Creative, Innovative and Transferable Methods in the Training of Teachers and Training Staff
Inleiding Dit materiaal is ontwikkeld als onderdeel van het CityM project (Creatieve, innovatieve en overdraagbare methoden voor de lerarenopleiding en -nascholing, 2010-2012), uitgevoerd door een netwerk van 13 Nationale Agentschappen uit 12 landen. Het is gebaseerd op de evaluatie van LLP projectresultaten en een analyse van hun relevantie in termen van creativiteit, innovatie en overdraagbaarheid n a a r st u d e nte n e n d o c e nte n u i t d e lerarenopleiding. We beginnen met een verduidelijking van deze kernbegrippen en hun relevantie voor projectresultaten. Een eenduidig begrip van deze concepten is niet gemakkelijk en probleemloos. Verschillende definities kunnen verschillende aspecten van creativiteit en innovatie benadrukken en hun afhankelijkheid van de context (waaronder de waarden en normatieve verplichtingen van de evaluator) is vaak moeilijk te vertalen naar algemeen toepasbare omschrijvingen. We proberen niet om veelomvattende definities te formuleren, maar gemeenschappelijke elementen aan te geven die in de meeste discussies over het onderwerp voorkomen.
Creativiteit en innovatie zijn met elkaar verbonden en het is niet mogelijk ze los van elkaar te definiëren. Ze hebben betrekking op individuele capaciteiten die culturele, organisatorische, technische en interpersoonlijke vaardigheden en waarden overstijgen. Kritisch denken en de capaciteit om het eigen leerproces te sturen, zijn hier essentiële onderdelen van. Creativiteit staat aan de basis van innovatie. Het innovatieproces is essentieel voor duurzame ontwikkeling. Waar creativiteit refereert aan “het proces van het genereren van ideeën, uitdrukkingen en
vormen, die in essentie kennis kunnen vergroten en kunnen leiden tot nieuwe manieren om de kennis te gebruiken", is innovatie "het succesvol realiseren van nieuwe ideeën" (EC voorstel voor een Besluit van het Europees Parlement en van de Raad betreffende het Europese Jaar van Creativiteit en Innovatie, 2009- memorie van toelichting). Overdraagbaarheid verwijst naar de mogelijkheid om projectresultaten over te dragen naar nieuwe doelgroepen en/of nieuwe domeinen (bijvoorbeeld van het volwassenenonderwijs naar het hoger beroepsonderwijs).
Het opleidings- en trainingsbeleid heeft een duidelijke invloed op de manier waarop leerlingen verschillende competenties verwerven en deze creatief gebruiken, evenals op de mate van openheid voor verandering en innovatie. In het Europese raamwerk van kerncompetenties (2006), waarin acht competenties worden geïntroduceerd die in het bijzonder moeten worden nagestreefd door onderwijssystemen, zijn "het leren leren", "sociale en burgerlijke competenties", "initiatief en ondernemerschap" en "culturele expressie en bewustzijn" voorbeelden van capaciteiten die bijdragen aan het ontwikkelen van creativiteit en innovatie. Het voortgangsrapport van Onderwijs en Training 2010 (Raad van de Europese Unie, 2010) heeft deze competenties specifiek bestempeld als bijzonder relevant, niet alleen voor de kwaliteit van leerresultaten, maar ook voor sociale en professionele betrokkenheid.
Hoewel creativiteit vaak wordt geassocieerd met artistieke creatie, is het essentieel voor alle aspecten van menselijke kennis en expressie,
van techniek tot economie en van ethiek tot natuurwetenschappen. Ondernemerschap en economische duurzaamheid leunen sterk op creatieve benaderingen die ondersteund worden door wettelijke en institutionele regelingen (bijvoorbeeld het intellectueel eigendomsrecht). Creatief denken en probleemoplossen zijn net zo essentieel in economische en sociale als in artistieke gebieden.
De Europese Raad benadrukte in maart 2007 de rol van onderwijs en training bij het verhogen van creativiteit en innovatie, toen het concept van de "kennisdriehoek" werd geïntroduceerd, bestaande uit onderwijs, onderzoek en innovatie. In een poging om "uitdagingen te overwinnen door bewustwording te stimuleren, informatie over good practice uit te dragen, onderzoek, creativiteit en innovatie te stimuleren en beleidsdiscussie en -verandering te bevorderen", werd het jaar 2009 uitgeroepen tot het Europees Jaar van Innovatie en Creativiteit. (EC voorstel voor een Besluit van het Europees Parlement en de Raad betreffende het Europees Jaar van Creativiteit en Innovatie, 2009 - memorie van toelichting). Het idee was om acties op Europees-, nationaal en lokaal niveau te combineren en om het betrekken van verschillende belanghebbenden in het debat te bevorderen.
Europese lidstaten en regio's zijn vrij heterogeen, niet alleen wat betreft deelname aan leerprocessen en de kwaliteit van leerresultaten in het kader van een leven lang leren, maar ook wat betreft hun inspanningen o m c r e a t i e f d e n ke n e n i n n o v a t i e v e benaderingen als onderdeel van hun formele onderwijs te bevorderen. Het is van groot belang om onderwijs te richten op creativiteit, innovatie
en ondernemerschap (Europese Commissie, 2010b). Beleidsmaatregelen op nationaal niveau moeten "leraren stimuleren om hun positie als facilitator van het leerproces en bevorderaar van creativiteit te ontwikkelen en ondersteuning bieden aan lerarenopleidingen (PABO), bij het inspelen op nieuwe eisen binnen het onderwijs. Tegelijkertijd wordt erkend dat het bieden van een vruchtbare bodem voor creatieve vaardigheden en attitudes binnen scholen niet kan zonder de ondersteuning van een organisatiecultuur die creativiteit en een innovatie bevorderende omgeving in het algemeen, omarmt". (Auteurs van het Slotrapport Creatief Leren en Innovatief Onderwijzen over het Onderzoek naar Creativiteit en Innovatie in Onderwijs binnen de EU-lidstaten): Romina Cachia, Anusca Ferrari, Kirsti Ala-Mutka and Yves Punie, 2010).
Daarnaast heeft de Europa 2020-strategie verscheidene initiatieven als vlaggeschip gelanceerd, zoals "Innovatie Unie", "Nieuwe Vaardigheden voor Nieuwe Banen", "Jeugd in Beweging" en "Digitale Agenda". Zij benoemen creativiteit en innovatie expliciet als te ontwikkelen kernvaardigheden. Het bevorderen van creativiteit, innovatie en ondernemerschap op alle niveaus van onderwijs en training is één van de vier strategische doelstellingen van Europees onderwijs en Training 2020 (Raad van de Europese Unie, 2009b).
In de context van Europese projecten op het vlak van onderwijs en opleiding hebben creativiteit en innovatie betrekking op de wijze waarop projectresultaten de huidige situatie kunnen veranderen richting gewenste resultaten, op manieren die kunnen worden gekarakteriseerd als onconventioneel, out-of-the-box, nieuw en onverwacht. Ze trekken op verschillende
manieren en in verschillende mate, huidige handelswijzen in twijfel en openen de deur voor nieuwe mogelijkheden. Ze verbreden het perspectief door een nieuwe zienswijze te tonen, nieuwe wegen bloot te leggen die leiden tot gewenste resultaten of zelfs het opnieuw plaatsen en uitbreiden van oorspronkelijke doelstellingen, om nieuwe ontwikkelingen mee te nemen.
CityM is gericht op de behoefte om de opleiding van leraren en opleiders te verbeteren, aangezien ze een essentiële factor zijn in het bereiken van hoogstaande leerresultaten" (EC Communicatie, 2007). De resultaten van verscheidene internationale enquêtes (PISA, TIMSS) en analyses van het functioneren van onderwijssystemen (vooral McKinsey's 'How the world's best-performing school systems come out on top' [Hoe de beste schoolsystemen van de wereld aan de top komen], 2007) tonen aan dat kwaliteit van onderwijspersoneel essentieel is voor de kwaliteit en het functioneren van onderwijssystemen. Het onderzoek van McKinsey richtte zich op 25 schoolsystemen, waaronder tien van de best functionerende, en analyseerde de gemeenschappelijke noemers en hoe ze erin slaagden leerresultaten te verbeteren. "De ervaringen van de best functionerende onderwijssystemen suggereren dat drie zaken het meest van belang zijn: (1) ervoor zorgen dat de juiste mensen leraar worden, (2) deze mensen ontwikkelen tot effectieve leraren en, (3) waarborgen dat het systeem in staat is de best mogelijke instructie voor ieder kind te bieden".
In de context van CityM, moet "methode" breed worden gezien, zodat het iedere vorm omvat van aanpak, werkwijze, techniek enzovoort , gericht op het helpen van leraren en
opleidingspersoneel bij het verwerven van nieuwe vaardigheden en competenties. Deze nieuwe vaardigheden en competenties betreffen niet alleen vak- en pedagogische kennis, maar moeten uitwaaien naar nieuwe kennis, competenties en vaardigheden waardoor opleidingspersoneel en leraren zich kunnen aanpassen aan de veranderende eisen van de kennismaatschappij. Dus, volgens de "Algemene Europese Principes voor Competenties en Kwalificaties van Leraren" en volgens de Communicatie van de Commissie aan de Raad en het Europees Parlement "De Kwaliteit van PABO-onderwijs Verbeteren", moeten leraren en opleidingspersoneel in staat zijn om:
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Te werken met anderen: dit wil zeggen omgaan met multiculturele klassen; sociale betrokkenheid bevorderen; leerlingen helpen zich te ontwikkelen tot autonome leerlingen; de behoeften van leerlingen te identificeren en te reageren door een breed scala aan leerstrategieën;
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Te werken met kennis, technologie en informatie: ICT integreren in het leerproces en het onderwijzen en in hun eigen continue professionele ontwikkeling; het resultaat van innovatie en onderzoek te verwerken in het lesgeven.
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Te werken met en binnen de samenleving: h e t o n t w i k ke l e n va n l e i d e rs c h a p , leidinggevende en ondernemerskwaliteiten, met oog op verhoogde autonomiteit van scholen; het leggen van verbanden tussen onderwijsdocenten, leraren, de werkomgeving, de bredere gemeenschap; het ontwikkelen van nieuwe vaardigheden (i.e. projectschrijven) waardoor ze kunnen deelnemen aan mobiliteit en Europese samenwerkingsprojecten.
Het pakket is het hoofdproduct van CityM en de meeste projectactiviteiten zijn bedoeld om een bijdrage aan dit materiaal te leveren. Het is bedoeld als een inventarisatie van p ro j e c t re s u l ta te n d i e e e n d u i d e l i j ke toegevoegde waarde hebben in termen van creativiteit, innovatie of overdraagbaarheid. De hier verzamelde methoden zijn ontwikkeld en/of toegepast binnen een breed scala aan leeromgevingen. Bovendien overwonnen ze verschillende obstakels die in een of meerdere nationale omgevingen als belangrijk worden gezien. Wat ze gemeen hebben, is de nadruk op het trainen van leraren of opleidingspersoneel.
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De tweede stap omvatte alle projecten uit de voorselectie van de eerste fase. Ze werden uitgenodigd een online enquête in te vullen (september - november 2010) en meer gedetailleerde informatie te geven over hun projectresultaten, evenals een zelfevaluatie v a n h u n c r e a t i e f, i n n o v a t i e f e n overdraagbaarheidspotentieel. Ongeveer 210 projecten hebben de enquête ingevuld en opgestuurd.
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In de derde stap evalueerden de Nationale Agentschappen de respons op basis van kwaliteitscriteria waarbij zowel kwantitatieve gegevens (bijvoorbeeld het aantal talen waarin het projectmateriaal beschikbaar is) als kwalitatieve indicatoren (bijvoorbeeld hoe relevant het project is voor de geïdentificeerde nationale/regionale prioriteiten) werden gewogen. De lijst van criteria voor het selecteren van good practice (hieronder gegeven) is het resultaat van een uitgebreid debat met de CityMprojectpartners. Projectcoördinatoren, beleidsmakers en experts op gebied van onderwijs en training waren tevens betrokken bij dit debat tijdens de seminars georganiseerd in Polen, Zweden en het Verenigd Koninkrijk in maart 2011.
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In de vierde stap bekeken de partners van CityM de resultaten van de evaluatie uit de derde fase en stelden gezamenlijk een lijst op van hoofdonderwerpen, die deze projecten groepeerde. De bespreking van deze hoofdonderwerpen begon tijdens de seminars in maart 2011. In september 2011 werd er overeenstemming bereikt over de uiteindelijke lijst van de geselecteerde projecten.
Het selecteren van voorbeelden van good practice voor het pakket is gebeurd in o p e e nvo l ge n d e sta p p e n e n b e h e l s d e verschillende soorten evaluaties en het raadplegen van verschillende soorten belanghebbenden.
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De eerste stap was een initiële selectie door de Nationale Agentschappen op basis van de compendia met de goedgekeurde projecten. Voor gedecentraliseerde projecten voerde ieder NA deze stap uit voor het eigen land en voor een ander toegewezen land (dat niet werd vertegenwoordigd in het CityM partnerschap). Voor gecentraliseerde projecten werd de selectie uitgevoerd door de coördinator, gebruik makend van de projectomschrijvingen in de EACEAcompendia. Het doel was om een voorselectie te maken van projecten die thematisch relevant zijn voor de doelstellingen van CityM.
CityM criteria voor het selecteren van good practices
oplossingen; !
Resultaten & impact !
de behoefte aan nieuwe/verbeterde onderwijstools of -methoden is overtuigend;
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de projectresultaten komen tegemoet aan de behoeften van de doelgroep(en);
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er is bewijs voor het feit dat het project een significante impact had op doelgroepen op institutioneel, lokaal, regionaal, nationaal of Europees niveau;
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de resultaten hebben een impact op het vlak van vaardigheden en competenties van leraren/opleiders;
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andere relevante factoren.
overige relevante factoren, bijvoorbeeld: nieuwe creatieve processen in de continue professionele/persoonlijke ontwikkeling, het vermogen om ruimte voor creativiteit in samenwerkingsverbanden te creëren, het vermogen om relevante kennis voor de eigen context en behoeften op te bouwen enzovoort .
Overdraagbaarheid !
er is overtuigend potentieel voor of bewijs van overdracht van projectresultaten naar andere groepen/ belanghebbenden/ contexten/ sectoren/ onderwerpen/ ontwikkelgebieden enzovoort ;
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er zijn stappen ondernomen (of gepland) om overdracht naar andere contexten of doelgroepen mogelijk te maken nadat de EU-subsidie wegvalt;
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toegankelijkheid van resultaten/ producten (toegankelijkheid, kosten, beschikbaarheid in verschillende talen, beschikbaarheid op verschillende platforms enzovoort);
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overige relevante factoren - bijvoorbeeld de verschillende contexten waar overdraagbaarheid betrekking op heeft (formeel/informeel) en verschillende niveaus van leren (primair, secundair, tertiair, wetenschappelijk) in verhouding tot de context waarbinnen de resultaten werden ontwikkeld.
Innovatie & creativiteit !
bevordering van zelfreflectie in het leerproces van leraren/opleiders;
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bevordering van het gezamenlijke of w e d e r ke r i g e l e e r p r o c e s t u s s e n leraren/opleiders;
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integratie van verschillende sectoren/domeinen/disciplines of het overdragen van methoden tussen verschillende gebieden;
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het vermogen om het leerproces en de strategieën aan te passen aan de behoeften en de context van verschillende leergroepen;
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mogelijkheden voor professionele ontwikkeling binnen een informele en non-formele context;
Korte presentatie van CityM
het gebruik van nieuwe technologieën vo o r h et b i e d e n va n c re at i eve
CityM (Creatieve, Innovatieve en Overdraagbare
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Methoden voor het Trainen van Leraren en Opleidingspersoneel) is een thematisch monitoringsproject gesubsidieerd door de Europese Commissie. Het is gericht op het verbeteren van de zichtbaarheid en exploitatie van LLP-projectresultaten die methoden/ methodologieën ontwikkelen voor lerarenopleiding en -nascholing. Het richt zich in het bijzonder op creatieve en innovatieve methoden die een hoge mate van overdraagbaarheid met zich meebrengen.
De Europese Commissie (EC) introduceerde thematische samenwerking als een middel om Nationale Agentschappen te stimuleren om samen te werken rond onderwijs en opleiding en om de impact van projecten binnen het Lifelong Learning Programme (LLP) [Programma Een Leven Lang Leren] te verhogen. Er zijn verschillende thematische projecten die gezamenlijk worden betaald door de EC en de deelnemende Nationale Agentschappen en die zijn gericht op de prioriteitsgebieden binnen een leven lang leren (meer informatie op www.citym.eu). CityM richt zich op de lerarenopleiding en -nascholing.
Het belangrijkste aandachtspunt waar CityM zich op richt is de behoefte aan verbetering van het opleiden van leraren, aangezien "leraren, trainers, ander opleidingspersoneel en begeleidings- en sociale diensten, evenals de kwaliteit van schoolleiderschap, kernfactoren zijn in het behalen van hoogstaande leerresultaten" (EC Communicatie, 2007). Het project loopt tussen januari 2010 en mei 2012 en omvat een samenwerking van 13 Nationale Agentschappen, die het LLP implementeren (Oostenrijk, België (Vl), Cyprus, Denemarken, Duitsland (PAAD), Litouwen, Nederland, Noorwegen, Polen, Roemenie, Zweden,
Verenigd Koninkrijk Ecorys en Verenigd Koninkrijk British Council).
