Study Visit Iglesias Creative ways to motivate and innovate in education 04/10/2011
introduction
who am I... Bram Wellens education policy advisor of the Vice-Mayor of Education, Work, Economy and Local Trade in the City of Antwerp, Flanders, Belgium
1. Flanders, Belgium: some words about education Flemish legislative powers in: - Wellbeing - Culture - Health - Education
1. Flanders, Belgium: some words about education • Big autonomy for education umbrella-organisations • Flanders (10%) • Provinces & cities (20%) • Non-governmental organisations (70%)
• No National / Flemish Curriculum but Learning objectives and final terms • No National Exams • Support of school with funding and controlled on indicators • 2,5 pre-primary education high participation • 6 – 16 / 18 years obliged education
1. Flanders, Belgium: some words about education Programme for International Student Assessment (PISA): • top of the world • but not seen that way by many stakeholders • but declining level in between 2000 and 2009 • but low equality of opportunities through and in education • but low performance in specific areas
ons onderwijs in internationaal perspectief Programme for International Student Assessment:
ons onderwijs in internationaal perspectief
ons onderwijs in internationaal perspectief
ons onderwijs in internationaal perspectief
ons onderwijs in internationaal perspectief
ons onderwijs in internationaal perspectief
2. City of Antwerp: some words about educating a city • Antwerp is the biggest Flemish city • More nationalities then NYC... • ca. 100.000 pupils in compulsory education alone • 56% meet one of the criteria for extra-support: o member of travelling population o Living outside the natural family o Difference between home- and instruction language o Mother without secondary education certificate o Income not from work
Unemployment
Unemployment -25 y Jongerenwerkloosheid
No-match education and labour market Jongerenwerkloosheid
Unqualified schoolleavers Flanders
Æ X 2 in Antwerp
The education “market”: the supply makes the demand?
Schooljaar 2009-2010 Cijfers departement onderwijs
The education “market”: the supply makes the demand? “1B” = supposed to be a year to get back on track, but in reality the start of secondary education vocational curricula 1B in Antwerp: 943 students of the first year of secondary education = 10,3 % of 1B in FL = 18,5% of 1st year Sec Educ (FL: 13,3 %)
Schooljaar 2009-2010 Cijfers departement onderwijs
To be “big in Belgium” you have to speak... Dutch... “OKAN” (“welcoming classes for arriving migrants with another language”): 718 pupils in Sec Educ (2009-2010) = 29,5 % of OKAN in Flanders = 1,9 % of pupils in secondary education in A (Fl: only 0,5 %!!) In 2011-2012 1250 new pupils expected due to foreign migration on ca. 54.000 pupils in primary education in total
Schooljaar 2009-2010 Cijfers departement onderwijs
“maps of unequality” ´
schoolse vertraging in het gewoon lager onderwijs L090
School Delay
Stedelijk gemiddelde: 28,2%
L070 L022 L011
L000
L18-
L111
L100
L122
L17M0MA
BERENDRECHT_ZANDVLIET
12MQ
primary education: 28.2 % (09-10)
K271
K2MN
K272
K214
P590 P590
K1MN
M0PA
P500 P589
J94-
FL: 15,5% (08-09)
District
P100
P392 P12-
K175
P111
P03P02J901
P04-
P01-
P00-
EKEREN
P192
J923
Buurt
P23P05-
P20-
P09P22-
J912
buurten ingekleurd volgens het aandeel leerlingen in het gewoon lager onderwijs met schoolse vertraging
J932
K174
P21-
J881
P291 P242 Q30-
K173
Q39-
Q2PA J81-
K172
MERKSEM
Q233 Q14Q212 Q13Q2AA Q201
K171 Q222
<=15% >15% en <=25%
J80-
J873
HOBOKEN
buurten met minder dan 20 leerlingen worden niet ingekleurd
Q001 Q17Q021 Q052 Q072 R172
R19-
DEURNE
R180 Q49- R101 H83-H8MJ J072 R110 H4MJ R21J83J84R13- R12R20H43H44- C491 A15H40- H41B752 A081A01R04R03R05- R22C45R29B824 B701 A13R23S2MJ R02C21-C41- C42- C44A00R01A11R24C22S31- S20C23- C43A03- A02R00C20B813 A10B71S28A081 R28S04S30C28A14R099 S05A22- A21- A04S03A12- C31-C25S11A05S00C24S01R39C29R35E15B782 S10S02E122 D33- D30R30E19- E131E14E551 R44D34S12- R34R31D38G552 D32- D31T39D35S13E50R33-R32G53E53T30S41- S19- R42- R401 D41E5MJ R43D42T20G51E521 G59- T05T01G522 T04- T00T22- S42F6NJ T02- T09G54F6MJ F223 T03T21V391 T24- T23F11F21T14T25F12F60- F64T13T180 V322 V391 V11F61F62G72G780 V12T19- T10- T111 U22V14T412 F65- G73T12V10- U21V04- V05V373 T42G74V01- V13G75U30V312 U20U11U10U33V03- V00V19U31V301 V21V02V20U01U00U32U03V29U09V07U68V099 V22U02J072J85-
B791
>40%
General socio-demographic distribution analog to distribution of school delay...
