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From the Mediterranean Tradition – Spanish case of Study Education 2.0: implications in terms of key competences for promoting LLL Andrea Rossi.

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Presentation on theme: "From the Mediterranean Tradition – Spanish case of Study Education 2.0: implications in terms of key competences for promoting LLL Andrea Rossi."— Presentation transcript:

1 From the Mediterranean Tradition – Spanish case of Study Education 2.0: implications in terms of key competences for promoting LLL Andrea Rossi

2 The acquisition of NEW COMPETENCES is one of the strategic goals >>> Professional + personal + social qualifications. E.g: THE DIGITAL COMPETENCE (basic competence for the XXI century) This is to maintain and acquiring KEY COMPETENCES AT ANY TIME of life, through FORMAL, NON FORMAL AND INFORMAL LEARNING SITUATIONS. This goal is to promote a more open and flexible educational system by DIVERSIFYING LEARNING OPPORTUNITIES AND TRY TO REDUCE THEN THE EARLY SCHOOL LEAVING. Education 2.0: implications in terms of key competences for promoting LLL National LLL Frameworks THE SPANISH GOVERNMENT LLL ACTION PLAN (launched in November 2011)

3 Spanish Case Study This case study is about the programme EDUCAT 2.0, which intends to make the whole compulsory educational system digital, with a massive use of ICT and digital handbooks, integrating them into traditional practices and promoting new ones. The programme tackles in the long run the problem of early school leaving in Spain, which rate is one of the highest in Europe (almost 30%), one of the key benchmarks of the LLL policies in Europe. The learning domain involves key competencies, multidisciplinary and across the curriculum, learning to learn, project-based, communication skill, creativity, entrepreneurship, etc, those that in our opinion allow for a better integration in lifelong learning schemes and students’ motivation to learn, so fighting early school leaving. The geographical coverage of this case is Catalan, although the program analysed is regional and national, promoted and funded by the Spanish Ministry of Education, and takes different names according to the regions. Education 2.0: implications in terms of key competences for promoting LLL

4 Spanish Case Study Formal school education Key competences E.g.: Digital skills Learning to learn Quality Achievement Increasing learning performance Combating early school leaving EduCAT 2.0: A PREVENTIVE GOOD PRACTICE Lifelong Learning beyond the adult population Education 2.0: implications in terms of key competences for promoting LLL Motivation to learn through ICT (laptops, smartboards, virtual learning environments, digital books) and professional development of adult education staff Positive multiplier effect on the family

5 KEY COMPETENCES through the integration and use of ICT for promoting LLL How to ensure that these key competences are developed through the use of ICT? >>> A former program, EDUCAT, set the reflection of a new scope on the teaching-learning process. Actions and changes are needed at the: Technical level: new resources and tools Organizational-institutional level: new teachers and pupils´ roles Pedagogical level: new methodologies and activities An environment for the teaching-learning innovation must be provided. Good promising practice Education 2.0: implications in terms of key competences for promoting LLL

6 How to reach these goals Good practices observed at the primary educational level 1.From the particular features and needs (schools, teachers and others actors) >>> Flexibility of didactic unities for adaptability, and a educational community vision >>> Integration and participation of all the actors (getting actors involved actively) >>> The schools themselves must become self-learning environments. 2.Planning a gradual integration of ICT with technical and methodological support at pedagogical level >>> Support a process of leadership and change management (it is an adjustment process). 3. Networking and collaboration >>> Critical reflection and sharing of experiences within and between schools, and educational administration (face to face and virtual). >>> Monitoring and feedback process / learning from and with the others >>> Promoting a teachers’ environment for learning, creating and designing. "It's what we call a 3D pooling, we divided the 21 centers in 3 groups of 7, each group working together and then comes a sharing of best practices, troubleshooting” 4. Appropriation for effective change in the classroom management >>> Promoting communication, commitment and responsibilities >>> Therefore it is necessary techno-pedagogical training on methodologies, activities and pedagogical uses, new strategies according to the new roles regarding the new approach focused on the learning process rather than instruction (constructivism). Education 2.0: implications in terms of key competences for promoting LLL

7 Diversifying the learning environments (getting over the formal and traditional contexts) for acquiring and/or transform the knowledge beyond the educational institutions. >>> This recognizes the importance of the family (and other actors)’ role Changing educational paradigms from 2.0: from contents to activities, new interactions and learning practices for obtaining new competences. This means to understand and promote a 360º learning approach >>> Based on communication, collaboration, teamwork and the participative action-research strategy. Education 2.0: implications in terms of key competences for promoting LLL Getting Key Competences and Enhancing Educational Achievement (for LLL) New competences from the actors` experience

8 Thank you!


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