Zodoende richten projectactiviteiten zich op de volgende prioriteiten: !
Het opstellen van een inventaris van Comenius-, Grundtvig- en Leonardo da Vinci- projecten (ge(de)centraliseerd), het aanspreken van stakeholders in onderwijs en vorming, zowel in het schoolonderwijs, de beroepsopleiding als de volwasseneneducatie;
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Het op basis van deze inventarisatie identificeren van een reeks van good practices betreffende creatieve en overdraagbare methoden voor het opleiden en nascholen van leraren en opleidingspersoneel;
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Het samenstellen van een pakket dat dieper ingaat op de gekozen best practices (creatieve en overdraagbare methoden). Het pakket is niet alleen bedoeld als inventarisatie van good practices, maar dient ook voor het bieden van zoveel mogelijk relevante informatie aan leraren en nascholingsspersoneel, teneinde
A. hen te ondersteunen in hun continue ontwikkeling; B. ervoor te zorgen dat het project meer eindgebruikers bereikt en zo de resultaten optimaal benut worden; • De te leren en vanuit deze projecten over te dragen lessen benoemen en suggesties en aanbevelingen formuleren voor nationale en Europese-beleidsmakers met het oog op een betere integratie van projectresultaten in beleidsontwikkelingen en leerprocessen.
Zodoende richt CityM zich op een verscheidenheid aan belanghebbenden, met name leraren, docenten in de volwasseneneducatie, het schoolonderwijs en de beroepsopleiding; opleiders en adviseurs, vertegenwoordigers van opleidings- en onderzoeksinstellingen, alsmede nationale, regionale en lokale beleidsmakers op het gebied van onderwijs en opleiding.
Overzicht van gemeenschappelijke doelstellingen, beleidsverklaringen en resultaten van het "E&Twerkprogramma" Gedurende het laatste decennium is het opleiden van leraren een belangrijk onderdeel geworden van het Europese-onderwijsbeleid. De Europese Raad legde in Lissabon in maart 2000, de nadruk op de cruciale rol van onderwijs in een kenniseconomie en riep de Lidstaten op om 'stappen te ondernemen om mobiliteitsobstakels voor leraren weg te nemen en kwaliteitsvolle leerkrachten aan te trekken'. Sindsdien hebben groepen deskundigen, groepsstudieclusters en de Raad van de Europese Unie zich intensief bezig gehouden met de lerarenopleiding en -nascholing op Europees-niveau. In de werkprogramma's die de EU-ministers van Onderwijs hebben gelanceerd in 2001 voor het behalen van de Lissabon-doelstellingen namelijk het Werkprogramma Onderwijs en Training 2010 (E&T 2010), en haar opvolger, het Strategisch Raamwerk voor Europese Samenwerking op gebied van Onderwijs en
Training (E&T 2020) - is vanaf het prille begin de kernrol van leraren en opleiders in het bewerkstelligen van hoogstaande onderwijs- en trainingssystemen onderkend. In dit kader werken Lidstaten en de Europese Commissie nauw samen om de normen van onderwijs en opleiding voor leraren te verbeteren.
Dit gebeurde via: !
uitwisseling van informatie, 'groepsstudie'-activiteiten en werk van deskundigen;
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conclusies van de Raad van de EU;
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promotie van Onderwijs voor Leraren in het Programma Een Leven Lang Leren;
Uitwisselen van informatie, 'groepsstudie'-activiteiten en werk van deskundigen Allereerst faciliteert het E&T-werkprogramma het uitwisselen van informatie en ervaringen tussen deskundigen en beleidsmakers. Een groep deskundigen van de Lidstaten komt regelmatig samen om gezamenlijke uitdagingen op gebied van de lerarenopleiding en nascholing te bespreken en om goede praktijkvoorbeelden (good practices) te delen. Dit heeft in het begin geleid tot het opstellen en valideren van een kerndocument door de vertegenwoordigers van alle Lidstaten en belanghebbenden: "Algemene Europese Principes voor Competenties en Kwalificaties van Leraren". De Europese principes belichten het lerarenvak als een vak waarvoor hoge kwalificaties nodig zijn, een vak geplaatst in de context van een leven lang leren, een mobiel vak en een vak gebaseerd op samenwerkingsverbanden tussen scholen, vormings- en
opleidingsorganisaties enerzijds en de buitenwereld anderzijds, namelijk de werkomgeving en het maatschappelijk gebeuren.
Vanaf 2006 hebben er in verschillende landen "peer learning activities" (PLA's) [groepsstudies] plaatsgevonden. In eerste instantie binnen de cluster "Leraren en Opleiders" en vanaf 2010 binnen de thematische werkgroep "Professionele Ontwikkeling van Leraren”. Het doel van PLA's is om effectieve beleidsmaatregelen te formuleren, gebaseerd op een vergelijking van de aanpak van verschillende landen en de analyse van onderzoeksresultaten. Vanuit deze activiteiten zijn tot nu toe voor de volgende thema's beleidsconclusies getrokken:
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continue professionele ontwikkeling van leraren;
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scholen als gemeenschappen waarbinnen zowel leraren als leerlingen leren;
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leraren voorbereiden op het lesgeven aan multiculturele klassen;
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effectieve relaties tussen scholen en opleidingsinstellingen voor leraren;
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instroom van beginnende leerkrachten;
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schoolleiderschap voor leren;
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het vak van lerarendocent binnen Europa.
Er is een subcluster "Teachers and Opleiders in Vocational Education and Training" (VET) [Leraren en Opleiders in Beroepsonderwijs en Training] opgericht onder het algemene groepsstudiecluster 'Leraren en Opleiders', waarbinnen samen met vertegenwoordigers van
de Lidstaten, de instellingen CEDEFOP en de "European Training Foundation (ETF) [Europese Trainingsstichting] de krachten bundelen. Het subcluster richtte zich op het vinden van oplossingen voor gemeenschappelijke problemen en het in kaart brengen van nieuwe strategieën voor het ontwikkelen en wijzigen van het VET-systeem. Er hebben voor de volgende thema's groepsstudies plaatsgevonden:
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het professionaliseren van leraren en opleiders in VET;
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validatie van informeel leren voor leraren en opleiders in VET;
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samenwerkingsverbanden tussen scholen en bedrijven - de rol van leraren en opleiders in VET;
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leraren in VET als katalysator voor verandering richting de autonomie van scholen in VET.
Al deze groepsstudies hebben beleidsaanbevelingen geproduceerd. De uitkomst is meegenomen door de EU-ministers van Onderwijs bij het bepalen van verdere maatregelen en vormt de achtergrond van de Beleidsconclusies in de Raad van de Europese Unie.
Een waardevol resultaat van een van de groepsstudies is het handboek "Induction Programmes for Beginning Teachers: the Handbook for Policymakers" [Inductieprogramma's voor beginnende leraren: het handboek voor beleidsmakers] (2010). Het handboek bevat praktische informatie voor beleidsmakers en uitvoerders over het ontwikkelen van gestructureerde inductieprogramma's voor alle nieuwe leraren. Het bevat voorbeelden van maatregelen die
kunnen worden getroffen voor het implementeren of verbeteren van dergelijke programma's. Daarnaast heeft het Finse Instituut voor Educatief Onderzoek (Universiteit van Jyväskylä), binnen het raamwerk van het E&T werkprogramma, een studie samengesteld over de curricula van de Lerarenopleiding binnen Europese lidstaten. Het onderzoek "Teacher Education Curricula in the EU" [Curricula voor Onderwijs voor Leraren in de EU] (2009) is gepubliceerd op de website van de Europese Commissie (zie onderstaande lijst van nuttige links). De resultaten van alle activiteiten binnen het werkprogramma E&T 2010 en het strategische raamwerk E&T 2020 zijn te vinden op de website "Knowledge Systems for Lifelong Learning" [Kennissystemen voor een leven lang leren] (zie onderstaande lijst van nuttige links).
Conclusies van de Raad van de EU
In overeenstemming met de resultaten van de activiteiten binnen het E&T Werkprogramma, hebben de Europese ministers van Onderwijs overeenstemming bereikt over de doelstellingen en principes van het opleiden van leraren in de volgende Conclusies van de Raad de Europese Unie: !
Conclusie van de Raad van 15 november 2007 over het opleggen van kwaliteit van onderwijs voor leraren;
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Conclusie van de Raad van 21 november 2008 over het voorbereiden van jonge mensen op de 21ste eeuw: een agenda voor Europese samenwerking in scholen;
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Conclusie van de Raad van 26 november 2009 over de professionele ontwikkeling van leraren en schoolleiders.
In deze conclusies benadrukken de Europese ministers van Onderwijs het feit dat kennis, vaardigheden en betrokkenheid van leraren, evenals de kwaliteit van schoolleiderschap, de meest essentiële factoren zijn bij het bereiken van hoogstaande onderwijsprogramma's. Onderwijsprogramma's voor leraren worden gezien als kernfactoren bij het voorbereiden van leraren en schoolleiders op het uitvoeren van hun verantwoordelijkheden en bij het waarborgen van hun continue professionele ontwikkeling.
De ministers duiden op de vele sociale, culturele, economische en technische veranderingen in de maatschappij, die nieuwe eisen introduceren binnen het onderwijs. De druk op leraren evolueert en groeit; hun rol is significant aan het veranderen. Het is dus van belang dat systemen voor de lerarenopleiding en -nascholing alle leraren in staat stellen om de competenties en vaardigheden die ze nodig hebben te ontwikkelen en hen gedurende hun hele carrière toegang te verlenen tot de benodigde ondersteuning. In deze snel veranderende wereld moet het opleiden en ontwikkelen van leraren een coherent continuüm zijn, vanaf het initiële onderwijs voor leraren, tot inductie en professionele ontwikkeling.
De EU-ministers van Onderwijs hebben een aantal prioriteiten in kaart gebracht voor het verbeteren van de kwaliteit van onderwijssystemen voor leraren in Europa. Er moet vooral actie worden ondernomen om te zorgen dat:
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initieel onderwijs, vroege carrièreondersteuning en verdere
professionalisering worden gecoördineerd, coherent zijn, beschikken over de juiste middelen en de kwaliteit ervan wordt gewaarborgd; !
alle beginnende leraren gedurende de eerste jaren van hun carrière (de i n d u c t i e f a s e ) p r o fe s s i o n e l e e n persoonlijke ondersteuning krijgen;
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praktische onderwijscompetenties worden verbeterd, waardoor leraren in staat zijn vakgerelateerde kerncompetenties te onderwijzen en effectief te functioneren in heterogene klassen;
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professionele kernwaarden en attitudes zoals reflectie, autonoom leren en samenwerking worden aangemoedigd;
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de werving en selectie effectiever wordt zodat Lidstaten de beste kandidaten voor het onderwijs kunnen aantrekken en behouden, en het onderwijs een aantrekkelijke carrièremogelijkheid wordt neergezet;
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professionele ontwikkelingsprogramma's voor leraren, aangepast aan de behoeften en gestaafd op de praktijk relevant zijn;
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leraren en schoolleiders aangemoedigd worden en in staat gesteld om deel te nemen aan verdere professionele nascholing en pedagogisch onderzoek;
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leraren aangemoedigd worden en in staat gesteld om deel te nemen aan uitwisselings- en mobiliteitsschema's en netwerken.
De Conclusies van de Raad zijn te vinden op de website van de Europese Commissie over onderwijs voor leraren (zie onderstaande lijst van nuttige links).
Promotie van Onderwijs voor Leraren in het Programma Een Leven Lang Leren Een van de prioriteiten zoals gedefinieerd door de EU-ministers van Onderwijs, is om meer g ro o t s c h a l i ge d e e l n a m e va n l e ra re n , schoolleiders en lerarendocenten aan transnationale mobiliteitsschema's, samenwerkingsverbanden en projecten zoals in het leven geroepen onder de Gemeenschapsprogramma's, te bevorderen. Het Programma Een Leven Lang Leren, met name de acties onder het Comeniusprogramma, biedt een pakket van maatregelen gericht op het verbeteren van de kwaliteit van training voor leraren:
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De acties Comenius/Grundtvig-InService-Training helpen leraren (of ander onderwijspersoneel) hun professionele competenties te verbeteren, via een gestructureerde nascholingscursus in het b u i t e n l a n d ; e n / o f n o n - fo r m e l e activiteiten zoals jobshadowing, het volgen van conferenties enzovoort .
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De acties Comenius/GrundtvigAssistantships helpen (toekomstige) leraren hun vaardigheden te ontwikkelen door gedurende negen maanden te werken als assistent in scholen/organisaties uit de volwassenenedcuatie in het buitenland;
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De acties Comenius/Grundtvig / Leonardo da Vinci-Partnerships en Leerpartnerschappen ondersteunen ontwikkelingsprojecten voor scholen/organisaties uit de volwasseneneducatie en de beroepsopleiding en het uitwisselen van
ervaringen tussen leraren/opleiders; !
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de actie Comenius Regio Partnerships bevordert gezamenlijke activiteiten tussen locale en regionale onderwijsautoriteiten. De acties Comenius/GrundtvigMultilaterale Projecten en -Netwerken ondersteunen Europese samenwerking bij het ontwikkelen van innovatieve pedagogische benaderingen of curricula en (enkel bij Comenius) bij het bieden van mobiliteitsschema's in training voor leraren.
Het Verspreidingsproject "City-M" CityM (Creatieve, Innovatieve en Overdraagbare Methoden in het Trainen van Leraren en Opleidingspersoneel) is ontworpen om de zichtbaarheid en exploitatie van LLPprojectresultaten die methoden/ methodologieën voor het opleiden van leraren en opleidingspersoneel ontwikkelen, te helpen vergroten. Het richt zich in het bijzonder op creatieve en innovatieve methoden die een hoge mate van overdraagbaarheid kennen.
CityM is een thematisch monitoringsproject, in het leven geroepen door en onder direct toezicht van de Europese Commissie, DG Onderwijs en Cultuur. Het loopt gedurende twee jaar (januari 2010 - januari 2012) en omvat een samenwerkingsverband tussen 13 Nationale Agentschappen bij het implementeren van het Programma Een Leven Lang Leren (Oostenrijk, België (Vl), Cyprus, Denemarken, Duitsland (PAD), Litouwen, Nederland, Noorwegen, Polen, Roemenië, Zweden, UK Ecorys en UK British Council).
Nuttige links
De website van de Europese Commissie over onderwijs voor leraren met beleidsdocumenten http://ec.europa.eu/education/schooleducation/doc832_en.htm De website “Knowledge System for Lifelong Learning“ [Kennissystemen voor een leven lang leren] met informatie over de activiteiten met betrekking tot training van leraren in het werkprogramma E&T 2020 http://www.kslll.net/MutualLearning2020/clus terDetails.cfm?id=19 De website van de Europese Commissie over het COMENIUS-programma: http://ec.europa.eu/education/lifelonglearning-programme/doc84_en.htm De website van de Europese Commissie over het GRUNDTVIG-programma: http://ec.europa.eu/education/lifelonglearning-policy/doc58_en.htm en http://ec.europa.eu/education/grundtvig/doc2 150_en.htm met onder meer studies als 'ALPINE: Adult learning professions' (2008) over de karakteristieken van opleiders/leraren in de volwassenenvorming en 'Key competences for adult learning professionals (2010)' over de competenties waarover een leraar/opleider in de volwasseneneducatie zou moeten beschikken.
Basic skills and competences
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VP3 Vocational Professionalisation by Practising Philosophy (with Children)
Interculturality Key competences Philosophy with children
Project Leonardo da Vinci Partnerships 2008-2010 Partnership 1. Colegiul Naţional "Elena Cuza", Romania; 2. Geschäftsstelle für EU Projekte und berufliche Qualifikation der Bezirksregierung Düsseldorf, Germany; 3. University of Aegean 1, Greece; 4. Österreichische Gesellschaft für Kinderphilosophie, Austria. Contact details Phone/fax: +43 (0) 316 90 370 201 Website: http://www.kinderphilosophie. at / http://www.vppp.eu Email:
[email protected]
Project summary The partners exchanged experience of the practices in vocational educational training (VET) of kindergartners in the different partner countries and developed a module to introduce the innovative strategy “Philosophy with Children” to enable vocational educational teachers to train their students. Philosophy with Children builds on the children's own wonderment and their natural curiosity. Children like to discuss fairness, beauty, friendship, self, dreaming, life and death or the question about what's right or what's real. Philosophy offers children to explore concepts, improve their thinking, making more sense of their world. One important goal of doing philosophy is to encourage
children to ask questions, give reasons to their opinions and at the same time discover various interests and in exchange with the others find solutions and answers for themselves. Kindergartners can become facilitators for the philosophical dialogue. We have developed a module for kindergartners with different materials, like philosophical stories from each country and manuals to support kindergartners in getting familiar with the dialogical method of Philosophy with Children. These tools will help them to stimulate cognitive, social, creative and caring thinking that are necessary to cope in a multicultural globalized world. The outcome is an eBooklet for kindergartners.
