Contact: godelieve.van-den-brande@ec.europa.eu The future of learning Lieve Van den Brande, European Commission, DG Education and Culture Contact: godelieve.van-den-brande@ec.europa.eu

ICT and education Policy context E&T

The European Policy Framework Key Competences for Lifelong Learning, 2006/962/EC mother tongue; foreign languages; maths/science/technology; digital competence, learning to learn; social & civic competences; entrepreneurship; cultural awareness & expression Strategic Framework for European Cooperation in E&T, COM(2008) 865 Lifelong learning and mobility Quality & efficiency of E&T Equity & active citizenship Innovation, creativity, entrepreneurship Education Innovation Research Knowledge triangle SWP: The Use of ICT to support innovation and lifelong learning for all, SEC(2008) 2629

ICT cluster under OMC – ET2010 Representatives of 18 Ministries of Education of 18 Member States compiled key recommendations It is timely to move away from perceiving ICT diffusion and usage as a goal and instead see ICT as an enabler of teaching and learning. It is not about ICT but about transformation …” “The ICT cluster has influenced the development of improved indicators for measuring ICT use and impact. This has led to the first European-wide comparative study on the use and impact of ICT in school education”. “The cluster has contributed to a fundamental change in discourse from accessibility to innovative learning through the support of ICT”.

Digital competences as core life and employability skills Lessons learned by the ICT cluster Final Report - Learning, Innovation and ICT Digital competences as core life and employability skills Leadership and institutional change for a renewed strategy on learning VISION future! Towards a new learning paradigm Allow more learner-centred approaches Professional development – the teacher as learner at the centre

The future of learning... As our societies are changing… we need to rethink E&T and to envision future learning that is more efficient, equitable, innovative and meaningful than it ever was in the past Foresight is not about predicting the future but rather a tool for longer-term strategic thinking and priority setting based on collaboratively developed shared visions and scenarios

OK but what is changing?

Learning Spaces: a vision of future learning 8 Teaching Learning 2020 2006 Student Learner Individual Social Teacher Guide Hierarchical Heterarchical Rote Learning Learning by doing Institutional certification/validation Multiple ways Formal Informal and Lifelong

Key competences for lifelong learning (Cf. 2006 Council Recommendation) Shift towards competence-based learning and transversal skills

Personalised learning 91 92 ICT “can” favour personalisation and learner-centred learning

Lifelong learning Increasing importance of self-regulated learning

Significant changes in what we learn, how we learn, where we learn and when we learn Towards educational transformation in a digital world But progress is slow!!!

The problem… ICT is embedded in a traditional learning paradigm The real potential of ICT to make learning more innovative, creative, relevant and interesting is not being realised within formal E&T While emerging in other areas, for example: Mobiles for L2L of IEM Digital games for excluded youth and early school drop outs (E.g. Notschool UK) Telecentres for digital competence and entrepeneurship Informal language learning via social media applications Lots of innovative ICT projects in Europe but do not reach beyond “early adopter stage”: “We need to scale-up, learn from each other, be clear on visions, goals and outcomes, and we need to act NOW…” (Digital Agenda Assembly, 16 June, BXL)

ICT and education EU support

EU support ICT in education and training programmes Minerva Socrates Promote European cooperation in the field of Open and Distance Learning (ODL) and Information and Communication Technology (ICT) in education 2000-2006 Improving the quality and accessibility of European education and training systems through the effective use of information and communication technologies (ICT) 2004-2006 Specific objectives include: to support the development of innovative ICT-based content, services, pedagogies and practice for lifelong learning 2007-2013

EU support Comenius: eTwinning for schools Support for online partnerships between two or more European primary or secondary schools Flexible, teacher friendly scheme to mainstream pedagogical use of ICT and support professional development Mainly based on joint pedagogical projects Increasing use of online Communities of Practice for teachers Quality label for good practice examples www.etwinning.net

EU support The eLearning Portal Supporting the exchange of ideas, good practice and resources in elearning across Europe and the world Open to everyone, everywhere Funded by the Lifelong Learning Programme eLearning Papers n° 2 (2007) http://www.elearningpapers.eu/index.php?page=home&vol=2 http://www.elearningeuropa.info

Studies at DG EAC Learning 2.0 (IPTS, 2008) New learning communities through ICT (IPTS, 2009) Foresight - Future of learning (incl.ICT) (IPTS, 2011) European-wide comparison of the use and impact of ICT on school education (STEPS -2009) Development of methodologies for ICT indicators (2009) Benchmarking study by DG INFSO (2012) Key data on Learning and Innovation through the use of ICT in Europe 2011 (EURIDYCE)