J820
B73-
>30% en <=40%
Q11Q10-
Q03-
ANTWERPEN
>25% en <=30%
Q12-
Q242 Q091 Q241 Q04Q012
H84-
B721 B742
BORGERHOUT BERCHEM
V23-
U60-
U43U57-
U41-
U47U40-
U69U5PA
U5MA
Schaal: 1:120.000
WILRIJK
Bron: Vlaamse Gemeenschap, Departement Onderwijs schooljaar 2009-2010 Bewerkingen door Stad Antwerpen, Studiedienst Stadsobservatie
“maps of unequality” ´
schoolse vertraging in het secundair onderwijs L090
Stedelijk gemiddelde: 51%
L070 L022
School Delay
L011
L000
L18-
L111
L100
L122
L17M0MA
BERENDRECHT_ZANDVLIET
12MQ
K271
K2MN
K272
K214
P590 P590
K1MN
M0PA
P500
J94-
District
P589
P100
P392 P12-
K175
P111
P03P02J901
Secundary Education: 51 % (09-10)
buurten ingekleurd volgens het aandeel leerlingen in het gewoon secundair onderwijs met schoolse vertraging
P05-
P20-
P09P22-
J912 J932
K174
P21-
J881
P291 P242 Q30-
K173
Q39-
Q2PA J81-
K172
Q13-
Q2AA Q201
<=30% >30% en <=40%
Q222 J80-
J873
>60%
% (08-09) HOBOKEN
buurten met minder dan 20 leerlingen worden niet ingekleurd
J820
B73-
Q10-
Q012
Q001 Q17Q021 Q052 Q072 R172
R19-
DEURNE
R180 Q49- R101 H84J072 H83-H8MJ R110 H4MJ R21J83J84R13- R12R20H43H44- C491 A15H40- H41B752 A081A01R04R03C45R05- R22R29B824 B701 A13R23S2MJ R02C21-C41- C42- C44A00R01A11R24C22S31- S20C23- C43A03- A02R00C20B813 A10B71S28A081 R28S04S30C28A14R099 S05A22-A21- A04S03A12- C31-C25S11A05S00C24S01R39C29E15R35B782 S10E122 S02D33- D30R30E19- E131E14E551 R44D34S12- R34D38R31G552 D32- D31T39D35S13E50R33-R32G53E53T30D41S41- S19- R42- R401 E5MJ R43D42T20G51E521 G59- T05T01G522 T04- T00T22- S42F6NJ T02- T09G54F6MJ F223 T03T21V391 T24- T23F11F21T25T14F12F60- F64T13T180 V322 V391 V11V12- F62- F61- G72G780 T19-T10- T111 U22V14T412 F65- G73T12V04- V05V10- U21V373 T42G74V01- V13G75U30V312 U20U11U10V03- V00U33V19U31V301 V21V02V20U01U00U32U03V29U09V07U68V22V099 U02J072J85-
B791
>50% en <=60%
Q242 Q091 Q241
Q04-
Q11-
Q12-
Q03-
ANTWERPEN
>40% en <=50%
MERKSEM
Q233 Q14Q212
K171
FL: 29,4
P23-
P04-
P01-
P00-
EKEREN
P192
J923
Buurt
B721 B742
BORGERHOUT BERCHEM
V23-
U60-
U43U57-
U41-
U47U40-
U69U5PA
U5MA
Schaal: 1:120.000
WILRIJK
Bron: Vlaamse Gemeenschap, Departement Onderwijs schooljaar 2009-2010 Bewerkingen door Stad Antwerpen, Studiedienst Stadsobservatie
capacity shortage 3 BERENDRECHT_ZANDVLIET
38
Saldo max. capacity 2011-2012 vs ° 2010
wijken ingekleurd volgens het saldo beschikbare plaatsen inloopklas tov geboortecohorte 2010 <-500
EKEREN
MERKSEM
-35
-709 ANTWERPEN
-499 tem -300
DEURNE
-299 tem -100 -99 tem 0 -296
>1
-169
-89
HOBOKEN
BORGERHOUT BERCHEM
-31 37
WILRIJK
capacity shortage Primary Education 2010-2025 Average increase of 3-11 years old children 19.000 children of 37% in total = average of 790 extra classes of 24 pupils = average of 49 extra school* van 480 lln = *161.226 m² = 16 ha = Need of extra teachers (about 200/year)
Our approach: New solutions are needed to make a difference Æ firm believe that new solutions are needed to make a difference for the onlu client: the youngster Æ co-operation that exceeds the school-networks and the sectors Æ bottom-up working out of shared strategical goals Æ mesuring + trust = comparing without threath = knowing + improving