Results
Results are available for free as an e-booklet on http://www.vppp.eu/, in English
The method through which the project "VP3" is put into practice has a philosophical origin, which implies a permanent development of a dialogue based on the problems raised by the children after reading philosophical stories. What is important is that by asking questions, the inhibitions disappear and children develop their ability to sustain their point of view, to follow and respect the other partner 15
'opinions. In doing so, children develop their thinking, creativity and they can integrate in the common activities, overcoming difficult situations more easily.
Interculturality Key competences Philosophy with children
VP3 Vocational Professionalisation by Practising Philosophy (with Children)
Results (continued) Focused on developing the intellectual competencies, the objectives of Philosophy with Children are aimed at developing the children's critical and analytical thinking, creative and caring thinking as well as their capacity of formulating and putting questions and assumptions into words, the pos-sibility of using the language in the most varied contexts.
Participating in a community of inquiry engages children on one hand in important cognitive moves, such as
As materials for training kindergardeners and teachers we developed a e-booklet with a theoretical as well as a practical part. So we developed European tools for vocational training with examples of good practices for sharing the know-how and to get a better under-standing for other perspectives, traditions and cultures.
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Philosophy with Chidren P4C
When children are encouraged to think philosophically, the classroom is converted into a community of inquiry. Such a community is committed to the procedures of inquiry, to responsible search techniques that presuppose an openness to evidence and to reason.
clarifying terms and concepts, creating hypotheses, asking and giving good reasons, offering examples and counter examples, drawing inferences and following the inquiry where it leads. On the other hand children learn the inquiry also as a social practice. The community of Inquiry enables children to experience what it is like to live in a context of mutual respect, practice and discover cognitive skills.
In which way is the teacher to be supported in the 21st century?
Key competences Innovation ICT
Project Transversal Programme Study visits
Project summary Contact details Phone/fax: +48 41 36 24 899 Website: http://www.scdn.pl Email:
[email protected]
In the capital of the picturesque Świętokrzyskie Mountains – Kielce, the participants of the visit got to know the systems of initial and in service teacher training in Poland and other countries in Europe. Teachers increased their job qualifications during their stay at educational institutions such as Świętokrzyska Academy, Świętokrzyskie In-Service Teacher Training Centre. During the visit the participants, together with Polish teachers, took part in methodological classes of Development, Activity and Motivation, and also other qualification and training courses organized by ŚCDN in Kielce. The participants visited different types of schools in Świętokrzyskie Voivodship (primary schools, middle schools, secondary schools) and
Results
Results are available for free in English only at www.scdn.pl
1. Lesson plans and training materials to constitute support and inspiration for the participants of the project, as well as other teachers and educators to conduct classes and extracurricular activities 2. Introduction of activation methods used to work with a student. 3. Discussions with the local authorities (during the study visits) influenc17
they observed the teaching-learning process carried out by means of motivating and stimulating methods. The participants met and visited local authorities (both city and voivodship) and the Educational Inspectorate. The project has propagated an open learning in foreign languages, and through available e-learning platform, dedicated not only to participants of the project but also all people who were interested in getting to know selected professions or improving their own abilities/skills within the framework of the above mentioned fields. The Impact of the project In which way is the teacher to be supported in the 21st century? on the Local Education Policy is vital. Thanks to it, ŚCDN began running
Key competences Innovation ICT
In which way is the teacher to be supported in the 21st century?
Results (continued) ing the further cooperation. 4. Visiting local government schools and The Jan Kochanowski University of Humanities and Science in Kielce. 5. Exchanging experiences in the area of working with a talented student, assessing students' and teachers' achievements. 6. Participation in RAM classes "Unconventional methods for checking and assessing performance of school students' (including the use of Moodle).
Teacher of the 21st century
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Create - Motivate - Learn (CreMoLe)
Innovation Inclusion Motivation for participation in lifelong learning
Project Grundtvig Multilateral Projects 2010-2011 Partnership 1. Interkulturelles Zentrum, Austria; 2. Thuringian Association of Adult Education Centres, Germany; 3. Iberika Sprachschule, Germany; 4. Instituto de Formacion Integral S.L.U., Spain; 5. Centro Studi et Initiative Europeo, Italy; 6. Education Development Center, Latvia; 7. Modern Didactics Center, Lithuania; 8. Orava Association for Democratic Education, Slovakia; 9. Silent partner: ARIADNE, Switzerland; 10. Consorţiul Internaţional Lectura şi Scrierea pentru Dezvoltarea Gândirii Critice, Romania. Contact details Website: http://www.rwctic.org Email:
[email protected]
Results are available freely on www.cremole.eu. Available linguistic versions: EN, SK, LV, RO, DE, ES.
Project summary In the 21st century, individuals should be able to cope with constant changes. Our rapidly changing world causes a large share of its population to be forced into new and challenging working environments, which call for new skills and attitudes. In many European countries, teaching has been geared towards preparing individuals to become lifelong learners by helping them develop learning skills as early as in primary school. Some EU member states' educational systems are more advanced in implementing an engaging style of teaching and in supporting the development of learning skills, including in the case of adult education, while other systems lag far behind. The proponents of the present project, a wide partnership of Eastern, Central and Western European adult education organizations, identified key factors related to motivating participation and persistence in lifelong learning processes of a wide range of adult learners. We have carried out a survey of adult educators and learners, collected a large number of good practices in terms of training programmes and methodologies that have proven to be high motivators for adult lear-ners, selected and published 16 best practices, which have been widely shared with adult educators in 19
Europe and beyond. Building on the identified key features of existing good practices, we developed innovative approaches to teaching adults and piloted them in our countries; we published a guidebook including the innovative approaches, and we developed a Grundtvig training course. In sum, educators have been be provided with creative and critical thinking strategies to use in a variety of adult learning contexts; learning might be made more accessible for adults, and their motivation for lifelong learning might be enhanced. The workshops organized within the project provided adult educators direct experience of the innovative practices. We hope we made an important contribution to the more successful learning of European adults, and to the overall improvement of their learning skills. The collection of best practices and the guidebook sharing innovative teaching strategies have been produced in six languages.
Innovation Inclusion Motivation for participation in lifelong learning
Create - Motivate - Learn (CreMoLe)
Results
Motivating adult learners' participation and persistence in lifelong learning processes. Training methodologies and learning techniques in adult education - a collection of best practices. This publication is the final result of the research into training practices carried out within the CreMoLe project. We looked into 40 training programmes, and after analysing and assessing them we decided on 16 to share with our readers as very good training practices we believe are worth promoting. Although the collection includes a diversity of training practices, they all share the following features: ! they all contain elements that aim to motivate adult learners; ! they all contain innovative issues; ! they are all practice oriented; ! they are all transferable; ! they all encourage and engage the adult learners to participate in lifelong learning processes; ! they all aim to empower the participants; ! they are all sustainable. This publication addresses adult educators and adult education providers who strive to motivate learners to engage in lifelong learning processes. Innovative ways for motivating adults for learning. This guidebook has been developed as part of the CreMoLe project with the aim of disseminating the innovative strategies, techniques or learning activities developed and tested within the partnership. It offers practical ideas to better motivate adults for learning. The innovative strategies, techniques or learning activities shared in the guidebook were tested on diverse target groups, people of diverse socio-economic background, including disadvantaged groups, as we intended them to be of most use to those educators who work with poorly motivated adult learners. The examples we introduce in this guidebook have resulted from testing the teaching-learning methods, techniques and activities in our train-ings. Hence, there is a large variety of learning contexts, types of adult learners or content of training programmes that were used in testing. We encourage our readers to be creative and to adapt our approaches to a certain learning context, specific group of adult learners and content.The guidebook is targeted at practicing and prospective trainers involved in adult education who work with adults reluctant to engage in lifelong learning. 20
Excel as a trainer: Create - Motivate - Learn!
The CreMoLe project focused on methods/methodologies for adult education. Our findings are presented in the main project's publications: a collection of best practices of training methodologies and learning tech-niques in adult education and a collection of creative and critical thinking strategies that motivate adults to participate in lifelong learning Both publications are briefly introduced below.
PLC: Promoting Languages Capacity
Project Comenius Regio 2009-2011 Partnership 1. Consejeria de Education de Castilla la Mancha, Spain; 2. International House Ballynure Primary School, Northern Ireland; 3. SEELB, Ireland Contact details Phone/fax: +44 77 07 67 87 63 Website: http://edu.jccm.es/proyectos/r egioplc Email:
[email protected] m
Project summary The Education and Library Boards in Northern Ireland undertook a two-year programme of Regio partnership activities (start-date Septem b er 2 0 0 9 ) w it h t h e Consejeria of Castilla-la Mancha. The focus of this Regio partnership was: Promoting Language Capacity. In Northern Ireland, a current initiative is introducing Spanish into more than 300 Primary Schools. Classroom teachers with no background in language studies need to develop confidence in basic Spanish and current methodology; they also need to gain experience of Spanish culture. A series of work-shadowing programmes and seminars was provided by Spanish partners for more nearly 100 of these practitioners. Similarly, in Castilla-la Mancha a current priority is to expand the number of European
For a summary of project results, visit: http://edu.jccm.es/proyectos/r egioplc/ To view the initial REGIO application, visit: http://www.neelb.org.uk/teach ers/cass/languages/ Further advice and support can be requested at www.brolancon.com
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Sections in schools, especially those offering subjects through the medium of English. Partners in Northern Ireland therefore offered two work-placement programmes and a summer school to improve Spanish teachers' command of English and provide teaching practice in authentic Anglophone contexts. The partnership also succeeded in laying a foundation for 50 schoolto-school links with a view to lasting collaboration and contact for both teachers and pupils. It further provided a framework for policy-makers and teachers to exchange good practice in developmental areas such as new technologies (e.g. Interactive Whiteboard) and the European Portfolio for Languages.
PLC: Promoting Languages Capacity Results Core REGIO funding was used to support 24 mobilities each way and provide an opportunity for policy makers and practitioners to exchange information, experience and materials.
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For a summary of project results, visit: http://edu.jccm.es/proyectos/ regioplc/ To view the initial REGIO application, visit: http://www.neelb.org.uk/teac hers/cass/languages/ Further advice and support can be requested at www.brolancon.com
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Investing in languages for the future
However, the innovative key to successful impact was the simultaneous use of Comenius IST funding within the REGIO framework to support work-shadowing programmes and seminars, thereby greatly widening the number of participants who could avail of professional development opportunities. This formula
worked very well and can easily be transferred and incorporated into other REGIO partnership applications.
Citizenship
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Women As Role Models in Europe
Inclusion Interculturality Gender equality
Project Grundtvig Learning Partnerships 2007-2009 Partnership 1. The French League of Education, France; 2. The Green Cultural Association, Greece; 3. International Association for the promotion of Women in Europe (AIPFE), Cyprus. Contact details Phone/fax: +35 79 94 60 978 Website: http://www.warmeurope.eu Email:
[email protected]
Project summary The aim of the project “Women as role models in Europe - WARM Europe” is to promote equality of chances for men and women and to diminish gender stereotypes. The partners shares experiences on the way women are perceived as role models in four European countries (Cyprus, Finland, France, Greece). After a phase of identification and debating on how the idea of role models is perceived by different people and different cultures, the partners work on the creation of an educative tool kit composed of an ICT interactive tool and guidelines. This includes interviews of women that have succeeded in maledominated fields and their views on what the obstructs are and how to confront them. Additionally, it
encourages young women and men to explore their inner, embedded misconceptions and gender stereotypes, with non-traditional educational paths, but with creative and dynamic activities. The tool kit is designed for teachers, educators or social workers that work with adults notably from immigrants groups. Particular attention has be given to the European dimension as it enables learners, men and women, to have a larger vision of society and to see the different and common gender issues occurring in their respective countries (care services, work, share of family responsibilities, etc.) Intercultural dialogue between different cultures and between men and women can be privileged as well.
Results
Results are available for free in some partner languages at www.warmeurope.eu
The end-product of the WARM partnership is a webpage, which can be tailored to educators' and learners' needs. Facts and mile-stones dates are provided as back-ground knowledge and interviews with women raised many debates, also listed in the tool. Creative activities are challenging the believes of users and key words are explained. The background know-ledge and the presented facts are based on research that the partners con25
ducted at local and European level. The research was of high standard, and made use of many references such as bibliography on historical facts and events, Euro stat information and graphs and local researchers and surveys. The contents of the web page are thoughtfully selected and structured, so the learners have diverted resources to use. Each of the environment's sections provides material and ideas for the development of lesson plans and activities to
Inclusion Interculturality Gender equality
Women As Role Models in Europe
Results (continued) these arguments resulted to a multidimensional, high-standard tool, that can be used from many different groups and individuals, which addresses cognitive, emo-tional and philosophical issues con-nected with gender equality. The participants increased their ICT skills, their pedagogical skills; some of them increased project manag-ement skills and all increased knowledge about partner countries and cultures.
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WARM - Women As Role Models
be elaborated in adults' classrooms. Most importantly, the learners are involved in different mental processes and thinking; meaning that they learn new data but they also investigate their inner, subconscious mind, as well as question their own identity. All the partners had active participation in the production of the material, and many intercultural differences on the conceptualization of the project lead to many debates and discussions. Nevertheless, all
Inclusion Innovation Achievement
Education For the Future European Citizens by Tutoring Project Comenius School Partnerships 2006-2009 Partnership 1. Gosselies Providence Humanites (GPH), Belgium; 2. Stabekk videregaende skole, Norway; 3. Liiceo Ginnasio Statale "G.B. Brocchi", Italy; 4. Vilniaus Adomo Mickeviciaus gimnazija, Lithuania Contact details Phone/fax: +370 5 213 5501 / +370 5 213 5327 Website: http://www.gam.lt Email:
[email protected] t
Project summary The aim of the project was to adapt teaching and classrooms management to increase student's achievement. By helping each other to overcome learning difficulties students develop abilities of active and responsible participation in the school life. These abilities are necessary for European citizenship. The exchanges of the experiences in this area helped the partner schools to develop an European identity. In particular our goals have been the following: ! Involve students, teachers and parents in overcoming learning difficulties. ! Help students develop responsibility, self-evalation, time management skills. ! Make students aware that help in overcoming learning difficul-
Results are available for free, English only at sites.google.com/site/ Peerutoringeffect
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ties is accessible at school. Promote awareness of European citizenship by sharing experiences Bring a change in the school management in order to adopt new pedagogical approaches.
We have reached these goals through the following activities: ! peer tutoring (advanced help for low achievers); ! cross age tutoring (older students help younger students); ! teacher tutoring (teachers are available, coaching); ! "parents council" to support teaching and learning of the students in need; ! Transnational meetings of staff and students.
Inclusion Innovation Achievement
Education For the Future European Citizens by Tutoring
Results
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some reflections about peer tutoring activities, made by the students and the teachers involved. CD, where you can find description of the concrete activities of peer tutoring. The methodological and social aspects were considered.
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Students learn a lot from each other
There are three main results: ! Film about the project. It reflects the collaboration about the partner schools: how students and teachers learn from each other during the international meetings. There are also some illustrations about peer tutoring activities between the meetings. ! Web site, where you can find
Innovation Non-formal learning
Conflict management
Project Comenius School Partnerships 2007-2009 Partnership 1. Primary School No. 1, Racibórz, Poland; 2. Paul-Moor-Schule, Berlin, Germany; 3. Scoil Chriost Ri Ennis, Ireland; 4. Mercy Primary School Belfast, Ireland Contact details Phone/fax: +48 32 41 55 017 / +48 32 41 71 038 Website: http://www.sp1.raciborz.com. pl Email:
[email protected]
Project summary The main objective of the project was the improvement of school functioning within the following scope: management, upbringing, health, hygiene and pupils' safety. The project also concentrated on conflict solving as well as on preventing aggressive behaviour and bullying during school breaks. The
activities of the project concentrated on the pupil-pupil relationship, the teacher-parent relationship and the pupil-teacher relationship. The project undertook a number of activities, trainings and products which would serve the whole school community-pupils, teachers and parents.
Results
Results are available for free in all partner languages and can be requested at SzkołaPodsatawowa Nr 1 z OddziałamiIntegracyjnymiCec ylii 30 47-400 Racibórz.
Within the project products which supported didactic work of class teacher the following were created: ! school procedures in conflict situations; ! policy and basis of the school behaviour programme; ! class teacher documentation in the form of an organized Teacher's File and an organized file for parents
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the Parent's File;-didactic materials preventing aggression and violence in school such as: methodological guidebook of games against aggression during school breaks; didactic booklet for class teachers and pupils "The banana skin" - how to solve peer conflicts at school
Conflict management Innovation Non-formal learning
Conflict solving at school Prevention of aggression at school
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Entrepreneurship
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It's time: High-level qualifications for inCompany trainers. Transfer of the innovative further training concept "Berufspädagoge”
Innovation Interculturality VET
Project Leonardo da Vinci Transfer of Innovation 2007-2009 Partnership 1. Berufsfortbildungswerk bfw, Germany; 2. Salpaus Further Education, Finland; 3. Centrum voor Innovatie van Opleidingen (CINOP), the Netherlands; 4. Kenniscentrum Handel (KCH), the Netherlands; 5. Instituto de Soldadura e Qualidade (ISQ), Portugal; 6. "die Berater" Unternehmensberatungsgese llschaft mbH, Austria; 7. IAL Cisl Nazionale, Italy; 8. Confederacion espanola de centros de ensenanza, Spain; 9. Ahlmanin koulun säätiö, Finland; 10. IG Metall Vorstand, Germany.
