∗ Inquiry Based Learning ∗ Integral innovation of education ∗ Professionalization of teachers ∗ Full curriculum proof subject integration ∗ Real Life Learning ∗ Industry
RCE Model
The key thing with Erasmus Plus KA2 is that the Action is strategic and different from the previous Lifelong Learning programme in this respect . The Action charges educational professionals with the task of developing their cooperation strategically in ways that will improve, innovate and make a sustainable difference to the educational fields outlined in the project application. Exchange of cultural knowledge is not sufficient and therefore ensuring that the partnership activities are congruent with strategic aims needs to be at the forefront of transnational discussions and developments. Our developments next year will need to take account of the information gained in year 1 and maximise to begin the overall strategic development of our improvements within a European context to the employability skills model for European learners. LA/SEP2015
∗ Scope and scan evidence from all partners – Year 1 ∗ Examine best practice of each partner. ∗ How can that impact on each country’s context for the
development of employability skills? ∗ What do we need to let go of? ∗ What do we need to develop? ∗ What are the risks? ∗ How will we plan to avoid them? ∗ Building eTwinning into the model: Lochend Community High,
Glasgow and Geschwister Schole, Nuremberg
Strategic Plan
∗ Scottish government recent statement ‘ A forensic
focus on children’s progress’ : Learning from Nuremberg
∗ Opeduca – how does this connect with the Scottish Curriculum?
∗ How can CfE demonstrate the embedding of creativity within the curriculum to the other partners?
Some strategic thoughts
∗ Year 2 – Building an enhanced transnational model for supporting young people’s employability skills in the European market
∗ Year 3 – Implementing the Model ∗ Post funding: ∗ Disseminating the Model
A Strategic Approach – using the Glasgow eTwinning Model for Change
∗ International Education Office, Glasgow
∗British Council ∗Education Scotland
SUPPORTING SCHOOL IMPROVEMENT THROUGH STRATEGIC PLANNING FOR THE INTERNATIONAL DIMENSION – A PILOT
local national international Partners
Equal access to broadening horizons
• Developing eTwinning as part of a whole school model for change and innovation
• Shared discussion on introducing eTwinning to the curriculum
• Reflection on impact – worst case scenario ?
• How to take forward?
• Reflective assessment of current, short term and long term potential impact of eTwinning
• Design of Implemento or action plan, identification of professional needs
• eTwinning Ambassador mentoring
• Embed in improvement plan
• On going evaluation of impact
Strategic planning – transforming education
• Using strategic planning approach with school leaders
and teams – Education Scotland • Coordination of professional support to secure the
identified proposed change and desired improvement Glasgow City Council
• Crucial role of British Council School Ambassadors to deliver the required professional learning in eTwinning and up-skill school teams to allow schools to take forward their agreed areas of change and development through the international dimension
Key elements to securing change, innovation and improvement
Strategic Planning
with school leaders and
teams
Coordination of professional
support
Crucial role of the
BritishCouncil School
Ambassador to up-skill
school teams
Putting it into practice
1. School inspection 2. Reflection by school leaders and classroom practitioners 3. Identify required change and undertake strategic planning for
change improvement (5 year period) 4. Support to secure and lead change based on international
education 5. Support from the local authority and British Council Ambassador
Network to provide mentoring, coaching, tools to lead change, and provision of relevant international education continuing professional learning
6. School reflection and self evaluation of impact 7. Formal HMI evaluation
Evolution of the model
• Self-reflection by practitioners and school leaders (including pupil surveys etc.)
• Formal evaluations by school inspectors • Reports from British Council Ambassadors • Evaluation of professional learning sessions (by
participants) • Increased engagement in international education
opportunities • Evidence of enhanced European educational
outcomes • Strategic embedding of outcomes within school
plan
How the pilot project team measured impact
• New strategic planning approach being developed at Education Scotland; Glasgow City Council/ British Council Scotland pilot has informed the international education action
• International Education for the first time formally identified as ‘a transformative action’ within the Curriculum
• Opportunity to pilot new model and input feedback
• British Council presentation at ‘Comparative and International Education Society’ conference, Washington
• eTwinning ‘Open Doors’ sessions Glasgow -70 teachers, 12 schools wish to develop
• Approach will soon be available to Ambassadors with suitable experience to lead and support change in schools through the international dimension.