ICT and education And next …

EU Policy context Europe 2020 ET 2020 Lifelong Learning Programme (LLP) contributes to strategies and initiatives: Europe 2020 ET 2020 Flagships initiatives Youth on the move (Sept.2010) Digital Agenda Agenda for new skills and jobs (Nov.2010) Early school leaving Higher education attainment Making LLL and mobility a reality E&T quality and efficiency Equity, social cohesion, active citizenship Creativity and innovation

A new policy agenda: Europe 2020 Smart Growth Sustainable Growth Inclusive Growth Innovation « Innovation Union » Climate, energy and mobility « Resource efficient Europe » Employment and skills « An agenda for new skills and jobs » Education « Youth on the move » Competitiveness « An industrial policy for the globalisation era » Fighting poverty « European platform against poverty » Digital society « A digital agenda for Europe »

Europe 2020 targets related to E&T Early School Leaving Higher Education Attainment (Age 30-34) 2009 2020 14.4% 10% at most 2009 2020 32.3% 40% at least Europe 2020 establishes headline targets to be achieved at EU level by 2020. Each Member State fixes national targets to contribute to the overall EU goals. The two headline targets in the field of education and training are: 1. To reduce the overall rate of Early School Leaving (Percentage of the population aged 18-24 with at most lower secondary education and not in further education or training) to below 10% (from 14.4% in 2009) 2. To raise the proportion of 30-34 year olds in the EU with a higher education or equivalent qualification to 40% (from 32.3% in 2009)

Lifelong learning + mobility Europe 2020  ET 2020 Strategic challenges Lifelong learning + mobility

Priorities under ET 2020 E&T have a unique role to play in enhancing the use of ICT for learning and should take up a leadership role. Actions are oriented around 3 objectives to be tackled simultaneously: 1. Increasing digital competences 2. ICT and an enhancer of innovation of E&T 3. improving the e-skills of professionals

1. Increasing digital competences Development of better descriptors for digital competence as a complement to the Key Competences FW Development of an ICT skills supplement to European Skills passport Development of better ‘measurements’ for the use and impact of ICT in education Support to MS (see next)  Communication 2012 – Rethinking skills

2. ICT and an enhancer of innovation of E&T Support to MS for mainstreaming ICT in education New Thematic Working Group under ET 2020 On ‘ICT and education’ (24 MS involved) Peer learning and sharing of practices Policy handbook for policy makers To design and support a European-wide initiative on ‘Creative Classrooms/ Creative Learning Environments’ Reinforcement of e-Twinning for other learning domains

3. Improving the e-skills of professionals Setting up of a multistakeholders platform-forum for ICT skills ( bridge worlds of education and work) E-skills awareness week DG ENTR (first week of March 2012)

for an innovative Europe Creative Classrooms for an innovative Europe

The reality – implementation gap While ICT is well mainstreamed outside schools, formal E&T is only in its early adopter’s stage. Education can not stay behind these changes in an increasing networked and digital society. 29 29

Shortages Teachers lack pedagogical strategies and experiences to effectively use ICT Professional development of teachers lacks the pedagogical, innovation and practical dimension Assessment of digital literacy is not widespread Major lack of systematic impact in practices Innovations not enough supported by changes in pedagogy Discrepancy between children’s under-use of ICT at school and frequent and sophisticated use at home 30

– + What is at stake? The infrastructure to promote ICT No systemic integration and mainstreaming in formal education + The infrastructure to promote ICT Research base to guide the process Bottom-up initiatives (pilots,research, policies, action plans, …) but Lack of systemic impact Top-down policies not close to users & practitioners Lack of brokerage mechanisms to policy makers Lack of evidence-base for policy making Small scale, grass roots initiatives Short-term - lack of sustainability/scalability No cross-sector dimension / no transferability No whole systems integration & leadership 31

LACK OF SYTEMIC IMPACT Top-down policies not close to users and practitioners Lack of brokerage mechanisms to policy makers Lack of evidence-base for policy making Small scale, grass roots initiatives Short-term - lack of sustainability/ scalability No cross-sector dimensions Whole systems integration and leadership 32 32

False assumption about implementation There is a common assumption or conviction about the spread of best practices: First step: Elaboration of a best practice Second step: Implementation of the best practice Third step: Demonstration of the results of the best practice (conferences, marketing, etc) Fourth step: Automatic spread of the best practice

False assumption about implementation

The real model of the spread of best practices

The false assumption and the reality (B. Magyar, 2011) New best practice Success reports Dedicated submission of the pilot Prediction of spreading The unreached last mile Degree of saturation Implementation of the pilot Depreciation of the best practice Time 36

