Presentation on theme: "Www.europeanschoolnet.org - www.eun.org Introducing KeyCoNet Caroline Kearney, European Schoolnet Workshop 1: Comparing country approaches to assessing."— Presentation transcript:
www.europeanschoolnet.org - www.eun.org Introducing KeyCoNet Caroline Kearney, European Schoolnet Workshop 1: Comparing country approaches to assessing key competences Irish EU Presidency Conference on Better Assessment and Evaluation
European policy network on the implementation of key competences in school education IMPACT ON POLICIES (recommendations) KNOW HOW PRIMARY & SECONDARY GENERAL EDUCATION EUROPEAN FRAMEWORK OF 8 KEY COMPETENCES: 1.COMMUNICATION IN MOTHER TONGUE 2.COMMUNICATION IN FOREIGN LANGUAGES 3.MATHS, SCIENCES & TECHNOLOGY COMPETENCES 4.DIGITAL COMPETENCE 5.LEARNING TO LEARN 6.SOCIAL AND CIVIC COMPETENCES 7.SENSE OF INITIATIVE AND ENTREPRENEURSHIP 8.CULTURAL AWARENESS AND EXPRESSION Scope Subject/knowledge based Cross-curricular areas These key competences are all interdependent, and the emphasis in each case is on: critical thinking creativity initiative problem solving risk assessment decision taking constructive management of feelings
Website, literature reviews, case notes/studies, PLVs, videos, country overviews, newsletter, webinar, online consultation on recommendations etc. Spread of stakeholders in countries covered Other EU countries Curriculum reform, pilot project, school experiment, national strategy, public debate, legislation, etc. Phases, role of various stakeholders, evaluation, etc. Identifying analysing mapping KCD INITIATIVES & IMPLEMENTATION STRATEGIES Identifying analysing mapping KCD INITIATIVES & IMPLEMENTATION STRATEGIES Increasing network influence through dissemination and membership Increasing network influence through dissemination and membership Core remit: identifying and analysing emergent strategies in implementing key competences into education reforms, and producing recommendations. Two main working areas
How to implement a holistic approach for an effective change in the student curriculum? Teacher training Student assessment Learning resources School organisation Major focus Enablers? Obstacles?
Support from Employers “Building up my own interior design business took skills they don’t necessarily teach you in school, skills like creative thinking and problem solving. Young people should be encouraged, through education, to follow their own passions and interests. They’re going to be much more motivated if they are allowed to express their individuality and if they can see how their learning connects to real life outside the classroom. I left school at 18 and it took me a while to find my calling, but once I did, there was no stopping me. Success came from pursuing my passion for vintage designs and from having the confidence to buck the trends of the time. It would be great if schools could instill that sense of self-belief in all students, and recognise creativity in the same way that they recognise academic achievement. That’s why qualifications like ASDAN’s CoPE are so important, because they allow young people to be recognised and rewarded for their individual talents, without requiring them to ‘fit the mould’.” Cath Kidston
Support from Employers “Employers need young people with the employability skills essential for work-and life. These skills- application of numeracy and literacy and IT, self management, team working, problem solving, business awareness-can be developed through school based study and work experience. Students who take ASDAN’s Certificate of Personal Effectiveness should be able to demonstrate that they have the skills employers are looking for-and they will be warmly welcomed by employers.” Susan Anderson CBI
Endorsement by HE Bath Spa UniversityBrunel UniversityBurton College De Montfort UniversityGoldsmiths CollegeHarper Adams University College Heriot-Watt UniversityKing’s College LondonLeeds College of Music London Metropolitan University Loughborough UniversityMid – Cheshire College New College NottinghamNewman University College Nottingham Trent UniversityOxford & Cherwell Valley CollegeSwansea University Swansea Metropolitan University The Royal Agricultural CollegeUniversity of Abertay Dundee (Formerly Swansea Institute of Higher Education) University of AberdeenUniversity of BradfordUniversity of Bedfordshire University of BuckinghamUniversity of CumbriaUniversity of Derby University of DundeeUniversity of GlasgowUniversity of Huddersfield University of LiverpoolUniversity of NewcastleWakefield College York College
Network Free local meetings 3x year Cluster Leader advice Interim feedback
Assessment of Key Competences: two French examples in lower secondary education Bertrand PAJOT – General Inspectorate – French Ministry of Education KeyCoNet Workshop 19 March 2013- Dublin Castle
Background: A national policy: the development of the “socle commun” (core curriculum of knowledge and competences) introduced by the 2005 law, with 7 competences mainly mainly based on the European Key competences framework, and concerning each level of compulsory education (primary and lower secondary schools). A centralized country…but with the possibility of pedagogical initiatives at local level: – linked to national experiments, which want to test new pedagogical approaches or tools. – Linked to local experiments, in which pedagogical teams want to test new “know-how” to answer to specific needs for their pupils.
Example 1: A pilot competences portfolio (collège de Montastruc): – Uses a pilot portfolio, defined at national level, but possibly adapted to local use. – Compiles in and outside schools’ competences – Helps each student to : have a better understanding of competences develop confidence in their own abilities and self esteem, at an age in which their relations with teachers change a lot. highlight their experiences and informal learning
Example 2: Competences and self esteem ( collège de Vérac): – implementation of non numerical assessments to reinforce students’ self esteem and involvement in their studies. – development of an IT tool by the pedagogical team to help assessment of the disciplinary and cross curricula competences.
Results: A better mastering of key competences by the teachers (content, link to syllabi and subjects, assessment of processes, etc.), Changes in students’ attitude toward their schooling, implying less stress about their learning skills. A real interest in other ways to assess: portfolio, non numerical evaluation by all stakeholders. positive influence in students’ achievement better image of the school by the students and their families.
Prospects: Use these initiatives (and many others…): – To help teachers improve their teaching and assessment by competences, “hot issues” in many lower secondary schools. – To produce resources for initial and in service training, identifying best practices. – To extend these methodologies to upper secondary education (“lycée”) Provide information for the new education act in which the core curriculum’s objectives are completed by the ideas of culture as well as knowledge and competences.