Project summary The project „It's time” aimed at transferring key elements of the new German occupation “Workplace tutor” to other countries in the EU and to get back impulses for the further development in Germany. The target group consisted of incompany and industry-wide trainers and tutors, who like to develop their pedagogic skills and competences and gain more knowledge to manage and coordinate vocational training processes in the own company.
Contact details Phone/fax: +49 69 66 93 80 24 55 Website: http://www.workplace-tutor.eu Email:
[email protected]
Results are available for free in English only at www.workplace-tutor.eu
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Ten European partners have joined together in this EU-Leonardo-daVinci-Project to elaborate and test an innovative curriculum. All training materials are available online on an e-Learning platform, and up to ten professionals in each of the four partner countries The Netherlands, Portugal, Finland and Germany have conducted the pilot training.
Innovation Interculturality VET
It's time: High-level qualifications for incompany trainers. Transfer of the innovative further training concept "Berufspädagoge"
Results ! ! ! ! ! !
An innovative blended-learning course for VET personnel including learning outcome-based competence profile and curriculum. A learning and communication platform for course participants http://moodle.its-time.org/course/view.php?id=13 A learning handbook with elaborated training content for four modules.
Innovative and competence-based
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Distance Learning for Apprentices
Recognition of competences/qualifications ICT Open and distance learning
Project Leonardo da Vinci Transfer of Innovation 2008-2010 Partnership 1. Vocational College Valckenburgschule, Germany; 2. Mugla University for Applied Sciences, Turkey; 3. Vocational College Escola del Treball, Spain; 4. Escola Superior de Educação de Paula Frassinetti, Portugal; 5. ESHA European School Head Association, the Netherlands; 6. HANSENBERG, Denmark. Contact details Website: http://www.learningat-distance.eu Email:
[email protected]
Results are available for free in English only at www.learning-at-distance.eu
Project summary The core idea of this project is the transfer of new, but already approved and rapidly spreading technologies for mobile phones to apprentices' on-thejob learning processes, within vocational education and training. This project refers to the vision of key competencies, to be developed and strengthened for each individual, when the European countries aim towards the European Commission's declared goal of Europe as the most competitive and dynamic knowledgebased society. Educational institutions and training companies have a central role in realizing this goal, by supporting individuals in developing their competencies within eight core fields. The eight key competencies in total support the basic idea of 'lifelong learning'. One of these core competencies is “digital competence”, in short defined as “the confident and critical use of electronic media for work, leisure and communication”, to be realized in many fields and ways. This project relates, more specifically, to modern mobile technologies for vocational training and apprentices' learning purposes, including both vocational colleges and training companies as key actors. More than ever before, traditional learning environments have expanded from classrooms to everyday situations. Thus, persons responsible for education in educational institutions, the
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home and work places, (teachers, trainers, parents, guides) have to cooperate to a far higher degree. Especially in on-the-job training, there is a great potential for the development of learning, even when you also find many challenges. Today's employees have to perform with far more flexibility and independence in environments that have developed from being production-based towards focusing on the customer. This means that also trainees and apprentices have to work and learn more on their own. Trainers/teachers and trainees/ apprentices may easily work in separate places, while still being in a simultaneous training situation. You will find these needs to be even greater in countries with large geographical distances, internal difference in level of professional quality or lack of access to competent trainers in general (Turkey, Germany). Therefore, a need for distance training methods of apprentices/ trainees has arisen. Young people - as “native digital learners” - are used to multi-tasking, and they are able to perform with an efficient application of new portable technologies. They can even be a kind of consultants for adult trainers. Teachers and trainers may discover new potentials for distance learning by adapting the students' own favourite communication tools as professional training tools.
Recognition of competences/qualifications ICT Open and distance learning
Distance Learning for Apprentices
Results ! !
The materials in this module have been developed during several "trial runs" in Germany, Spain, Turkey and Denmark in the period February 2009 until May 2010. During these trial runs with vocational teachers, in-company trainers and students, the pedagogical and technological potentials and barriers of working with smartphones to support teaching and learning processes were identified. All materials for training the teachers are available on the webpage and are open for all !
Your pathway through the Trainthe-trainer module The module contains subjects relevant for both beginners and experienced teachers/trainers in distance teaching/training with
mobile technologies. The module's subjects contain theoretical background knowledge, as well as exercises and references. All subjects may be downloaded freely and adapted or translated to own purposes, as long as there is a reference to www.learning-atdistance.eu as well as the respective author of the subject This learning unit is meant as a self-evaluation of your pathway through the module, as you can check yourself on the competencies you have achieved during your way through the module. At the same time the learning unit is a tangible product and can be used in your teaching/training. The project team supports for advising of using the materials in practise for relevant persons. The contact information may be found in the homepage. The result has been divided in subjects according to pedagogy, screening of personal needs, technological challenges and outcome of advices.
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Mobile learning for distance teaching/training of
Distance teaching and training with smartphone - a learning module The Train-the-Trainer module on mobile learning for distance teaching/training of apprentices is a user-generated CD-production between teachers and lecturers from six educational institutions in five European countries.
LSSA - Lean Six Sigma Academy
Key competences Employability Lean Sigma Six certification
Project Leonardo da Vinci Transfer of Innovation 2009-2011 Partnership1. EMIRAcle (European Manufacturing and Innovation Research Association), Belgium; 2. ROC of Twente, the Netherlands; 3. University of Twente, the Netherlands; 4. ISCN GesmbH, Austria; 5. Institute Polytechnique de Grenoble, France; 6. Symbol BV, the Netherlands Contact details Phone/fax: +31 53 20 30 242 Website: http://www.lssa.eu Email:
[email protected]
Results are available in all partner languages (for a fee) at www.ioagent.net and www.lssa.eu
Project summary For business getting competitive it is important to continuously focus on customer satisfaction by supplying outstanding quality products or services, cost efficiently and within the agreed lead time. Especially in the financial crisis Lean Six Sigma approach will become crucial for companies to optimize their production and save costs. Realizing these objectives is effectively achieved by use of Lean Six Sigma: a combination of Lean Manufacturing and Six Sigma. Both management strategies belong for years to the most applied in the world and their success have largely been proven. Lean Six Sigma is a clear, practical and structured method to reduce lead times, production losses, quality complaints and operational expenses. Lean Manufacturing aims to eliminate waste in every area of production including customer relations, product design, supplier networks and factory management. The Lean Manufacturing goal is to incorporate less human effort, less inventory, less space and less time to develop and produce top quality products and to become highly responsive to customer demand in the most efficient and economical manner possible. Its origin is Toyota. The goal of Six Sigma is to increase business profits by eliminating variability, defects and waste that undermine customer loyalty. Six Sigma is a rigorous and systematic methodology that
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utilizes information (management by facts) and statistical analysis to measure and improve a company's operational performance by preventing 'defects'. Objective 1 Bridge gap between Initial VET and SME. Lean Six Sigma methodology and tools are not part of Initial VET although it is practised in many companies. Currently employees from the work floor do not talk the same language and do not apply the same methodology in process improvement activities as Lean Six Sigma trained engineers. This will be addressed by defining a curriculum for Initial VET in a minor construction. This level is called Lean Six Sigma Yellow Belt. It will teach the most important tools and the overall process improvement methodology. Yellow Belt training at Initial VET will meet the labour market needs of SMEs for working on quality and process improvement. Objective 2 Bridge gap Initial VET and Higher Education. Now, training is mostly done at an engineering level. This is called 'Green Belt' or 'Black Belt' level. People at the work floor are not trained in Lean Six Sigma and do therefore not speak the 'language' of the process improvement programs. The objective is to develop a specific training for Initial VET. This will be called 'Yellow Belt level'. By developing training of the
Key competences Employability Lean Sigma Six certification
Objective 3 Six Sigma European certification. Although there are several companies worldwide that train individuals in Lean and Six Sigma, there is no global standard. In the US companies are aiming for the standards of the ASQ. In Europe there is no such like. As a consequence the Belt-levels can mean many things. The objective is to
develop one European standard that clearly describes the skill set and expertise for each of the four Beltlevels. People will be able to apply for a European certificate for the below mentioned levels via ECQA (European Certification and Qualification Association www.ecqa.org). - Yellow Belt : Initial VET secondary level, EQF level 4; Orange Belt : EQF level 5; Green Belt: Higher Education and Adult Education, EQF level 6; Black Belt: Adult Education, EQF level 7. The ECQA has been established through former LLP funded networks and currently certifies 16 professions in Europe.
Results !
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Public documents: ! Four skill sets (Yellow, Orange, Green and Black Belt), that clearly describes what someone should know Training content (for VET teachers, trainers within companies and student articles). ! Yellow Belt e-learning platform, with 23 instruction video's and exercises (UK, NL, FR) ! Training presentation content: 23 modules (400 slides) in five
languages (UK, NL, FR, GE, ES) Exercises Yellow Belt reader (ISBN), 200 pages (NL) ECQA/LSSA online certification platform (for each of the four belt levels): ! Self assessment questions ! Exam platform. Yellow Belt (UK, NL, FR, GE) and Orange, Green and Black (UK) ! European certificate ! !
!
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Reduce lead time and costs and improve quality
same methodology and tools as the Green Belt and Black Belt, a bridge will be made between Initial VET and Higher education. The difference will be made by selecting the amount and depth of tools. However, the methodology and vocabulary will be the same.
LSSA - Lean Six Sigma Academy
Embedding a Culture of Enterprise and Creativity in the Curriculum
Entrepreneurship Innovation Pedagogy
Project Comenius Multilateral Projects 2009-2012 Partnership 1. University of Gävle, Sweden; 2. Cremona Municipality, Italy; 3. Fondazione Luigi Clerici, Italy; 4. University of Portsmouth, United Kingdom; 5. Association of Local Authorities of Lääne-ViruCounty, Rakvere, Estonia; 6. FIDES POPULI s.r.o, Ceske Budejovice, Czech Republic; 7. Municipality of Söderhamn, Sweden Contact details Phone/fax: +46 27 07 50 00 / +46 27 01 69 65 Website: http://www.soderhamn.se Email:
[email protected]
Project summary The Lisbon strategy points out the need for creativity, sense of initiative and entrepreneurship. Skills that goes far beyond an academic standpoint, the issues of employability, adaptability and sense of initiative and entrepreneurship is critical to both the short and long term development of Europe. It has been concluded by the European Council that "promoting creativity and innovation is an area which quality and efficiency... Could benefit from cooperation at European level” (2008/C/141/10). The ECECC project - Embedding a Culture of Enterprise and Creativity in the Curriculum therefore aims to promote creativity and entrepreneurial spirit within the school curriculum in Europe by giving teachers the opportunity to test different methods in a
safe environment at a recurrent European educational event by using a no contextual dependent method i.e focus is on the effects in the classroom. The primary target group is teachers in school education, the secondary target group is school managers at the same level. The main outputs of the ECECC project are: 1 European Entrepreneurial Education Event (EEE) (+ online); Education & t ra i n i n g , Wo r k s h o p , Pa p e r conference 2 Transnational workshops 3 Education material; Bestpractice & Analysis (didactic onset focusing on the effects)-webbased, Handbook hard copy (in partner language) 4 Owner, exploitation, sponsor agreements of the EEE 5 Website
Results
Results are available for free in some partner languages at www.ececcc.eu
Methodology The project methodology builds on a dynamic process under constant development, based on reflection and learning from each other. The reason for this is that creativity, innovation and entrepreneurship, is not a "subject" or something uniformed and an individuals own pre-requisitions also needs to be taken into account, i.e., one "quick fix" with one universal recipe can not be applied, it goes against the very concept of innovation and creativity. By focusing on the
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process the transfer of knowledge can be easier transferred between the different contexts, educational levels and educational systems of Europe. In terms of the work packages of a development character the method uses the same technique but with a didactic onset on the effects and values of the pupils. Development of Educational Material The aims is to plan, test and produce an educational material based on
Entrepreneurship Innovation Pedagogy
Embedding a Culture of Enterprise and Creativity in the Curriculum
Results (continued)
Analysis of the best practice The project is aiming at promoting innovative, creative, and entrepreneurial and enterprising spirit within the school curriculum. By showing examples of interesting practices teachers have an opportunity to elaborate upon their teaching skills and didactic qualities and by using non contextual dependent methods. What we have seen so far so far is that enterprising spirit and activities occur on different levels. One is on the micro level in classrooms, The Italian exam-
ples show this. Also, the macro level is represented as we can see in Söderhamn where the political steering is outspoken in a direction of more enterprising work in the municipality and thus, also in school. On a meso level that show enterprising development among headmasters, explicitly by the telling of the English partner. There is also observed differences in the school context. Drawing upon the model that ´didactic approaches to problems concerning teaching learning are always complex, contextually bound` and further more historically formed. We experience that traditional education is working in some places (Estonia). In others England and Sweden), entrepreneurial and enterprising reaching/learning methods are more necessary. We can sense that we in the project have examples that are carried by methods as well as by ideas. We will therefore develop thoughts on concepts of knowledge and competence to examine readiness for the uniqueness and unpredictability as well as the grasping of the whole of the complexity in school practices.
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I do, I can, I dare, I adapt, I innovate
best-practice, selected from the partners on the basis of the effects and values it has had in the educational situations. The work includes all material necessary to collect the information as well as the collected information itself. End users are the teachers in school education and school managers at the same level. The material is and will be published on the website, http://ececcc.eu/, but so far only the Prototype is available. The end product will be presented at the final conference in Söderhamn, Sweden in April 2012.
ICT
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Innovation ICT
steLLLa 2.0
Project Grundtvig Learning Partnerships 2009-2011 Partnership 1. Cyprus Neuroscience and Technology Institute (CNTI), Cyprus; 2. University of Applied Sciences (HAMK), Finland; 3. Université d'Avignon et des Pays de Vaucluse (U.A.P.V.), France; 4. Multimedia Studios GmbH (ANOVA), Germany; 5. Research Academic Computer Technology Institute (RACTI), Greece; 6. Delegazione regionale Sicilia (ANFE), Italy; 7. Radviliskio rajono savivaldybės svietimo ir sporto paslaugu centras suaugusuiju ir jaunimo neformaliojo ugdymo skyrius (UGDcentras), Lithuania; 8. Zespol Szkol Elektronicznych i Telekomunikacyjnych, Centrum Ksztalcenia Ustawicznego (ZESPOL SZKOL), Poland; 9. Centro Navarro de Autoaprendizaje de Idiomas, S.A. (CNAI), Spain; 10. CVO HIKempen, Belgium.
Project summary Social networking and distance learning stimulate achieving a lifelong learning society. This project developed and monitored SMS and Podcast learning activities in different contexts and fields of activity. We have presented the results on a website and a specific WIKI, to promote lifelong learning. Thanks to our diverse and varied partnership, to our geographical and professional complementarities, our synergetic collaboration ensured a high standard project. In order to appeal to each partner's competences, the group SMS and Podcast learning are spread over two groups. The learning methods and good practice examples were tested,
Contact details Phone/fax: +32 (0) 47 34 73 935 Website: http://www.hik.be / http://stellla.mixxt.eu Email:
[email protected] Results are available for free, English only at www.stellla.mixxt.eu
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discussed and adjusted in project meetings by learners, trainers, developers. Each project activity being supervised by two complementary partners, the project's working process has been constantly adjusted. This outcome is instantly open to a wide range of trainers and learners across Europe. Its dissemination climax was an international workshop. steLLLa 2.0 enables each member to discover the partners' working contexts, to appreciate their lifestyles, to learn their languages and to adopt an open and tolerant attitude towards partners' specific political and social convictions.
Innovation ICT
steLLLa 2.0
Results !
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! ! !
!
key words, good practice examples of SMS and podcast/vodcast learning, mobile learning, educational backgrounds, didactical files) Podcast/vodcast good practice examples SMS suggestions of good use European dimension (reflections of project meetings, typical dishes, language expressions, ...) flyer and poster
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Learning on the move
!
