Jørn Skovsgaard ”The Story Behind the ASEM LLL Initiative”

Slides:



Advertisements
Similar presentations
1 Bologna Shaping the Agenda Bologna today and tomorrow Lesley Wilson Secretary-General, European University Association.
Advertisements

Entrepreneurial Learning in Europe
EAC HIGHER EDUCATION POLICY
Assessing student learning from Public Engagement David Owen National Co-ordinating Centre for Public Engagement Funded by the UK Funding Councils, Research.
© Jørn Skovsgaard 2009 Omkring OECD’s studie “Improving School Leadership” Jørn Skovsgaard Chefkonsulent Undervisningsministeriet
EU CHALLENGES IN LIFE LONG LEARNING Tiina Lautamo, principal lecturer Health and social studies.
Employability in context of the Bologna Process Gayane Harutyunyan Bologna Secretariat Yerevan, May 2014.
ECVET WORKSHOP 2 22/23/24 November The European Quality Assurance Reference Framework.
Association for the Education of Adults EAEA European AE Research – Look towards the future ERDI General Assembly, 2004.
Validation of non formal and informal learning – the case of Portugal Glasgow, 17 May 2012 Elsa Caramujo National Agency for Qualification and Vocational.
Quality teaching in higher education, an OECD approach Fabrice Hénard, December 2010.
SCHOOL LEADERSHIP Wednesday, November 28, DEVELOPING EFFECTIVE TEACHERS AND SCHOOL LEADERS (STEWART)  “High performing countries build their human.
Relating language examinations to the Common European Framework of Reference for Languages (CEFR) Waldemar Martyniuk Waldemar Martyniuk Language Policy.
TORINO PROCESS. TORINO PROCESS 2014 THE TORINO PROCESS 2 THE TORINO PROCESS IS a participatory process leading to an evidence-based analysis of VET policies.
Home, school & community partnerships Leadership & co-ordination Strategies & targets Monitoring & assessment Classroom teaching strategies Professional.
LEARNING OUTCOME APPROACHES IN VET CURRICULA IN FINLAND 2 nd International Workshop on Curriculum Innovation and Reform, Thessaloniki, 20-21, January 2011.
Strategic Framework for European cooperation in education and training
Quality Assurance in a Changing World María José Lemaitre INQAAHE Conference Abu Dhabi, March 2009.
Fundamentals of Human Resource Management, 10/e, DeCenzo/Robbins November 19, 2014 Environment of Human Resource Management in Nepal Krishna Raj Lamichhane.
Education for Sustainable Development Network Alona Rauckiene Lithuania 2009 Visby.
Michalis Adamantiadis Transport Policy Adviser, SSATP SSATP Capacity Development Strategy Annual Meeting, December 2012.
Current working priorities and Thematic Working Groups within the strategic framework for Education and Training ET2020 Bernhard Chabera DG Education and.
Development and Transfer of Technologies UNFCCC Expert Workshop On Technology Information Technology Transfer Network and Matchmaking Systems: a LA & C.
EQAVET Supporting European quality assurance in Vocational Education and Training European Quality Assurance in Vocational Education and Training.
Realising the European Union Lisbon Goal The Copenhagen process and the Maaastricht Communiqué: Martina Ní Cheallaigh DG Education and Culture.
1 Latest EU developments in the field of Adult education 19 Mars 2010 Marta Ferreira.
Plurilingualism in Higher Education – Opportunities and Challenges Waldemar Martyniuk Language Policy Division Council of Europe Strasbourg, France.
Kathy Corbiere Service Delivery and Performance Commission
Implementing the LLL Charter Michael H örig EUA Programme Manager Nicosia, Cyprus 22 November 2010.
LIFELONG LEARNING He who believes he IS something has stopped BECOMING something.
Project: EaP countries cooperation for promoting quality assurance in higher education Maria Stratan European Institute for Political Studies of Moldova.
Education et Formation Liège 30 Septembre 2008 Arne Carlsen President du réseau universitaire ASEM Education et Recherche pour l’apprentissage tout au.
Teacher’s Professional Development in EU Policy
Finnish Core Curriculum – New Approach to Learning
COMPLIMENTARY TEACHING MATERIALS
The EQAVET Framework – supporting quality and relevance of VET
EQAVET –supporting quality and relevance of VET
M-LANG project  Ref. n NO01-KA Interactive Exchange Workshop on how to use response systems and ICT tools for creating interactive learning.
Arancha Oviedo EQAVET Secretariat
Validation: The Dutch Experience
Qualifications and Curriculum Authority, London
A Partnership Model: African Mineral Skills Initiative
Lifelong Learning policies and the Open Method of Cooperation
African Union Perspectives
Student Study and Work Placement Mobility
Programme Review Dhaya Naidoo Director: Quality Promotion
CQ WORKSHOPS 2 staff workshops on ‘Course Quality’ (June & Sept 2017)
Promoting lifelong learning for all
“Where Learners Become Leaders!”
“CareerGuide for Schools”
Kuwait National Curriculum
PROGRESS AND CHANGES IN
Phaslized Thematic Socialized Using PTS as an innovative pedagogy:
COMPETENCIES & STANDARDS
An initiative that makes a difference
…and still actual for a post-2010 strategy!
Ministry of civil affairs of BiH Update on KOBIH: Development and implementation of the qualification framework of BiH ETF Seminar, Kiev, 10 March 2016.
CO-OPERATION BETWEEN HEI’S AND LABOUR MARKET , Baku
European Style Pilot Evaluations in Azerbaijan Higher Education Baku 20 June 2017 Helka Kekäläinen, PhD Project Leader.
THE INSPECTION SYSTEM AND THE SCHOOL EXTERNAL EVALUATION
Strengthening the Role of EQAVET National Reference Points
Common Core State Standards May 2011
The National and Local context
Digital skills for employability and social inclusion
CHIEF MOJISOLA LADIPO, mni
Curriculum Reform of Vocational Senior High School in Taiwan
European collaboration for knowledge exchange & Innovation
A new educative role and expectations
Training on joint doctoral studies
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES. The American Psychological Association put together the Leaner-Centered Psychological Principles. These psychological.
Presentation transcript:

Jørn Skovsgaard ”The Story Behind the ASEM LLL Initiative” Senior Adviser Ministry of Education International Relations Division Copenhagen - Denmark

What is Written in My Almanac The initiative was taken in 1999. WG1 was established January 2002. WG1 completed a report in June 2002. The ASEM-LLL initiative submitted its reports to ASEM 4 Copenhagen Sept. 2002. It was decided to continue WG1 Winter 2003. Outcomes of WG 1 was presented to EU, OECD, WB a.o. WG1 aligns with ASEF. WG1’s proposal to establish a HUB for studies in LLL was adopted by ASEM 5 Hanoi Oct. 2004

A Point of Departure - different approaches and traditions Curriculum: vs Didactics: Proces-oriented Capabilities/ Competences Formative assessment – dialogue/ feed back Contextualized Result-oriented Capacities/ Skills Summative assessment – tests/ examens Conceptualized Building of bridges between Anglosachson tradition vs. German/ Scandinavian tradition in the making of the PISA-concept. Jens Bjørnåvold: Making Learning Visible/ Lernen Sichtbar Machen ”Bildung” has no English counterpart It was assumed that anglosachsons tend to value curriculum in terms of an externally defined scheme of content, and methods related to relevant attainment targets so that outcomes and quality can be measured an adjusted – while the German, Scandinavian model to a higher extend value the professional choice of the teachers in terms of methods and content related to the needs of their students in their specific context. However important exsemptions where noted – ie the Dewwy/ Kilpatrick tradition and the hybrid Danish model. Scandinavian professsionals find it unfair to be meassured according to angloschson values while ie American teachers find it unfair to be meassured on out-comes that are not included in the curriculum. Scandinavians: ”The Quality in our work cannot be measured” Americans: ”There are two kinds of students – those who can and are willing to learn – and those who are unable or unwilling to learn – what are we supposed to do about that?” Offcourse can an action made in order to impact something or someone be measured. But it is also selfevident that blunt instruments provide misleading results and it is also evident that the survey in itself will impact the system. Chrestens joke. We never aimed at proving one tradition’s superiority to the other but rather to explore strengths and weakneses and maybe find a third way.

A Point of Departure - different strengths Curriculum: vs Didactics: Dynamics and flexibility Learning is made meaningful to the students in the context Focus on personal development Room for teacher’s professionalism Transparency Explicit expectations to teachers and students Measurable outcomes Feed-back mechanisms, quality assurance and governance are legitimized by the concept

A Point of Departure - different problems Curriculum: vs Didactics: Diversity in the quality of teaching No motivation in training of basic skills Low expectations - underachievement Lack of evidence Focus on the weak learner tend to ignore the needs of the most talented students Lack of dynamics and flexibilty Content gets obsolete Rigid and instrumental learning Teacher’s responsibility limited to instruction Focus on the elite tend to leave disadvantaged students behind - high drop-out rate

A Point of Departure - the necessity of evaluation A foundation for dialogue A foundation for evidence-based education policy A foundation for internationalisation of education A foundation for R&D Involving: Policymakers Stakeholders Professionals Ingredients: Empirical data Qualitative analysis Generation 4 instruments – interpretation, negotiation, dissemination Modus 1 – Measurement Modus 2 – Description Modus 3 – Judgement What needs to happen within these frameworks: Problem identification Distribution of innovation Dissemination and knowledge transfer

A Point of Departure - Please keep in mind! Curriculum: vs Didactics: Hard facts are needed to identify your problem but- What you meassure is what you get – So you should be careful to meassure what you want! Soft facts are needed to find the solution but - Without data you’re just a person with another oppinion!

Knowledgebased Society: The Context. Education for World-Citizenship - part 1 Knowledgebased Society: The Context.