Our approach: Some examples and our aims about CLIL , ICT and creativity CLIL is new in Flanders Å assumed friction in between linguistic groups in Belgium Å emphasis on instruction language But - FL has always been famous for linguistic competences - KAAP-project: CLIL in Dutch for parents at school of their children - more openness to “immersion” and multilingual education under new minister
Our approach: Some examples and our aims about CLIL , ICT and creativity ICT has to enable teachers to: • cope with heterogenic reality in their classrooms • include everyone in a broad and motivating • learning environment • improve co-operation and professional standards Æ together till the end of secondary education Æ better qualifications
Stedelijk Onderwijs
Actual situation -
HARDWARE - All schools hi-speed internet connection (cable) - Renewal all internal cabling in progress - wifi + fixed connections in all classrooms by 2014 - 1 computer / 3 students - Beamer / smartboard / LED screen in every classroom (in progress)
Stedelijk Onderwijs
Actual situation -
SOFTWARE
- WEB 3.0 - No local installation cloud computing - Electronic Learning Platform - custom made to meet demands of Flemish Education Board
Stedelijk Onderwijs
Electronic Learning Platform - Single Sign On System - Used by -
Students Teachers Parents Support staff Administration
Stedelijk Onderwijs
Electronic Learning Platform - Single Sign On System - 1 platform per school - 1 login - Keep It Simple - What You See Is What You Need - Personal environment for every user - All information = 1 mouse click away
Stedelijk Onderwijs
Electronic Learning Platform - Communication - Internal messaging system - Personal agenda - Ad Valvas messaging
Stedelijk Onderwijs
Electronic Learning Platform - Communication - Online school agenda - Lesson Subject - Planned assignments – tests
Stedelijk Onderwijs
Electronic Learning Platform - Communication - Online Grades (can be seen by students and their parents)
Stedelijk Onderwijs
Electronic Learning Platform
- Information carrier - Student Tracking System
Stedelijk Onderwijs
Electronic Learning Platform
- Information carrier - Personal document repository - School documents repository
Stedelijk Onderwijs
Electronic Learning Platform
- Information carrier - Linked with Microsoft’s Live environment - Outlook - Skydrive (cloud repository 9 GB) - Live office (online Word – Excel – Powerpoint)
Stedelijk Onderwijs
Electronic Learning Platform
- Information carrier - Student Tracking System
Stedelijk Onderwijs
Electronic Learning Platform
• Pedagogical use? weblinks upload zone – online grading peer coaching – peer collaboration forum online training Portfolio Surveys …
Our approach: Some examples and our aims about CLIL , ICT and creativity Creativity: City as One learning environment Co-operation Culture and Education, “broad schools” Baobab-school projects