Promo-movie, available on our website and on youtube, as teaser for interested trainers. Website collecting all produced materials. This 2.0 website is also a social network that everybody can join. All interested persons can login, become friends and consult/share the project outcomes. Wiki: all research is stored here (literature, definitions of
Citizenship Innovation New ways to learn and teach
LAPIS Techno for Trainers
Project Leonardo da Vinci Transfer of Innovation 2007-2009 Partnership 1. Cinema dei Piccoli, Italy; 2. Forum Cinemas, France; 3. DRAC MAGIC, Spain; 4. SPEHA FRESIA soc. coop., Italy. Contact details Phone/fax: +39 06 45 50 76 50 Website: http://www.spehafrsia.it Email:
[email protected]
Results are available for free in all partner languages at http://www.lapisvillage.net , the access page to lapisvillage school is http://www.lapisvillage.net/mo odle/moodle
Project summary This project originates from a previo u s ex p e r i e n c e - t h e l a p i s technovillage project as well as from the determination to continue persisting in the attempt to demonstrate that it is possible , by using non-conventional learning systems thanks to the new technical means now available, to recover and approach to education young and grown-up people, thus building a bridge to the producing sectors. We start with the advantage of having already implemented a so-called platform, a learning systems of basic techniques to produce cartoons aimed to their production and marketing, a system which with some adjustments may be adopted in the sector of vocational training and education. In this area we have been met with problems of different nature: on one side resistance to changes by the existing structures and on the other interest in the subject itself but accompanied by insufficient knowledge of same. In this situation we have found a technological gap outdated links and communications networks, inadequate technological instruments available to most schools and centres of vocational training. The objective of this project is that of adapting and transferring the cartoons production system at a distance to the sector of
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vocational training and education. The target we refer to is that of teachers, professors and trainers, to whom will be provided methods and techniques in order for them to learn how to teach cartoons and general animation. We envisage to implement a technological tool both flexible and adaptable to the different need of the beneficiaries: ranging from primary school attendants to students and grown-ups willing to learn new competences. The system is composed of the following elements: a course of e-learning to become an interbetweener, lessons of teaching procedures and pedagogical approaches and techniques; contributions from artists and cartoons producers. The learning model requires the presence of a distant tutor and an animation expert who interact structurally with the teacher. We intend to carry on this new project with the same partners with whom we have implemented the previous project. We have also experienced that it is quite feasible and easy to export this model into other European countries. From the transfer of this new model we expect both the inception of experimentation in partner countries and the implementation of special courses to qualify teachers, professors and trainers.
Citizenship Innovation New ways to learn and teach
LAPIS Techno for Trainers
Results
The website has been set up as archive (cartoons), news and blog to exchange experience among those interested in the animated design. The learning platform has been set up by the method of active participati-
on, involving teachers in planning lessons, through seminars. This platform includes: video lessons, sound lessons and texts: each teacher can organize lessons according to the level of the class, do not follow a sequence obligatory. Tutor on line answers to questions on the techniques of animated cartoon by email once a week. We suggest using a cinema to see the animated movie to students, advised by experts and present in the website.
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Draw the move: cartoons made at school
LapisTecnoTrainer built a innovative system to learn how to teach in different subject areas techniques of animated design. The system consists of three steps: ! website archive function; ! learning platform (moodle); ! tutor (remote) on line.
Fostering ICT Usages in pedagogical Practices (FICTUP) Project Comenius Multilateral Projects 2008-2010 Partnership 1. Amitié, Italy; 2. University of Helsinki, Finland; 3. Educode, Finland; 4. Hungarian Institute for Educational Research and Development, Hungary; 5. University Paul VerlaineMetz, France; 6. University of Bologna, Department of Educational Science, Italy; 7. Institut Polytechnique de Lorraine, France. Contact details Website: http://www.fictupproject.eu Email:
[email protected]
Project summary FICTUP continued the work carried out in the frame of the French project Auperel - sustained by the French Ministry of Education and Research by associating European partners. Auperel - Analysis of the pedagogical uses of the on-line resources - has shown that, among the teachers who do not use frequently ICT with their pupils, an important majority of them would like to use ICT with their classroom but feel that they have not the necessary skills. This project has strongly emphasised the needs of these teachers to have concrete examples of practice to provide them with some ideas of scenarios with support, at least at the beginning, from expert teachers.
Results are available for free in some partner languages at www.fictup-project.eu
The objective of the FICTUP project was thus to create innovative training materials describing concrete pedagogical activities including ICT usage, associated to a close tutoring process, and to test the impact of these (material and human) supports on novice teachers in ICT. The innovative training materials will be firstly composed of one case study
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for each activity describing it in detailed: thematic, objectives, pupils outputs, materials used (software, working sheets to be filled by pupils, etc.), the different pedagogical steps, for each of them the role of the teacher and the pupils' tasks, etc. Besides, each case study is associated with around three pedagogical short videos (2-3 minutes) which describe transversal ICT skills brought to play in the pedagogical activity. This training material was developed collaboratively by expert teachers and novice ones to ensure its accessibility. During this project, the material and tutoring process were tested in real conditions by a novice teacher. All this phase was observed (with filming), analysed and evaluated by researchers. The final objective was to use the experience of this project to adapt and improve the experimented training methodology (organisation of the tutoring, terms of reference for the pedagogical material, etc.) and to propose it for further exploitation by educational
Fostering ICT Usages in pedagogical Practices (FICTUP) Results The objectives of the FICTUP project were to create innovative training materials describing pedagogical activities including ICT usage and defining ICT-related skills needed for their implementation. The implementation was realized within a close tutoring process, and the project tested the impact of the material and human support given to the teachers, being novices regarding using ICT in class. The project also provided an eBook entitled "Guidelines for the FICTUP tutoring model".
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Teachers
It analyses the experimented transfer protocol through interviews and filming, taking the different national contexts into account. It does not contain a business model as such (not feasible within the framework of the project). However, it provides some
guidelines, raises the success factors identified during the experimentation (2nd year). It defines, in order to ensure the best impact of the training process: the role(s) of the expert teacher (tutor), the degree of engagement and collaboration with the novice teacher; the expected profile of the novice teacher (degree of interest in ICT, degree of ICT usage at home for personal purposes, etc.); the main technical and pedagogical skills necessary for the expert te a c h e rs ; s o m e exa m p l e s o f collaborative processes like: technical collaborative tools; frequency of the training sessions; main steps of tutoring (preparatory work, activity in classroom with tutor's support, brainstorming on the first activity with pupils, activity without tutor's support, etc.); the updated model of tutoring, based on observations made during the transfer process.
EVETE 2/ Empowerment of Vocational Education and Training by Improving the ELearning Competencies of Teachers and Trainers
Key competences ICT Teachers
Project Leonardo da Vinci Transfer of Innovation 2007-2009 Partnership 1. University of Aegean, Greece; 2. Reykjavik University, Iceland; 3. University of Lapland, Finland; 4. Mimoza Communications Ltd., Hungary; 5. The Queen's University of Belfast, United Kingdom; 6. Baltic Education Technology Institute (BETI), Lithuania; 7. Lithuanian Labour Market Training Authority, Lithuania; 8. Kaunas University of Technology, Lithuania. Contact details Phone/fax: +370 37 32 76 20 Website: http://www.evete.org Email:
[email protected]
Results are aavailable for free, all partner languages at www.evete.org
Project summary During the implementation of EVETE project (No. LT/05/B/F/PP-171010) T&T needs were addressed and Curriculum on T&T e-learning competences was prepared on the basis of FENTO professional competence standard. New and highly innovative methodology was created basing Learning Units on standards of competences, with the possibility to use competence assessment before the learning process and directing the endusers to select individual learning path. T&T were trained and gained elearning competences, but they did not have possibilities to transfer their practice into their VET institutions to practically apply their knowledge and skills using EVETE tools and transferring EVETE methodology to new specific sectors that they are working with. EVETE methodology and tools were not transferred to new specific sectors yet. EVETE 2 is addressing T&T at VET institutions, and their needs to facilitate innovative Curriculum development using ICT tools and applying highly innovative methodologies in designing new learning units for their end-users and to transfer EVETE methodology to new specific sectors. T&T who do not have or have very narrow experience in didactics and pedagogy can use already developed CA tools and Curriculum development tools and be facilitated in application of their competences and skills to
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meet individual needs based on huge diversity in backgrounds, strengths and weaknesses. The project aimed at providing T&T at VET organizations with understanding and competence in diversification of training based on individual expectations and abilities to manage training content in practice for new specific sectors. To achieve this, online course modules based on learning units and competence frameworks were developed that enabled VET T&T to apply new didactical and pedagogical approach. In this way, T&T will revisit their old teaching Curriculum and will transfer new and highly innovative and qualitative methodology into their practice. In the project, previously developed online tools for competence assessment and a course support package providing conditions for adaptation of learning material to national and individual learner's needs will be transferred and valorized to new specific sectors.
Key competences ICT Teachers
EVETE 2/ Empowerment of Vocational Education and Training by Improving the ELearning Competencies of Teachers and Trainers
Results
T&T working in specific sectors use EVETE tools to develop their own Curriculum for their end-users. They use EVETE methodology and tools, and the Curriculum is based on new pedagogical paradigm and Learning Units. In this way, they trained themselves on practical basis, and their end users benefit from high quality learning material.
The EVETE 1 methodology and tools were adapted for new sector competence framework and developed competence assessment online tool for the new specific sectors' end users, that would address the new sectors' learning needs. 7 courses were developed by teachers re ga rd i n g E V E T E m et h o d o l o g y w w w.evete.org (login- evete2, password evete2). The courses: 1. Entrepreneurial readiness in the learner oriented interaction in different learning environments. University of Lapland; 2. Development of an internet-based language learning environment for the training of English teachers. University of Aegean; 3. Clearly about interactive whiteboard. Mimoza Communications Ltd.; 4. Teaching methods in distance learning. Reykjavik University; 5. Information skills. Baltic Education Technology Institute; 6. Reflective Learning Journal. The Queen's University of Belfast, 7.Work in team developed by Kaunas University of Technology.
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Mobile learning for distance teaching/training of
One of the main results of the project is the analysis of available professional competence frameworks (PCF) in each partner country and selection competencies for a specific sector. . EVETE 1 methodology and tools were adapted to new sector competence framework and developed competence assessment online tool for the new specific sectors' end users that addressed to the new sectors' learning needs. The representatives of the new sector have a possibility to assess their competencies with EVETE 2 tools and will benefit from direction in the learning paths.
Inclusion and special needs
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Teacher In-Service Training for Roma Inclusion
Inclusion Interculturality Roma
Project Comenius Multilateral Projects 2007-2009 Partnership 1. Università di Torino, Facoltà di Scienze della Formazione, Dipartimento di Scienze dell'Educazione e della Formazione, Italy; 2. International Association for Intercultural Education (IAIE), the Netherlands; 3. Πανεπιστήμιο Ιωαννίνων (University of Ioannina) Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης Εργαστήριο Μελετών Απόδημου Ελληνισμού & Διαπολιτισμικής Εκπαίδευσης, Greece; 4. Universität Wien, Institut für Bildungswissenschaft, Austria; 5. Universitatea BabeşBolyai, Facultatea de Psihologie şi Ştiinţe ale Educaţiei, Romania; 6. Roehampton University, School of Education, United Kingdom; 7. University of Sunderland, School of Education, Faculty of Education and Society, United Kingdom; 8. Univerzita Konštantína Filozofa V Nitre, Slovakia; 9. European University Cyprus, Cyprus Contact details Phone/fax: +357 22 71 31 78 / +357 22 55 94 05 Website: http://www.euc.ac.cy Email:
[email protected]
Results are available for free in all partner languages at www.iaie.org/insetrom
Project summary Extensive population mobility throughout Europe has resulted in the formation of much more diverse multicultural societies. European citizens are prompted to accept cultural, ethnic and religious differences. However, racism and xenophobia emerge as major issues impacting on social stability and coherence. Roma is the largest ethnic minority group found throughout Europe. The Roma people are often characterized as having a distinct culture which is at odds with the dominant culture of the countries they live in. This divide seems to reinforce Roma parents' fears regarding mainstream education. It is also a known fact that members of the Roma community frequently regard schooling as a threat to their cultural values and needs and their children's well-being. School attendance rates of Roma children appear low, thus threatening their educational attainment, participation in the labour market and ability to have a democratic voice. At the same time, schools and teachers are often held accountable for their failure to contribute towards Roma children inclusion in schools and in society at large. This project acknowledges that interactions between educational institutions and the Roma community are frequently characterised by a lack of information, misconceptions and stereotypes regarding the role of education or Roma culture. The aim of this project is to facilitate
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school and Roma family partnerships in order to establish an environment of collaboration and shared goals for children's education. The underlying assumption is that enhancing teacher awareness of Roma culture and perspectives will lead to increased participation of Roma parents in their children's education, thus keeping Roma children in mainstream education and the broader community. This will be achieved through teacher training in methods to engage Roma parents as active agents in their children's education. The enhancement of teachers' awareness of the Roma culture and involvement of Roma parents in their children's education is expected to impact on Roma inclusion in the broader community through (a) minimising Roma parents' fears on education as a threat to their cultural values and needs, (b) improving Roma children's educational attendance and inclusion in mainstream education.
Inclusion Interculturality Roma
Teacher In-Service Training for Roma Inclusion
Results ! !
Module 4: Roma culture Module 5: Cultures of the schoolsThe arts and cultural diversity ! Module 6: Intercultural education ! Module 7: Classroom management and methodology ! Module 8: Curriculum design and development Module 9: Teacher-parent communication The finalized curriculum modules are available through the project website. Additional resources are also accessible for the trainers through the closed partner section of the website. Partners have developed the full curriculum and translated all modules into their national language. However, apart from the common core curriculum, each national training curriculum implemented was different, based on a country's specific educational needs and the particularities of the Roma community's realities in each context. Teachers identified their own needs and preferences and partners have aimed to satisfy these needs. Thus, the content and the duration (implementation) as well as the time of implementation were left up to the partners to each decide how to proceed in agreement with the teachers they trained.
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Philosophy with Chidren P4C
A first outcome of this project is a Summative Report on needs assessment in partner countries (available in the public section of the project website). This Summative report provides an introductory section, explaining how partner reports were written and gives some background as to the processes of data collection and analyses employed regarding the needs analysis. The report then presents the results of the needs assessment analysing (i) Roma families' education needs, and (ii) teachers' views of Roma culture. State-of-the-art Country Reports on Roma and their education for the countries involved in the implementation of the teacher training -Austria, Cyprus, Greece, Italy, Romania, Slovakia, United Kingdom- are presented in the restricted access section of the website. Another outcome includes a teacher training curriculum, aiming at enhancing teachers' awareness of the Roma culture through teacher training on methods to engage Roma parents become active agents in their children's education. The partners have developed a number of modules, as follows: ! Module 1: Culture-Enculturation ! Module 2: Stereotypes and prejudice ! Module 3: Roma history
Educational toolkit for breaking down walls! Social reintegration of offenders
Employability Non-formal learning Social reintegration of ex-offenders
Project Grundtvig Learning Partnerships 2009-2011 Partnership 1. De Rode Antraciet, Belgium; 2. Statsfægselet i Ringe, Denmark; 3. Centrul Român pentru Educaţie şi Dezvoltare Umană (C.R.E.D.), Romania; 4. Penitenciarul pentru Minori şi Tineri (PMT) Tichileşti, Romania; 5. Safe Ground, United Kingdom; 6. Åsane School of Upper Secondary Education, Dept of Ulvsnesøy Open Prison, Norway. Contact details Phone/fax: +47 56 19 20 61 / 41 Website: http://www.edukit.no Email:
[email protected]. no
Project summary The project “Educational toolkit for breaking down walls! Social reintegration of offenders” aimed at exploring, analysing and developing alternative learning approaches for improving the inmate's life skills for social reintegration into society in different European countries, mainly focusing on the aspect of finding a place to work after they will be released into the community. The project partners exchanged their experience, materials, and methods in the fields of basic skills for social reintegration, especially in the area of finding a place to work. They will also try to identify exam-
Results are available for free, English only at http://www.edukit.no (in progress) Contact persons:
[email protected],
[email protected] o
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ples of good practice in different countries that may inspire their own practice and jointly develop criteria for improving the existing materials and methods for social reintegration skills into the labour market with a lifelong learning perspective. The project partners also wanted to promote the exchange of experience and cooperation among trainers, teachers, and prison staff involved in education, working in the field of social reintegration field in European Prison. For this purpose the project partners have built a website that contains the models of good practice in each country
Employability Non-formal learning Social reintegration of Ex-offenders
Educational toolkit for breaking down walls! Social reintegration of offenders
Results
An example of this is student-run business/entrepreneurship as developed in Norway at Åsane upper secondary school of education, and another one is "Family Man/Father
Inside" developed and run by our UK partner. The Victim Awareness programme run by the Belgian partner also inspired other partners a lot. Likewise we found Denmark's ability to see the inmate's situation in a longterm perspective very interesting. In Romania we were impressed by the willingness to develop new methods and change the way training was carried out in prisons.
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Finding different ways from prison to employment
The project is a Life Long Learning project (Grundtvig) whose major aim is to learn from each other's good practice. During our project we have developed a stronger awareness with regard to the importance of variety and diversity in the educational offer we provide for our target group.
Disability Awareness - a New Challenge for Employees 2 (DARE 2)
Citizenship Disability
Project Leonardo da Vinci Transfer of Innovation 2009-2011 Partnership 1. Cyprus Adult Education Association, Cyprus; 2. University of Iceland, Iceland; 3. Jagiellonian University, Poland Contact details Phone/fax: +48 12 42 42 950 Website: http://www.dareproject.eu Email:
[email protected]
Project summary The DARE 2 Project is a response to the problem of low disability awareness in mainstream education, vocational training and the open labour market. The knowledge of disability and daily functioning of people with disabilities is limited almost exclusively to the interested parties themselves, their families and friends as well as disability experts. DARE 2 wants to challenge this by disseminating such knowledge amongst selected professional groups. The main aim of the project was to raise the level of disability awareness amongst academic teachers and managers of small and medium size enterprises, i.e. employee groups with an impact upon education and recruitment of people with disabilities. The project's specific objectives are as follows: ! Providing both professional target groups with reliable knowledge on
Results are available in all partner languages at www.DareProject.eu
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!