EU Policy context Europe 2020 ET 2020 Lifelong Learning Programme (LLP) contributes to strategies and initiatives: Europe 2020 ET 2020 Flagships initiatives Youth on the move (Sept.2010) Digital Agenda Agenda for new skills and jobs (Nov.2010) Early school leaving Higher education attainment Making LLL and mobility a reality E&T quality and efficiency Equity, social cohesion, active citizenship Creativity and innovation 37 37

Objectives linked to Europe 2020 & ET2020 Increasing digital competence/ e-literacy ICT enhancing innovation of E&T  Support to Member States to mainstream ICT use in educational policies and practices IDEA: Creative Classrooms 38

The term ‘Creative’ = innovation of learning and teaching process with the support of ICT Creative Classrooms Focus on what is possible in today’s practices with today’s technologies The term ‘Classrooms’ = all types of learning environments

Policy makers / Decision makers Creative classrooms Policy makers / Decision makers e.g. Thematic Working Group Theme 1 Theme 2 Theme … Case 1 Case 2 Case 3 … Case 1 Case 2 Case 3 … Case 1 Case 2 Case 3 … Country 1 Country 1 Country 1 E V A L U T I O N Case 1 Case 2 Case 3 … Case 1 Case 2 Case 3 … Case 1 Case 2 Case 3 … Country 2 Country 2 Country 2 Transfer Localise Case 1 Case 2 Case 3 … Case 1 Case 2 Case 3 … Case 1 Case 2 Case 3 … Country 3 Country 3 Country 3 Case 1 Case 2 … Case 1 Case 2 … Case 1 Case 2 … Country … Country … Country … Lessons learned 40

The Initiative on Creative Classrooms is innovative due to: its experimental nature its transversal scope the upscaling of innovations making changes systemic and sustainable emphasis on European–wide policy development

What ? Creative Classrooms initiative Experimentations which are linked up Based on concrete problems Whole-system oriented Providing evidence-based responses Real-life experimentations in local context Carried by the users - innovation (bottom-up) Upscaling of innovations Leadership top-down (policy makers; key stakeholders) Emphasis on European-wide cooperation in policy development 42 42

Providing guidance to policy makers and practitioners What ? Providing guidance to policy makers and practitioners ‘Learning what works and what does not’ as input to evidence-based policy making at all levels of E&T Linking policy experimentations in real life settings Upscaling across Europe Increase impact on systemic level Reaching a large number of learners, institutions, learning centres Involving multiple stakeholders (informal, non-formal & formal) 43 43 43 43

Transversal issues Based on sound research methodologies Monitoring and evaluation of the various experimentations Deriving key lessons Transferring these lessons to the policy makers as well as to practice Reporting and brokering the lessons 44 44

Evaluate the potential impact of a policy measure Testing innovation in real life settings = policy experimentation Creative classrooms Evaluate the potential impact of a policy measure Theme 1 C R O S - U N T I E E V A L U T I O N Country 2 Case 1 Case 2 Case 3 … Country … Country 1 Transfer Localise Lessons learned 45

Creative Classrooms ROADMAP January 2012 Concept CC Analysis of the progress and gaps March 2012 Definition of the optimal conditions Creative Classrooms ROADMAP June 2012 Validation of the concept through DEBATE Launch call for pilots June 2012 Testing at a large scale through real life pilots Developing a broad stakeholders partnership 2013/ 2014 2014 DEBATE with stakeholders Drawing lessons from cases 2014 2014 DEBATE with stakeholders 46

Thank you ! DG Education and Culture: The Lifelong Learning Programme: ‘Learning and innovation go hand in hand. The arrogance of success is to think that what you did yesterday will be sufficient for tomorrow. ’ William Pollard DG Education and Culture: http://ec.europa.eu/dgs/education_culture/index_en.html The Lifelong Learning Programme: http://eacea.ec.europa.eu/static/en/llp/index_en.htm Contact person: Lieve Van den Brande – DG EAC-A2 Godelieve.van-den-brande@ec.europa.eu

Thank you ! DG Education and Culture: The Lifelong Learning Programme: ‘Learning and innovation go hand in hand. The arrogance of success is to think that what you did yesterday will be sufficient for tomorrow. ’ William Pollard DG Education and Culture: http://ec.europa.eu/dgs/education_culture/index_en.html The Lifelong Learning Programme: http://eacea.ec.europa.eu/static/en/llp/index_en.htm The Executive Agency: http://eacea.ec.europa.eu/index.htm eacea-info@ec.europa.eu