Knowledgebased society – the context. Agriculture: Industry: Service: Knowledge:

Knowledgebased society – the context. The Local The Perspective Agriculture: Industry: The National Service: Knowledge: The Global

Knowledgebased society – the context. What regulates production? Agriculture: Laws of nature, seasonal variation Industry: Organisation of time, human- and material capital Service: Articulation of demand Knowledge: Complex logistics

Knowledgebased society – the context. What are key drivers to growth? Agriculture: Mechanization, use of fertilizers, new crops Industry: Development of the assembly-line/ “Taylorisation” Service: Deprivatizing of family-functions Knowledge: Access to innovation and knowledge systems

Knowledgebased society – the context. Who are the progressive producers? Agriculture: Family-driven farms and co-operatives Industry: Stock corporation, single mover Service: The public sector Knowledge: Strategic alliances, networks, ”co-petition”

Knowledgebased society – the context. What are ideals for outputs? Agriculture: Durability Industry: Large volume, uniformity and low cost Service: Functionality and design Knowledge: Customised, flexibility, embedded service

Knowledgebased society – the context. What are implicit ideological goals for education? Agriculture: Subservient and useful subjects Industry: Disciplined workers/ assertion of rights and duties Service: Motivated and self-reliant citizens Knowledge: Risk-taking entrepreneurs, focused at the global context and technological advance.

Knowledgebased Society - the challenges Global integration of economy, production-schemes, culture and threat/security patterns Exterritorial power-agencies flourish beyond political control Domains and networks offer new platform for individuals New roles of the national state, regional and local authorities Lifelong Learning, Permanent State of Innovation, Knowledge Management, Distance Learning, International Accreditation of Education

- Conceptual Framework Education for World-Citizenship part 2 Key Competences - Conceptual Framework

Personal fulfilment Cultural Diversity Key Competences for Knowledge Society - An Overarching Conceptual Framework Justification for Education: Added value - for individuals: for society: Employability Human Capital Active Citizenship Social Cohesion Personal fulfilment Cultural Diversity

Key Competences for Knowledge Society - An overarching Conceptual Framework Justification Employability - Human capital Active Citizenship - Social cohesion Personal fulfilment - Cultural diversity Key Competences (DeSeCo) Act autonmously Act in the big picture Conduct plans and projects Asserting rights, limits and needs. Using tools interactively Language, symbols, text, knowledge, information, technology. Interact in heterogeneous groups Relate well to others Cooperate Manage and resolve conflicts

Key Competences for Knowledge Society - An Overarching Conceptual Framework Justification Employability - Human capital Active citizenship - Social cohesion Personal fulfilment - Cultural diversity Key Competences Act autonomously Using tools interactively Interact in heterogeneous groups Foundations - knowledge, skills, attitudes Communicative Speak/ Listen Read/ Write Negotiate/ Mediate Analytical Operate in formal-logic systems Create models Sociological imagination Personal Basic knowledge Sensori-motor development Emotional balance

Key Competences for Knowledge Society - An Overarching Conceptual Framework Justification Employability - Human capital Active Citizenship - Social cohesion Personal fulfilment - Cultural diversity Key Competences Act autonomously Using tools interactively Interact in heterogeneous groups Foundation knowledge, skills, attitudes Communicative Analytical Personal Contextualize the concept. Define a taxonomy of learning targets Create curricular frameworks Create an assessment- and accreditation system Implement at institutional/ local level; capacity-building Define indicators and benchmarks Create framework for exchange of best practise and in-service training Create framework for evaluation, research and development

Education for World-Citizenship part 2 Other Achievements & Recommendations

Qualifications Framework for LLL - Recognition of Formal-, In-formal- and Non-formal Learning.

Thematic Recommendations Phase 1 Common efforts to strengthen competence transparency. Development of new cost-effective financial models and quality systems for the LLL initiatives. Further development of evaluation models on LLL learners outcome and initiatives for vulnerable groups. Creation of Partnership models. Strengthen the promotion efforts and incentives. Institutional change and development of learning environments. Strengthen the efforts regarding vulnerable group and their participation in LLL initiatives.

Practical Recommendations Phase 1 A Targetoriented Working-group = The Advisory Board Project Clusters on Exploration and Development = Full Scale, Real Life Changes – the Basis for Applied Research. Research Observatory = The Education and Research Network.

Concluding Remarks We need to give them wings, expose them to the world, build their character, let them set their own goals and choices, let them learn from their own mistakes, let them grow and blossom and be themselves, guide them but don't constrain them. But also we have to give them roots, emotional experiences, we should bind them here, playing together with each other, roughing it out, taking challenges together because then they will create friendships, they will create ties, they will have memories and bonds to their friends and to the places where they made these friends. Prime Minister Lee Hsien Loong, Singapore 22 August 2004

Concluding Remarks In other words – In a period in which global integration of economy, production schemes, cultures etc. followed by enhanced competition are challenging the traditional values in local communities and the role of the national state Education must – Create a platform for the good life here and now – and yet – Shape a portal to the future and the wide world. Me – here, today – Thank You for Your Kind Attention! Joern.skovsgaard@uvm.dk