!
!
disability and its types as well as physiological and psychological consequences and barriers faced by disabled people in access to education and the labour market along with ways of eliminating them; Developing in academic teachers and SME managers an active attitude supporting people with disabilities as regards access to knowledge and the labour market; Equipping both target groups with the ability to get in contact with disabled people correctly and efficiently; Eliminating routine thinking about disability, stereotypes and withdrawal attitudes, and - Building a culture of diversity in educational institutions and SMEs based on the knowledge gained whilst on training.
Citizenship Disability
Disability Awareness - a New Challenge for Employees 2 (DARE 2)
Results
The programmes offer a form of group training facilitating knowledge and skill acquisition through experience and independent development of solutions in debates and individual reflection. The workshop programme is based on a variety of working techniques that assumes making active use of the experience contributed by individual participants. The materials in use are multimedia-based (educa-
tional films and presentations) whilst exercises prepared for the trainees include as its core activation methods such as brainstorm, debates and role play. The workshop develops on the basis of the participants' individual experiences, reflections and outcomes of their group work. The benefits the trainees will derive from the DARE workshop include knowledge of alternative communications techniques used by people with certain types of disability as well as readiness to assume a supportive attitude towards disabled people. Another major asset of the workshop is knowledge improving the skills of running classes/courses for and working with people who require various adaptations of the physical and social environments.
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Mainstream awareness on disability
The training programmes developed as part of the DARE project target academic teachers, administrative staff and managers from small and medium-sized enterprises. They aim at providing the participants with solid knowledge on disability: its types, barriers that stem from it and ways to eliminate them.
Improved Learning Opportunities for Children with Special Educational Needs
Inclusion Innovation
Project Comenius School Partnerships 2007-2009 Partnership . Sonderpaedagogisches Zentrum Bischofshofen, Austria; 2. Ballythomas National School, Ireland; 3. Gimnázium J.A. Komenského s vyuèovacím jazykom mad´arským, Želiezovce, Slovakia; 4. East Hartford School, United Kingdom Contact details Phone/fax: 016 70 35 25 56 Website: http://www.easthartfordschool .org.uk Email: hugh.steele@northumberland .gov.uk
Project summary The project intended to examine the pedagogical styles within partner schools in relation to teaching children with identified 'special educational needs'. This means those who are 'gifted and talented' as well as those who have a delayed development in relation to children of a similar age . Consideration was also given to other areas such as Literacy, behaviour management, working with parents and caregivers, for example. By conducting research into teaching methodology in partner institutions, and trailing different styles and resources the project team aimed to develop a shared understanding and skills related to more effective learning opportunities for children with special educational needs. This
Results - the final product was a CD available from partner schools.
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has applied to children in partner schools but is also available to teachers, other professionals, and children of any school which investigates our 'end products'. The activities of the project included, among others: ! Trialling in all schools of identified and exchanged equipment, resources and pedagogical methodology related to mathematics. This has included two pieces of agreed equipment (one of which being ICT software), common to all. A common template was used in the review of teaching and learning ! Identify, and record the methodology of the use of, resources related to teaching literacy to identified pupil/s
Inclusion Innovation
Improved Learning Opportunities for Children with Special Educational Needs
Results
This then allowed the times when the project partners met to be focused on review and development. As a result of this dynamic process the team has decided to spend much of the second and third years still considering the
teaching of mathematics and literacy but with 'behaviour management' as a core issue of concern. It was agreed by partners and written in the application formthat a booklet would be created to contain our findings and offer guidance re the pedagogical issues which we had addressed during the project. The final product was a CD. It was felt that this was more appropriate and that, if viewers wished, they could download this in 'booklet' format.
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It’s not what you do, it’s the way you do it!
It was clear that the period between the partnership meetings was of critical importance to the success of the project. It was during these times when partner institutions would; carry out tasks; gather information; write reports, and; trial resources provided by partner institutions.
Interculturality
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Cross Cultural Learning and Teaching in Vocational Education and Training (CCLVET)
Interculturality Key competences VET
Project Leonardo da Vinci Transfer of Innovation 2008-2010 Partnership 1. bit cz training, s.r.o., Czech Republic; 2. Confederacion der empresarios de Aragon, Spain; 3. CRM CONSULTING CO., Turkey; 4. Dida Network Srl., Italy; 5. European Center for Quality LTD, Bulgaria; 6. Fachhochschule Gelsenkirchen, Germany; 7. Kadis, HR educational engineering, d.o.o., Slovenia; 8. Slovak University of Agriculture in Nitra, Slovakia; 9. FH JOANNEUM, Austria. Contact details Phone/fax: +43 31 65 45 36 822 Website: http://www.cclvet.fhjoanneum.at Email:
[email protected]
Results are available for free in all partner languages at http://cclvet.fh-joanneum.at
Project summary Education and training have always been two of the most important factors in personal and societal development. Today and in the future it will be the international dimension of such activities that contributes added value in the building of European communities that span borders and will be instrumental in solving the European and global problems of tomorrow. Reaching beyond mobility programs based on bilateral cooperation agreements between universities, more and more European VET institutions, companies offering international traineeships, and institutions of higher education are promoting their programs to persons coming from different countries and having a different cultural background. The increasing flow of persons working in other countries than the country of origin shows another necessity to adapt local ways of delivering knowledge to a strategy that includes cultural specification in approaches to learning. Only a few institutions have realized that working with persons from different countries and cultures is just the first step of a new era in the internationalization of training and education as part of the intensified European integration. Very rarely have such institutions recognized the fact that as values, atti63
tudes and behaviour vary a cross cultural borders, so does the way learners perceive, process and present information. What they have only experienced are inefficiencies in teaching and learning, both on an individual and an institutional level. Any effective intercultural learning arrangement however, should integrate different culturebound learning styles and exhaust potential synergies. Hence, the general objective of the proposed project is to create awareness and deeper insight for teachers and learners by reflecting cultural differences and similarities as well as finding ways towards efficient collaboration in heterogeneous learning environments. By doing this, teaching and learning will become more efficient, and the institutions implementing crosscultural adaptations in their programmes will become more attractive
Interculturality Key competences VET
Cross Cultural Learning and Teaching in Vocational Education and Training (CCLVET)
Results Cultural Learning Styles (CCLS) of students and trainees who are studying in a foreign country or culture in vocational education and training (VET). The goal was to generate insights into the specificities of the different learning styles and equip teachers and student's alike with necessary tools and knowledge to improve their training.
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It will be the international dimension of teaching and training which will be instrumental in solving the problems of tomorrow.
With increasing mobility of full-time, degree-seeking students across borders, vocational education and training (VET) institutions in Europe are increasingly facing diverse trainee bodies with equally diverse ways of perceiving, processing and presenting information (learning styles). The European Union has granted a project to institutions from nine European countries to research into Cross
Changing methods in teaching migrants
Heterogeneity Interculturality
Project Grundtvig Multilateral Projects 2008-2010 Partnership 1. Research Institute of the Red Cross, Austria; 2. queraum. kultur-und sozialforschung, Austria; 3. mhtconsult ApS, Denmark; 4. Diakonisches Werk BerlinBrandenburg-schlesische Oberlausitz e.V., Germany; 5. EWORX S.A., Greece; 6. Institute for Basic and Continuing Education of Health Workers, Hungary; 7. Research Institute of the Red Cross, Austria. Contact details Phone/fax: +43 17 95 80 16 11 Website: http://www.frk.or.at Email:
[email protected] t
Project summary Discussions about challenges for teachers in grades with high percentage of migrants are omnipresent, discussions about challenges for teachers in adult-education courses are quite seldom though. But they are also confronted with increasing diversity and heterogeneity in their education courses. Participants differ in gender, age and educational background and also in cultural socialisation and language knowledge. Teachers are often overchallenged with these differential situations, their teaching methods don't fit in the same way as before, new ways are not known or for different reasons not taken. For migrants a lot of challenges arise out of the classes: teaching methods and materials are not adapted to the
needs of migrants. Changing this situation demands activities to raise awareness for this issue, to identify the problems of teachers and to develop new strategies to handle these challenges. Thus the project aimed at developing teaching methods which support teachers of vocational training in teaching mixed groups (migrants and non-migrants). The project focused on the teachers' part: Teachers were invited to reconsider perspectives and enhance their teaching competences and spectrum. Under construction of experts, teachers developed new and/or adapted strategies and tools to react adequately on these challenges. All methods have been collected and compiled to a toolkit.
Results ! ! Results are available at www.new-views.eu or
[email protected] t.
NEW VIEW Website (www.newviews.eu) National exploration reviews in national languages: Katharina Resch (2009): Herausforderungen im Unterrichten von heterogenen Ausbildungsgruppen in der Heimhilfe- und Pflegehilfeausbildung (Austria) Lene Kofoed Rasmussen (2009): Udfordringer i undervisning i 65
etniskblandedeklasser i danskesocialogsundhedsuddannelser (Denmark). Bea Schramm (2009): Bericht über die erste Projektphase der Erhebung (Germany). GaspariknéJóna Katalin, FeketeSzabolcs, GyetvaiGyörgyi (2009): Változómódszerek a migránsoktanításábanazegészsé gügyiszakképzésbenMagyarorsz
Heterogeneity Interculturality
Changing methods in teaching migrants
Results !
!
!
!
documentation, Germany:Bea Schramm (2010): Didaktischwertvoll Final conference and conference documentation Austria:Kuss Barbara, Resch Katharina und Maria Neumüller (2010): Diversität und Didaktik. Inspirationenfür die Erwachsenenbildung. First German Online Platform for teachers of health and care professions The platform was developed within the Austrian workshop
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Diversity and Didactics. Inspirations for teaching
!
ágon (Hungary) National exploration reviews in English: "Challenges of managers, teachers and students in vocational training for health and social professions in Austria/ in Denmark/ in Germany/ in Hungary. English Summaries European research report: Enzenhofer Edith &Kuss Barbara (2010): Teaching heterogeneous groups. Results from Four EU Member States Final conference and conference
International operation agent II
Key competences Interculturality Non-formal learning
Project Leonardo da Vinci Transfer of Innovation 2009-2011 Partnership 1. Sataede, Finland; 2. Educode, Finland; 3. Politeknika Ikastegia Txorierri, Spain; 4. Marijampole Vocational Education and Training Centre, Lithuania; 5. IEFPS USURBIL GLHBI, Spain; 6. EFVET, Belgium; 7. Landstede, the Netherlands Contact details Phone/fax: +31 88 85 08 081 Website: http://www.landstede.nl Email:
[email protected]
Results are available for free, English only at www.ioatraining.net
Project summary In 2006 European partners started with a pilot project International Operation Agent. The most important aim of the project was to develop a training course for teachers in VET who are active in the field of internationalization. These teachers are called International Operation Agents. Based on a survey the partners developed and piloted an internet based training course, consisting of 6 modules: ! Intercultural Competence, ! International trends in VET, ! Building International Networks, ! Project Competence, ! Coaching and guiding students, ! Mentor skills. On the basis of the described project experience, there is a recognized need for a new project. The need focuses on designing a training course for the same end-users, but operated on a more international level. More explicitly: There is a great demand among VET teachers acting as International Coordinators for the kind of IOA training course which offers the possibility for international interaction including knowledge and best practice exchange. Therefore, Landstede/NL has asked the two Finnish partners (a VET organization and a continuing education centre) and three new partners, respectively from Spain 67
and Lithuania (VET organizations), to assist in a new project, with a view to developing the existing IOA training programme and transfer it to a more international product, which can also be imported by new countries. The aims of the new project were ! To set up a new method for an international (in addition to n at i o n a l ) t ra i n i n g co u rs e operated on an international level and in an international setting with teachers of the partner countries. ! To design a new module "International Strategy of VETorganization" for this training programme. ! To design a guideline for mentors to practice IOA-mentoring. ! To further design the selfassessment tool to identify the competences and knowledge of the trainees.
Key competences Interculturality Non-formal learning
International operation agent II
Results
!
!
!
Learning book. The learning book consists of the modules Intercultural Competences, Networking, International trends, Project Management and Coaching and Guiding Students Abroad Workbook. The workbook consists of learning tasks which help to practice the subjects of the learning book. Self assessment tool. The self assessment tool measures the
!
!
international competences of a teacher Mentor guideline. The guideline provides information for a mentor who wants to help teachers in his own organisation to develop their international competences and to become more active internationally. Training course. Teachers have the possibility to follow a training course which is related to the subjects of the learning book. The training courses take place in Malta and The Netherlands. In addition, the training course also offers an upgrade of Business English language skills. For more information please contact:
[email protected]
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Training Internationalisation for teachers in VET and general secondary eduaction
The project has developed a training course for teachers in VET and general secondary education, who organise or want to organise international activities. The project results are:
What matters in your life?
Key competences Interculturality Moral values
Project Comenius eTwinning 2008-2009 Partnership 1. Istituto Tecnico Commerciale Statale "Maria Lazzari" Dolo, Italy; 2. Gymnasium 1 Voronezh, Russia; 3. Liceum Ogolnoksztalcace, Poland. Contact details Phone/fax: +48 66 50 32 171 Website: http://italypoland.ning.com Email:
[email protected] [email protected]
Results are available for free at http://italypoland.ning.com/
Project summary There were three circles of acivities: 1.personal (referring to individual values) , 2. community/ national (referring to whole nations, their history, traditions, literature), 3.universal ( referring to the values of tolerance, peace, co-operation, solidarity etc.). Our goal was to deepen students' sensitivity, broaden thinking horizons, teach them think globally and improve their foreign and ICT skills. Some examples of our activities: 1. getting to know each other by making films and Power Point presentations, 2. forums: initiated by students (“Favourite Music”) and moderated by teachers (“What are your ambitions?”), 3. Internet exhibitions (“Christmas”), 4. school events (Day of Holocaust, St Valentine's Day) discussed and summed up later on forums, 5. Skype calls - getting to know each other, devoted to particular tasks, 6. creating a dictionary in the four languages - wikidictionary (moral values, global problems), 7. looking for songs, documentaries, presentations that would illustrate the above mentioned issues, 8. collecting and translating lyrics, interviews as a starting point for further debates, 9. webquest (Holocaust and genocide), 10. students' initiatives (setting up blogs - "We must remember"), 11. interviews with grandparents and other elderly people - "Life 50 years ago and now in the three countries", 12. film festival (thanks to the co-
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operation with the UN unit- IRIN: global problems- natural disasters, drugs, refugees), 13. school event "Love is beautiful" - love poetry in the culture of Italy, Russia and Poland, 14. debate "School of the future", 15. interview with a Northern Irish writer Glenn Patterson - "What mattered and matters in your life?", 16. presentations showing the outcomes of the project. We communicated on the project site (social network site) using forums, chats and Internet communicators (Skype). We made films, ppss, recordings, published videos and photos, wikidictionaries. We created webquests and other Internet activities.
Key competences Interculturality Moral values
What matters in your life?
Results !
Pedagogical innovation ! There were two dimensions of our co-operation: - students communicated with one another (forums, chats, Skype), - teachers initiated moderated debates and discussions. ! Using attracive types of cooperation and improving foreign language and ICT skills (Skype sessions, forums, webquests). ! Staging - structured discussions (personal values, values of local community, national values and global issues). ! Making students feel members of one community. ! The subject is broad enough to include elements of different types.
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What matters in your life?
Project site (http://italypoland.ning.com/) ! Growth of students' cultural awareness. ! Improvement of students' ICT and foreign language skills. ! Making numerous friends. ! Deepening students' sensitivity. ! Eliminating racial and religious hatred. ! Fun for all the participants and teachers. The topic of the project is an "evergreen". It can be discussed with any age group. The "steps" we divided our project can be modified, teachers and students may add their own ideas. Our project can be just copied with any partners or modified into a suitable one. The subject is broad enough to include elements of different types.
Reform and innovation
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Key competences Innovation Active learning
JobArt Train the Trainers
Project Leonardo da Vinci - Transfer of Innovation 2007-2009 Partnership 1. Ausbildung im DiakonieZentrum Salzburg, Austria; 2. Bulgaro-Germanski Centar za profesionalno obuchenie (BGCPO), Bulgaria; 3. Nationalna Agenzia za profesionalno obrazovanie i obuchenie (NAPOO), Bulgaria; 4. Evangelisches Johannesstift, Germany; 5. Bundesarbeitsgemeinschaft Evangelische Jugendsozialarbeit e.V. (BAG EJSA e.V.), Germany; 6. Groupement d'Intérêt Public Formation et Insertion Professionnelles de l'Académie de Grenoble, France; 7. Budapesti Corvinus Egyetem, Társadalomtudományi Kar, Hungary; 8. Oktatásfejlesztési Observatory, Hungary; 9. Die Wille gGmbH, Germany. Contact details Phone/fax: +49 30 26 47 62 54 / +49 30 26 47 62 99 Website: http://www.jobart.org / http://www.diewille.de Email:
[email protected]
Results are available freely on www.jobart.org in all partner languages.