• Pilot guidance documentation for Ambassadors being produced
• Proposal to up skill European partners - Catalonia
Recent Developments
Gary Shiells eTwinning
School Education Gateway
www.schooleducationgateway.eu • A community for schools which provides clear
information on education initiatives across Europe.
• Aimed primarily at teachers and school staff across Europe, as well as experts and organisations working in the education sector.
• A place to learn about and discuss European education policy, news, trends, discover expert articles, educational project best practices, and find additional resources
• Close links and synergy with eTwinning
School Education Gateway • Three tools to support applications for the Erasmus+
Programme:
• Course Catalogue for teachers’ professional development (see Erasmus+ Key Action 1)
• Mobility Opportunities including teaching assignments and job shadowing offers (see Erasmus+ Key Action 1)
• Strategic Partnership requests to connect partners for Strategic Partnerships (see Erasmus+ Key Action 2)
eTwinning
What is eTwinning?
eTwinning is a free online community for schools in Europe which allows teachers to find partners, and provides a
secure space for classes to collaborate on projects
eTwinning
• 43 countries • 25 languages • Over 320,000 registered teachers • No application process • All subjects and topics welcome • Safe environment which teacher controls • Partner finding • Online community for teachers • Online training and face-to-face workshops
eTwinning and Erasmus+
• Start, collaborate, grow and extend your school partnership
• Partner finding, build a network of contacts • Prepare outgoing staff • Record of activity • Impact and dissemination
Find out more • www.britishcouncil.org/etwinning
• www.etwinning.net
• @etwinninguk
• eTwinning Impact Report : http://www.britishcouncil.org/etwinning/what/why
What is the International School Award?
– prepares young people for life in a global society by increasing their understanding of other countries and cultures
– provides a motivational framework for teachers to develop themselves professionally
– recognises a school’s commitment to developing global citizenship in
young people, and gives opportunities to raise the schools’ profile through local and national media.
What are the benefits? – Printed certificate (can request in Welsh)
– School Award Mark (Accreditation and
Reaccreditation only, valid for 3 years)
– Media pack including press release template – International activity expert feedback + on-going support and advice
– Schools Online newsletter
OFSTED
‘During the last week of the Summer term, we were visited by Ofsted! We received an outstanding grade, in all areas. ‘Global Citizenship’ including International links, was graded as ‘exceptional’ and ‘outstanding.' Ladybarn PS
International Activity
– international focus (eTwinning, Erasmus+, etc.)
– genuine classroom activities spread throughout the whole academic year
– show awareness of other cultures and countries
– broad range of subjects
– majority of young people involved
– a collaboration between your pupils and teachers with overseas partner/s showing exchange of information between both parties (Intermediate, Accreditation levels only)
International Activity Example
Become an Estate Agent Entrepreneur as part of Erasmus+ Project ‘My house , my culture’ Every pupil involved created a BILINGUAL Virtual tour of their house. Having been taught the relevant vocabulary in French and/or Spanish and having been trained on the necessary technology, pupils involved created a bilingual tour of their house to which subtitles, using the app ‘subtitle me’, was added. These were uploaded to the blog and saved on the school shared area. The aim of this activity was to introduce the houses and cultures of the pupils in the 5 International Schools to each other. Other aims included those mentioned above such as digital and communication skills.
3 Levels of Recognition
Foundation certificate (does NOT expire) Intermediate certificate (does NOT expire) Accreditation certificate (in order to retain the status a school needs to reapply during
its 3rd year of accreditation)
Get in touch
Please get in touch with the ISA team with any queries
https://schoolsonline.britishcouncil.org
What support do we provide
Support From Us www.erasmusplus.org.uk
Website
Events
Webinars
FAQ
Guidance for UK Applicants
Applications inbox – our team
Community events and webinars
Learning Networks
Annual Conference
Support webinars
Sector Specific Events
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Erasmus+ is the European Union programme for education, training, youth and sport. The Erasmus+ UK National Agency is a partnership between the British Council and Ecorys UK.
Contact us Helpline: Monday – Friday 08.30 – 17.30 T +44 (0) 161 957 7755 E [email protected] W www.erasmusplus.org.uk/
