21 st Century Schools Tapio Säävälä European Commission

2 1. Where are we? Data, indicators, analysis 2. Where do we want to go? Objectives, benchmarks 3. How do we get there? Recommendations, Reference tools, Learning from good practice Lifelong Learning Programme Education and Training 2010 work programme How does it work? Goal: “Comprehensive lifelong learning strategies” European agreement Commission Facilitates Member States implement

3 Lifelong learning strategies? Quality of Learning A)Individuals’ perspective: Personal fulfilment Social inclusion/citizenship Employability/careers B) Societies’ perspective: Constructive democracy C) World of work – perspective Skills for innovation Lifelong learning school « From cradle to grave » Life-wide learning formal non- formal informal Lifelong learning

4 Future opportunities More and new jobs in: Low-carbon industries; Digital technologies; Health and care and other services; Infrastructures etc But this requires: High skills combined with all key competences, creativity and ability to innovate; More equitable opportunities for all to high quality; learning: a broad skills base High skills, Right skills, Skills for all!

5 What skills will be needed in the future? Source: Cedefop 2009

6 A ‘key competence’ is… Knowledge Knowledge Skills Skills Attitudes Attitudes Recommendation on Key Competences for lifelong learning Personal fulfilment Personal fulfilment Social inclusion & active citizenship Social inclusion & active citizenship Employment Employment Critical thinking; creativity; problem solving; decision taking, management of feelings….

7 The Eight Key Competences 1. Communication in the mother tongue 2. Communication in foreign languages 3. Mathematical competence and basic competences in science and technology 4. Digital competence 5. Learning-to-learn 6. Social and civic competence 7. Initiative taking and entrepreneurship 8. Cultural awareness and expression

8 Mother tongue and foreign languages Ability to express thoughts, feelings, facts in oral and written form in all contexts; Ability to express thoughts, feelings, facts in oral and written form in all contexts; Dialogue, mediation and intercultural understanding… Dialogue, mediation and intercultural understanding…  Cross-curricular work growing; focus on basic skills; use of European tools (CLIL, ELP…)  Choice of languages an issue  Languages of students with migrant backgrounds  Worsening reading literacy of 15-years olds

9 Mathematics, science and technology to solve a range of problems in everyday situations: the emphasis is on process and activity, as well as knowledge. to solve a range of problems in everyday situations: the emphasis is on process and activity, as well as knowledge. … explain the natural world; draw evidence-based conclusions; responsibility as individual citizens… … explain the natural world; draw evidence-based conclusions; responsibility as individual citizens…  Cross-curricular work & projects; early learning of maths and science; promotion of new pegagogies, Science & Maths Action Plans but  Much less inquiry-based learning;  No focus on gender issues  One fift still poor performers in PISA

10 Digital Competence involves the confident and critical use of Information Society Technology (IST) for work, leisure and communication; communication and participation in collaborative networks via Internet… involves the confident and critical use of Information Society Technology (IST) for work, leisure and communication; communication and participation in collaborative networks via Internet…  Mostly learned outside school; skills gap: students better that teachers!; 57% of the EU population not online;  Less about critical thingking; legal, ethical aspects…

11 Learning to learn …. means gaining, processing and assimilating new knowledge and skills as well as making use of guidance… ability to pursue and persist in learning through effective management of time and information, both individually and in groups; awareness of one’s learning process and needs, identifying available opportunities, and the ability to handle obstacles….  Usually embedded in subjects;  Use of personalised learning and assessment (portfolio, for instance)  Easier within subjects, but needs to be supported by the overall school ethos; collaboration with parents etc…

12 Social and civic competence …involves positive social, cultural and intercultural communication, constructive participation and social and working life, …. Knowledge of concepts such as democracy, human rights…  Through dedicated subjects; modules;  Through related subjects (history, philosophy, geography, social science…) or by the use of ICT;  Integrated in some or all subjects;  Through special events, projects – and assessment  Knowledge dimension dominates; real life experience still less stressed…

13 Sense of Initiative and Entrepreneurship ….the ability to turn ideas into action; includes creativity, innovation and risk taking, the ability to plan and manage projects…  a lot of projects and partnerships with NGOs etc;  the overall ethos for initiative??  support for creativity, innovation?

14 Cultural awareness and expression Appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media, including music, performing arts, literature, and the visual arts. Appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media, including music, performing arts, literature, and the visual arts.  Art, mucis et have their place in curricula,  But does not appear to be a high priority;  Potential in supporting other subjects; integarte learning??

15 Assessment of key competences A wide-spread increase of formative assessment to complement summative; however A wide-spread increase of formative assessment to complement summative; however High-stakes summative seems to dominate; High-stakes summative seems to dominate; With emphasis on knowledge and recall… so With emphasis on knowledge and recall… so Need to develop assessment of all dimensions of competences, and the transversal key competences; Need to develop assessment of all dimensions of competences, and the transversal key competences; To give useful information for learners, teachers, schools to improve learning To give useful information for learners, teachers, schools to improve learning Assessment of learning; assessment for learning; assessment as part of learning; Backward-looking - forward-looking; feedback –”feed forward”

16  Early School Leavers: 6 million in the EU  Students with immigrant background  Gender: girls perform less well in Maths and Science; boys poorer readers; drop out of school more often;  Performance varies within and between countries; regions; schools;  In some countries, up to 25% (!) repeat a year  Special Needs Education; segregation - inclusion? Key competences for all … the equity dimension

17 Cross-curricular key competences: Digital; Social and Civic; Entrepreneurship; Cultural; Learning to Learn Key competences – teachers & learning environment Subject A Knowledge Skills Attitudes Subject B Knowledge Skills Attitudes Subject C Knowledge Skills Attitudes Subject D Knowledge Skills Attitudes Working with local community; parents; enterprises; NGOs; other schools… Learner’s experience…. And development of key competences…

18 “Learning Communities” Vision Vision: shared values; objectives, expectations and competency needs Leadership Leadership: Shared; “tools and responsibilities for learning” Ethos Ethos: Open, based on dialogue; professional; focus on (mutual!) learning Teachers Teachers: Informed, trusted; collaborative; expertise valued and shared

19 More information… Thank you!