Project summary Project aims and objectives: I. Strengthen active learning approaches to vocational education and training and II. praxis-oriented support and development of VET teacher and trainer competences and skills by providing innovative (further) education concepts. In particular: ! Adapting and implementing a modular curriculum framework and concept for the (further) education of vocational education and training (VET) teachers and trainers in active learning methods in BG, HU, FR, DE. RESULTS: 4 modular curriculum frameworks, qualification building blocks and didactic concepts in four languages. ! Establishment of four Train the Trainers competence pools in BG, HU, FR and DE, sustainable competence centres for the implementation of result 1 as well as a 3-step programme to train teachers and trainers in the above-named countries. ! National dissemination of the adapted curricula and didactic methods via partner networks in BG, HU, FR, DE and AT to ensure the sustainable distribution of project results. ! Dissemination and valorisation of the curricula and methods throughout Europe via: the website www.jobart.org/TtT, a CD-ROM in en, fr, bg, hu and de and downloadable products in
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nine languages on the internet portal www.jobart.org. The TtT products supplement the results of the projects JobArt and JobArtCEE, conducted 2001-2006 in eight countries by thirteen partners, and are a continuation of these projects' and products' support of hands-on active learning in the VET sector. Problem identification and solution: TtT takes on the need for the reform of VET practices, particularly the dominance of traditional educational methods in many CEE countries as well as in many Western and Southern European countries. It supplements other VET reform drives by the exemplary implementation of adapted (further) education programmes for VET teachers and trainers in BG, HU, FR and DE in active learning methods. Setting reform priorities: JobArtTtT works hands-on with VET teachers and trainers in order to implement reforms quickly and make them visible to stakeholders. The JobArt consortium, along with the EU Commission and EU VET policy, expects the implementation of learner-centred active learning training methods to provide leverage for VET reform in the partner countries (similar to the European network CEDEFOP TTnet).
Key competences Innovation Active learning
JobArt Train the Trainers
Results !
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methods designed for Bulgaria, Germany, France and Hungary. Concepts for FURTHER TRAINING WORKSHOPS in Bulgaria, Germany, France, and Hungary carried out with about 130 trainers/teachers for the application of active learning methods. POOLS OF COMPETENCE for ADVICE and QUALIFICATION of trainers in Bulgaria, Germany, France, and Hungary
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What matters in your life?
JobArt Train the Trainers (TtT) provides ! The PORTAL "Active Learning" in English, Bulgarian, French, German, and Hungarian language: www.jobart.org ! COACHINGS for innovation transfers ! 4 different CURRICULA for training and further education of vocational trainers in the introduction and application of active learning teaching and training
competences Better Building – Certifying VET teachers as Key Innovation energy energy saving advisers. A transfer system into Intelligent Europe three different European societies.
use in
Project Leonardo da Vinci Transfer of Innovation 2007-2009 Partnership 1. BEST Institut für berufsbezogene Weiterbildung und Personaltraining GmbH, Austria; 2. Rogaland Kurs og Kompetansesenter (RKK), Norway; 3. Fundatia RomanoGermana Timisoara (FRG), Romania; 4. PAPILOT - Zavod za vzpodbujanje in razvijanje kvalitete življenja, Slovenia; 5. Global Eğİtİm ve Danişmanlik a.ş., Turkey; 6. Teknİker Eğİtİm Kültür Sağlik Vakfi Teksav, Turkey; 7. BEST, Austria. Contact details Phone/fax: +43 58 55 05 083 Website: http://www.betterbuilding.eu / http://www.best.at Email:
[email protected]
Results are available freely on http://www.betterbuilding.eu/. Linguistic versions available: TA, SLV, TUR, ENG for all products
Project summary The threats of climatic changes are just an additional and most recent aspect of the acknowledged need to reduce energy consumption and to apply ecological aspects also in the construction of buildings, but throughout Europe, there is no homogenous awareness of these requirements and therefore the ecological balance is rather poor in a large number of EU member states, among them Italy, Slovenia, and Turkey. This is especially true for building activities performed by SMEs and through the private building sector. The main objectives of this transfer project are to raise the awareness of ecological issues among VET teachers for technical subjects, especially construction, and to supply learning contents and training materials that show how to use energy-saving materials and to reduce energy consumption in building construction. The specific objectives were> to transfer, adapt and validate a modular curriculum for VET teachers for building construction and to qualify them as European Energy and Building Material Advisers in three European languages, i.e. in Italian, Turkish, and Slovenian to spread the project contents and results through a variety of valorisation activities, including third parties such as, e.g. 75
educational policy organisations and social partners in the target countries The outputs will be Train the Trainer Qualification Curricula for acquiring additional competences in energy consulting, especially for renovation of existing buildings and heating and insulation rehabilitation in Italian, Turkish and Slovenian language. The short term impact concerns the partners in the benefiting countries that are also training providers. They can immediately improve the quality of their VET measures and/or offer new training measures which are based on the project results. Through inclusion of a number of strategic multipliers, the long term impact will be an increasing awareness and understanding of the ecological value of energy-saving construction and consequently, an improvement of VET teaching contents leading one step closer to attaining the goals of the Kyoto protocol.
Key competences Innovation Intelligent energy use in Europe
Better Building – Certifying VET teachers as energy saving advisers. A transfer system into three different European societies.
Results
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Better teachers take care of better awareness for intelligent energy use in the European building
Modular Curriculum and teaching materials Target groups/potential beneficiaries: VET providers. Languages of the product ITA, SLV, TUR Didactical methodology of the Curriculum: Awareness to problems of energy saving, the use of renewable and ecological energies and the further training of specialists Practical examples and exercises, Flow-sheets and diagrams The Curriculum includes the following modules: Alternating influence from the building process and the environment; Legislation and regulations for new and old buildings; Insulation, requirements and prospects; Energy performance and living comfort in existing buildings; Basic knowledge of heat outlets in building components; Dampness in buildings, the incursion of condensation; Insulation materials for the thermo-technical redevelopment of buildings; Technology for thermotechnical redevelopment- divided into categories of building components; Calculation of the economic efficiency of additional heat insulation; Use of solar energy; Recycling of demolition materials during redevelopment projects; Communication; Consultation concept for energy saving renovation activities Guidelines: Target group(s)/beneficiaries: VET providers and their teachers and trainers. Languages of the products ITA, SLV, TUR, ENG Didactical methodology: Detailed instructions Didactic guidelines on how incorporate these materials within the framework of existing teaching schemes and take into consideration the specific requirements of the county as well as the specific learning cultures of the above mentioned countries and to the requirements of vocational training providers. Implementation Concept Target group(s)/beneficiaries: VET providers, educational policy makers, social partners, key actors for company training, but also for active labour market in the respective ministries and the labour market administrations Languages of the products ITA, SLV, TUR (executive summary also in ENG) Product (separate country-specific versions for Italy, Slovenia and Turkey) demonstrating how to put these learning materials into the mainstream learning practice and how to raise the interest of social partners and employer organisations. Website www.better-building.eu Target group/beneficiaries Educational experts Vocational qualification institutions and trainers Key actors for active labour market policy in the respective ministries and the labour market administrations Interested individuals who will receive information how to get access to the learning materials The website contains sections in the partner languages : ENG, CZE, GER, ITA, NOR, ROM, SLV, TUR
Key competences Recognition of competences/
ASSIST
Project Leonardo da Vinci Transfer of Innovation 2008-2010 Partnership 1. Sagene District, City of Oslo, Norway; 2. Oslo University College, Norway; 3. City of Dortmund (FABIDO), Germany; 4. Comune Di Milano, Milano, Italy; 5. The Municipal Kindergartens of Amaroussion, Greece; 6. Municipality of Motala, Sweden; 7. The Education Department Tjörn, Sweden; 8. University of Gävle, Sweden Contact details Website: http://www.bydelsagene.oslo.kommune.no Email:
[email protected] mune.no
Results are available for free, in all partner languages.
Project summary Objectives The overriding objective of the consortium was to improve the quality of pre-school education. More specifically, our aim was to improve stable and long-term employability of pre-school assistants with low formal education. Another aim was to improve the attractiveness of being pre-school assistant/teacher and at the same time promote their transformation and adoption to new needs of society in order for the target group to become flexible, personalised and learning focused. This will again lead to a better quality in services and provide all children with a good start in life. The proposal addressed the challenges with insufficient quality of early childhood education and care through transfer of the cost-efficient model for in-service training in the pre-school sector developed by Sagene District. The training model combines training of skilled and unskilled staff and the Sagne model is furthermore based on using internal staff for lectures and guidance groups. This makes the model cost efficient and it ensures that the whole organisation is learning focused and dynamic. The target group was equipped with tools to deal with new demands, difficult situations/families and to 77
better understand the children s development. In this way the project proposes to strengthen practices for life-long guidance and improve working conditions for the target group. Specific objectives The consortium worked in several phases over the two-year project period. ! Uncovering training needs in partner countries, ! Training program and curriculum development based on the Sagene model ! Testing in partner cities ! Test evaluation and finalizing of the training program. In addition valorisation, evaluation and quality management and project management will be essential elements.
Key competences Recognition of competences/ Qualifications
ASSIST
Results The Assist model !
! !
Assist can be seen as a general model for in-service training concerning e.g. work with elderly o r wo r k w i t h c h i l d re n i n preschools. The basic components of the Assist model are: lectures and small “homework” tasks
The Assist course plan The ASSIST course is a structured inservice training for preschool assistants and preschool teachers. An ASSIST course is built up by lectures and small “homework” tasks, both being followed up by mentoring group discussions. The lectures are held by leaders or others within the o rga n i za t i o n w i t h a s p e c i f i c competence. Aims: ! Increase access to perspectives and awareness of lifelong learning and two or more Assist themes ! Increase ability to use and the routine of using observations and stories of practice in order to reflect critically and learn from practice at work
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Share what they have learned with colleagues in formal and informal settings at work Increase work motivation Improve attraction of the preschool assistant occupation Increase motivation for further competence development in the perspective of lifelong learning
The ASSIST course is organized around lectures and mentoring sessions where the participants meet. Two important tools for reflection and learning are used; stories of practice and observation. Stories of practice and observation are important documentation forms which are helpful tools for reflecting on and developing a professional practice. The Assist course themes: ! Introduction to Assist - lifelong learning perspectives ! Communication with children, parents and/or colleagues ! Meeting the needs of all children/Cooperating partners ! Learning through interaction ! Child neglect and abuse/Cooperating partners ! The organisation you are working with
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Training the trainers to achieve competences in non formal education
Non-formal learning Recognition of competences/ qualifications
Project Leonardo da Vinci VETPRO 2009-2010 Partnership 1. ONECO Seville, Spain; 2. Inspectoratul Şcolar al Judeţului Suceava, Romania. Contact details Phone/fax: +40 23 05 20 637 Website: http://www.isj.sv.edu.ro Email:
[email protected]
Results: Http://fnonf_sv.ablog.ro Free registration for basic information and paid registration for project results. Linguistic versions : Romanian, French, English.
Project summary The project Training the trainers to achieve competences in non-formal education was aimed to 12 trainers (8 trainers in Counselling and school orientation and 4 school inspectors), during 10 months and its objective was to improve the trainers' competences in Counselling and school orientation in order to identify the specific strategies, the methods and instruments for formal and nonformal education able to be applied in the schools in the Suceava department. The specific objectives of the project were: ! To improve the trainers' competences through different modalities: experience exchanges, projects, workshops, good practice examples, partnerships. ! To achieve new practices in order to assure an interdisciplinary approach of the formal and nonformal education. To promote the intercultural education, by taking over the good practice examples of the Spanish educational system in order to fit and apply them to the schools of the Suceava department. ! To improve the capacity of implication in projects, extracurricular and voluntaries activities in the Suceava department, using the methods of formal and nonformal education. ! To elaborate a methodological guide with strategies, methods, instruments and good practice
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examples in the formal and nonformal education for the form masters/class teachers and counseling trainers. To create a training course support with specific strategies, techniques and instruments for the formal and non-formal education in order to use them in the department. To allow the beneficiaries to take profit of the psycho pedagogical experience achieved in this project in all the schools of the department.
Non-formal learning Recognition of competences/ qualifications
Training the trainers to achieve competences in non formal education
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formal education. 12 training groups (300 participants). The training module: ! for teachers, to improve their ability to elaborate projects as Partnership school family. ! for developing the professional competences and identifying the training needs on the labor market. ! for trainers in the voluntary field. ! for teachers to improve the competences needed in organizing and developing extra schools activities. ! instruments to identify training needs of trainers/teachers/inspectors, questions, interviews, tests. strategies to motivate the young people and the relevance of their participation to the voluntary activities. Portfolio with elaborated documents.
The transfer of good practices, the reached experience, the improved competences and abilities contributed to the good final results of the project LdV. The benefits: S Strategies - strategies, methods, tools U Unity (Methodological guide “FnonF” - unified approach) C Curriculum (Content adaptation, use methods in Counseling and school orientation, formal and nonformal curriculum) C Comunication (Partnership - educational partners) E Experience - change in the training S Satisfaction.
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Formal and non-formal
During the mobility, the following objectives were reached: ! 12 trainers teachers (8 trainers teachers and 4 inspectors) with improved abilities and competences in formal and non-formal education. ! Complementary education (health education, environment education, child's rights education etc.), developed in schools and specialized institutions - projects, strategies, methods, instruments and techniques used in complementary education. ! Complementary services offered by the community; school transport, laws concerning the school rooms (classrooms, eating halls, boarding schools, ambient), resources for the extraschools activities. ! Specific methods of nonformal education: Photovoice, Open Space Technology, Socio Educational Animation, Theater Education, Street Animation, Theater Forum, Advocacy etc. The methodologies extraschool activities: Dramatic Art Club, Reading Club, School Magazines, Historic Event, Exhibitions, Visit to museum, Themed Trips, School Camps, Summer School, Scouts. ! Methodological guide for formal and non-formal education FnonF (formal non-formal) with strategies, methods, instruments and good practice examples in the formal and non-formal education for the form masters/class teachers and counseling trainers. ! Course support for training counseling trainers with the theme Competences in formal and non-
STANDEDUQUAL: Standards of the Quality In Education
Key competences Citizenship Pedagogical approaches and school management
Project Comenius School Partnerships 2009-2011 Partnership 1. Mehmet Akif Ersoy Ilköğretim Okulu, Turkey; 2. Bilingual High School “Romain Rolland”, Bulgaria; 3. I.P.S.I.A. “P. Calapso”, Italy; 4. Colegiul Naţional “Ion Minulescu”, Romania. Contact details Phone/fax: +40 24 94 14 171 / +40 24 94 13 081 Website: http://www.standeduqual.ro Email: colegiulionminulescu@yahoo. com
Results are available freely on www.standeduqual.ro in English.
Project summary Quality of education is a challenge of the scholar institution, a set of actions and programmes capable of satisfying the expectations of the beneficiaries and the standards of quality, according to the complex economical, political-administrative and cultural realities of a country in the European context. Ensuring the quality of education means having the capacity of offering educational programmes, in accordance with the standards of national and European politics of education. This complex process implies a good planning and the effective achievement of the expected learning results, the observation, the self-assessment and the evaluation of the results and their permanent improvement. The project responded the necessity of schools in the partner countries of collaborating in this domain, of exchanging information and experience in implementing quality standards, of generalization or transferring of the good management of quality practices .The participants knew the legislative frame in this domain, the ways in which the partnership was projected with all the interested factors in the quality of education. The right strategies of the Curriculum were analysed following the demands of local, regional and national development. The European partnership 81
offered to the managerial teams and to the different categories of personnel flexibility, a greater opening to new things, to communicating with other educational systems, collaboration and transferring of information. It ensured a clear picture of the role of schools in relation with the dynamics of change that work market is undergoing, challenging people to think, to make an objective report of the reality in the domain of their own institution, encouraging the expressing of personal opinions, of the individual initiative in order to reach the quality standards in their own institution or domain.
Key competences Citizenship Pedagogical approaches and school management
STANDEDUQUAL: Standards of the Quality In Education
Results will try to include these changes in the school curriculum. The principal and teachers who took part in this project can make these changes become part of the national concept of education. The project offered to teachers didactic strategies meant to boost quality as well as strategies of training, evaluation and motivation to perform at high standards. It also brought along different methods to motivate the learners,to create interdisciplinary courses. During the project the partners exchanged ways of creative use of the new technologies in classes, ways of designing extracurricular activities in order to highlight the students' abilities and skills. The teams took over the different educational constructive approaches in solving the problems. For students, the project offered methods of better knowledge of themselves and their skills as well as various strategies of expressing their personal opinion and initiative. The student teams exchanged ways of active learning and involvement in the school life. For the schools, the project offer strategies to harmonize the curriculum in the requirements of the labour market and in the expectations of the learners, a wide range of actions meant to promote the institution and its values, methods of good collaboration with the decisive factors of education. The project activities and the articles present strategies that motivate the teachers and the learners and increase the solidarity around the values of institutions and educational programs that meet the educational needs of students.
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Quality in education, Comparing educational systems, Pedagogy and didactics
Each school strived, according to its specifics, to study how the management of school as an institution contributes to the quality of education. The participants attended work meetings during which they shared their experience through presentations, statements during discussions, informal talks and meetings, wrote articles for the magazine and exchanged opinions via the web site of the project. There were four topics: theoretical and legislative coordinates for management of the quality in education, culture of organization, management of human resources and equipment, models of quality management in the partner countries. Teachers and students took part in the research and preparation of presentations and offered solutions of improvement concerning the quality in education. There was some individual attendance of students, who made very valuable suggestions from the position of consumers of the final product-the education. One of the project achievements is the communication between students, the crosscultural exchange as well as the improvement of language skills, inspired by individual acquaintances and friendship. What is more, there is an aim to adapt the theoretical conclusions from the presentations and articles published in the magazine according to the specifics of different schools and bring positive changes concerning the discussed topics. Another achievement of this partnership is that students, parents and teachers shared what should be changed and the school as institution
Science and technology
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Innovative Science Pedagogy in Research and Education
ICT Science and maths
Project Comenius Multilateral Projects 2007-2009 Partnership 1. Bundesministerium für Unterricht, Kunst und Kultur, Austria; 2. Thür. Institut für Lehrerfortbildung, Lehrplanentwicklung und Medien, Germany; 3. Švietimo informacinių technologijų centras, Lithuania; 4. EUN Partnership AISBL, Belgium. Contact details Phone/fax: +32 27 90 75 83 Website: http://www.inspire.eun.org Email:
[email protected]
Results are available for free in some partner languages at http://inspire.eun.org/index.ph p/Publications and have also been included in the Scientix repository: http://scientix.eu.
Project summary Inspire (Innovative Science Pedagogy in Research and Education) aimed to experiment new teaching methods in the field of maths, science and technology (MST). The purpose was to challenge the lack of interest among students in starting scientific studies, to expand the supply of scientific specialists and develop a scientific culture in European countries. From December 2007 to November 2009, Inspire ! observed the impact of new teaching methods on pupils and their motivation; ! analysed the prerequisites to be defined for enabling teachers to integrate these new techniques in their pedagogy; ! identified the critical success factors to be mastered at the level of the teacher and the school for the generalization of such practices. Additionally, it complemented the research with a Summer School, a Community of Practice and a Handbook. Inspire was a two-year project run under the European Commission's Lifelong Learning Programme within the context of the Lisbon agenda. Inspire was coordinated by European Schoolnet (EUN), a network of 28 ministries of education in Europe, with the Austrian Ministry of Education, Arts and Culture (bmu:kk), the Thüringen 85
Institute for Teacher Training, Continuous Training and Media (ThILLM), the Ministry of Education and Science of Lithuania (smm.lt) and Educonsult, a Belgian educational consultancy (Educonsult) as partners.
ICT Science and maths
Innovative Science Pedagogy in Research and Education
Results fitted into the normal curriculum and took into account the teachers' and students' knowledge of ICT. Almost 4,000 students took part in the Inspire activities and the studies showed that the use of LR increased students' understanding of MST and allowed differentiated learning within a class. The LR had a larger impact on boys than girls, and it decreased with age. Overall, we saw that it appears that the use of LR has a positive impact on MST education but special attention has to be paid to the technical requirements and localization of the LR. The reports on the Inspire results can be found at Gras-Velázquez, À., Joyce, A,. Kirsch M., et al. (2009), Inspire: Challenging the lack of interest in MST among students using LR, Insight report Available: Http://inspire.eun.org/index.php/Pu blications
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Motivating young people to study MST: the role of digital learning resources
For ten months, the Inspire project tested and analysed the use of digital learning resources (LR) in the field of MST in 62 schools in Austria, Germany, Italy, Lithuania and Spain. The almost 200 MST teachers who participated in the project selected the learning resources from a pool of 60 resources, and their effects on teachers and 5 18+ year old students were measured. After using the LR, the teachers noticed the LR had the highest impact on the autonomous learning of the pupils. Additionally, nearly three quarters of the teachers found that the LR stimulated their own interest and motivation for teaching MST subjects and 70% said the LR increased the pupils' understanding and use of Information and Communication Technologies (ICT) in general. When choosing the LR, teachers preferred resources which
The effective use of computer aided teaching ICT Interculturality Science teaching and learning materials in science teaching Project Comenius Multilateral Projects 2008-2010 Partnership 1. University of Education Heidelberg, Germany; 2. University of Vienna, Austria; 3. University of Plovdiv, Bulgaria; 4. University of Education Schwaebisch Gmuend, Germany; 5. University of Helsinki, Finland; 6. National Institute for Educational Research (INRP), France; 7. University of Patras, Greece; 8. University of Education Heidelberg, Germany. Contact details Phone/fax: +49 62 21 47 75 91 Website: http://www.cat.upatrs.gr Email:
[email protected]
Project summary Learning about cultural differences regarding conditions and practices in European countries and creating synergies, taking into account recent research results on how to realize inservice trainings for teachers, and using action research methods to foster professional development are the most important goals of organizing an effective intra-European teacher training course. The organizers of such an event have to take care of the limitations as well as of the advantages that the countries have over each other. All over Europe, teachers have multiple possibilities to use computer aided teaching and learning (CAT) material in their science classrooms. These are
Results and handbook are available in English only and can be accessed at http://cat.upatras.gr. The course will be offered on a regular basis (Comenius/Grundtvig Catalogue) and can be attended with a registration fee.
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offered by companies selling teaching material, by schoolbook publishers, and by university and teacher training institutions. However, for all this often confusing multiplicity of offers, teachers are left almost without assistance. Despite the existence of numerous results from relevant educational research indicating the criteria for evaluation, selection, and adaptation of learning software these are not available in a format that can be used efficiently by teachers. Similarly, we observe that in the European countries there is a widespread need to find appropriate methods to evaluate the implementation of CAT environments, in ways compatible with local culture and local
ICT Interculturality Science teaching
The effective use of computer aided teaching and learning materials in science teaching science and technology. Recent results from science education research show, that there are good chances of improving the classroom practice if the material is appropriately used and adapted to the specific needs within the schools of the different countries. Based on these arguments and needs, the intention of the project was to design and test modules for a teachertraining course, which enables teachers ! to judge the quality of computer aided learning environments in science teaching (module 1), ! to adapt best-practice examples of those environments to their own teaching (module 2), ! to evaluate the learning of students and to improve the own teaching (module 3).
Results Within the two years of project's lifetime all objectives set up at the beginning of the project have been achieved through a very intensive international cooperation. In a first instance, the course modules and its material have been developed and tested internationally; the handbook and its CD-Rom are published (see http://cat.upatras.gr), a learning platform has been set up, trainers of six European countries are prepared for teaching a blended learning CAT course. Applying an international survey, we conducted the actual conditions of the use of computer aided teaching and learning material and the needs of science teachers in the six participating countries. The results of this survey have been an important basis for the course design. The course modules and the material
are ready for application. The first CAT modules have been already on offer in 2011 (see Comenius-Grundtvig Database). This first teacher training course on module 2 was attended by 19 teachers from seven European countries, which worked enthusiastically and exchanged their professional ideas. In addition, there are outcomes and products of other important dimensions regarding the levels of interaction between researchers and teachers in Europe, the data serving as basis for the CAT-course design, the innovative methodology with respect to a transfer of theory into practice, the intercultural interaction, the project management and intercultural competency, the developed course module design itself. 88
CAT in Science Teaching
educational practice. The 2008 call for projects in the Lifelong Learning Programme (LLP) highlights that “there is a need to promote and reinforce teachers' skills and knowledge to make best use of the new opportunities created by digital educational content and services of all types, (…). Projects should focus on the development, testing, and implementation of materials, courses, and new pedagogical methods designed to improve the use of good quality digital content in teaching in schools, (…).” (European Commission DG Education and Culture, 2008, p. 9) The CAT project directly focused on this priority in order to improve science education within European classrooms, especially to increase the motivation and interest of both, boys and girls, in
Hands-On Universe teacher training and support program
ICT Innovation
Project Comenius Multilateral Projects 2008-2010 Partnership Karl-Franzens-Universitaet Graz, Austria; 2. Observatoire royal de Belgique, Belgium; 3. Lykeio Agiou Nikolaou, Cyprus; 4. Astronomicky ustav Akademie ved Ceske Republiky, v. v. i., Czech Republic; 5. Institute for Space Applications and Remote Sensing, National Observatory of Athens, Greece; 6. Universidad Complutense de Madrid, Spain; 7. Cork Institute of Technology, Ireland; 8. Fondazione IDIS Città della Scienza, Italy; 9. Uniwersytet Mikolaja Kopernika, Poland; 10. Núcleo Interactivo de Astronomia (NUCLIO), Portugal; 11. Universitatea din Craiova, Romania; 12. Vetenskapens Hus, Sweden; 13. Cardiff University, United Kingdom; 14. University Pierre et Marie Curie, France. Contact details Phone/fax: +331 40 51 20 61 Website: http://www.euhou.net Email:
[email protected]
Results are available for free (software installation required) in all partner languages at www.euhou.net
Project summary The current challenges facing Europe gives science and technology education a huge importance. Improving the attractiveness of science and science/technology careers among youngsters is widely recognized as vital in light of the Lisbon agenda. Schools should and can make science education more attractive by improving the quality of in-classroom science education and sound use of nonformal or informal in-school activities. Our main goal was the promotion of experimental science teaching to improve scientific education in schools, by “taking” hands-on experimental, active learning into the classroom. New opportunities from ICT developments, as well as the role of science centres/museums, must be explored in order to render the process of learning science in our schools more participatory, appealing, self-challenging and rewarding. Our project sought to make science education more attractive while promoting and diffusing good practices in non-formal/informal activities among teachers, schools, and national/transnational educational boards. A task force was established to pursue a major public relations effort approaching teachers/educators, students, schools, Ministries of Education and Education bodies, in a systematic attempt to prove and illustrate the benefits and importance of informal learning of science in
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schools. To achieve these ambitious goals and objectives, the Hands-On Universe program was organised as follows: ! Three training sessions open to 100 teachers from 14 EU countries ! Production of pedagogical resources, adapted/translated to partner countries (secondary school programs) ! Creation/update of national websites to freely disseminate pedagogical materials, plus a forum allowing teachers to share knowledge and experiences ! Update and release a free, pupilfriendly software package, to be used in the classroom, translated to 14 partner languages All resources will be available long after the end of the grant, particularly through our two associated partners, ESO and the International Year of Astronomy GALILEO project.
ICT Innovation
Hands-On Universe teacher training and support program
Results
The pedagogical resources are available for free from the Web site. Among the exercises developed for the project, there is the discovery of a new extra-solar planet, which has become popular and quite illustrative of the interface between research and education promoted by the project. At the end of the project, there were 36 exercises available on the Web site. According to the statis-
tics of the Web site, about 1000 teachers were using regularly the EUHOU resources. Assuming they use them twice per year, about 120000 pupils of the European Union have beneficiated from this project. Three 2-days training sessions have been organised in the course of the project in 2008-2010, with one hundred secondary-school teachers representative from 15 countries. The goal was to promote the InquiryBased Science Education (IBSE) approach with an initiation to our pedagogical resources. In 2010-2011 (renewed in 2011-2012), three 5-days have been organised through the Comenius national agencies scheme at University Pierre and Marie Curie with a coherent presentation of the existing resources. The SalsaJ software enables secondary school pupils to easily handle and analyse astronomical images in classroom and to perform science with an IBSE approach. Multilingual, it is freely available from the Web site for Windows, Macintosh and Linux. It has been downloaded 20000 in 2010, with an increase of 52% with respect to 2009. It is used to the pedagogical resources based in astronomical data.
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What matters in your life?
The Web site http://www.euhou.net is hosted and maintained at the Computing Centre of University Pierre and Marie Curie in Paris (France). There is one database per country. Each partner assures the national localisation, while the European Web site gathers all the pedagogical resources available in English. Hence, there are 15+1 Web sites (including a bilingual site for Belgium). The European site has received 50000 visits in 2010, with on average 4000 visitors per month. Dissemination outside European Union is also to be noted with 9% of the visits corresponding to a browser configured in Chinese. Regular news are posted to keep the teachers informed of training session, new pedagogical resources or new events. The site also provides a link to our Facebook page.
Key competences Entrepreneurship inquiry based teaching and learning
EUR-EMSET
Project Comenius Regio 2009-2011 Partnership 1. Gloucestershire County Council, United Kingdom; 2. City of Västerås, Sweden. Contact details Phone/fax: +46 22 45 66 06 Website: http://www.vasteras.se Email: conny.strom@salbohedsskola n.se
Project summary Both partner Local Authorities have identified a need to improve the quality of education in mathematics and the natural sciences and to increase the take-up of these subjects in upper secondary and higher education. The project has identified stimulating teaching and learning in: ! science, maths and environmental education and technology ! Student involvement in learning; ! Cross-curricular collaboration; ! shared learning activities between students and teachers
Results are available for free in English at www.wikispaces.com
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within the pilot schools in the European partner countries in particular through imaginative uses of ICT for shared investigation and communication; shared experience of cooperation between education and business, focusing on entrepreneurship and inquiry based science teaching /learning, especially involving Local Authority advisors and consultants, Higher Education establishments, teachers and support staff, and business personnel.
Key competences Entrepreneurship inquiry based teaching and learning
EUR-EMSET
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staff on regional level Interest in new international educational projects within partner schools A deeper understanding of the importance of supportive leadership, facilitating innovative teaching and learning A closer cooperation with local business life and local university The importance of outdoor teaching and learning, for instance using Nature Schools Increased student involvement in using ICT as a tool for international learning and exchange of ideas
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Increasing interest and results in STEM-subjects
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Teachers have learned new methods in teaching STEM subjects, for example involving NTA (Natural Science, Technology for All) Suggested virtual NTA development on national level in Sweden Increased interest within the LEA for support systems in IST, especially in STEM subjects Science Park development in the Local Education Authority in Sweden Maths project initiative on local level in Sweden, " Count with Västerås" New networks of teaching
Web-based In-service Training Programs on Electrical-Electronics and InformationCommunication Technologies for Technical Teachers
Key competences Innovation Active learning
Project Leonardo da Vinci - Transfer of Innovation 2007-2009 Partnership 1. Varna Technical University, Bulgaria; 2. Budapest Polytechnic, Hungary; 3. Sussex University, United Kingdom; 4. MoNE, Educational Research and Development Directorate (ERDD), Turkey; 5. Suleyman Demirel University, Turkey; 6. MoNE, Department of Inservice Training, Turkey; 7. Young Businessman Association of Sakarya, Turkey; 8. Sakarya University, Turkey. Contact details Phone/fax: +90 53 27 60 41 97 Website: http://www.sakarya.edu.tr Email:
[email protected]
Project summary The project has addressed the current needs for providing efficient in-service training to the vocational school teachers collectively, as a significant component in the development of competitive economies through technology education. Difficulties, as determined by previous contacts of the prompter partner with vocational teachers, arise from the realties such as geographical handicaps, scarcity of personal and technical resources, increased expenses etc. for ensuring massive participation in the training activities arranged for a limited time and certain locations. These needs imply a new qualification concept as well as developing a common flexible training curricula to meet these needs. In addition, within the last decade there has been a shift towards
Results are available for free in some partner languages at www.witpet.eu. Results of the project has been transferred to In-service training department of the Minister of Education in Turkey. They use the materials during the in-service training programs in theirs learning platform.
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recognising teacher education as a continuous lifelong learning activity Within the framework of this project web-based in-service training courses was designed and implemented for working vocational and technical school teachers in the following schedule: Web-based in-service training electrical programme; Webbased in-service training electronics programme; Web-based in-service training information/communication technologies programme. Each programme of the project comprised two course modules as basic and advanced, and each module included 4 training courses, thus amounting to 24 courses of the project. The project will be a strong tool to transfer these common approaches to practice via its far reaching web based nature.
Interculturality Key competences VET
Web-based In-service Training Programs on Electrical-Electronics and InformationCommunication Technologies for Technical Teachers
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The methods/ methodologies on the training of teachers can be outlined as below ! The main objective of the WITPET project was to create a opportunity for Continuous training of teachers and trainers. This objective was achieved developing a new method for
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teacher in-servicetraining. Web based training course materials related to Electrical Electronics and Information Technologies has been developed. in-servicetraining course materials were developed as suitable for blended learning. The objective to improve the quality and to increase the volume of cooperation between institutions throughout Europe has been achieved through not only project meetings but also communication among partners. A good example for development of innovative practices in the field of vocational education and training transfering a new method of in-servicetraing of technical teachers from one participating country to Turkey. Innovative ICT-based content were developed for inservicetraining programs and developed ICT based content are an example of the lifelong learning. Developed in-servicetraining programs support participants / technical teachers in further training activities. This activity was not only facilitate personal development of the technical teachers but also increase quality of the vocational education.
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Web-based in-service training for VET
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A curriculum with a total of 9 interactive web-based training course materials related to Electrical-Electronics and Information Technologies has been developed. Leaflets/Brochures for technical teachers related to the service training programs were developed in Turkish and English. A project contact web-site/ consortium web site was set up in Turkish and English in order to inform participants related organizations/different institutions. A training programme web site was set-up in order to deliver in service training programs. This web site was used during the implementation of the blended learning. Virtual lab and Electronics, logic, microcontroller laboratories were created for experiments. Implementation of in-service training programmes
Thematic Networking project funded by the European Commission and implemented by LLP National Agencies
Disclaimer: The content of the material does not necessarily reflect the position of the European Commission, nor does it involve any responsibility on their part.