1. THE CONTRIBUTION OF CULTURE TO THE IMPLEMENTATION OF THE EUROPE 2020 STRATEGY Ádám Cziboly, DICE project leader Budapest, 28 th Febr 2011

2. What is the DICE project? international EU-supported two-years-long cross-cultural research effects of dramatic activities on Lisbon Key Competences –Communication in the mother tongue –Learning to learn –Interpersonal, intercultural and social competences, civic competence –Entrepreneurship –Cultural expression

3. The consortium Consortium leader: Hungary: Káva Drama/Theatre in Education Association (Káva Kulturális Műhely) Consortium members: Netherlands: Foundation Leesmij Poland: University of Gdansk (Uniwersytet Gdanski) Romania: Sigma Art Foundation (Fundatia Culturala Pentru Tineret Sigma Art) Slovenia: Taka Tuka Club (Durštvo Taka Tuka) United Kingdom: Big Brum Theatre in Education Co. Ltd. Associate partners: Czech Republic: Charles University, Prague Norway: Bergen University College (Hogskolen i Bergen) Palestine: Theatre Day Productions Portugal: Technical University of Lisbon (Universidade Técnica de Lisboa) Serbia: Center for Drama in Education and Art CEDEUM (Centar za dramu u edukaciji i umetnosti) Sweden: Culture Centre for Children and Youth in Umea (Kulturcentrum för barn och unga)

4. Project partners East, West, North, South equally represented 4 big national universities Internationally high-level professionals

5. Relevance Comparison with PISA and other large-scale competence assessment programmes: –Measuring competences rarely measured before –Much more complex source of data Comparison with researches on the field of eductional theatre and drama –Very few quantitative measurements –To our best knowledge the largest sample, the most complex design in the world so far Educational and cultural policies –Many synergies – esp. Europe 2020

8. The database data from 4,475 students altogether 1 080 different variables were measured per student exactly 4,833,000 cells of unique data several hundred thousands of connections, interactions and relationships to be examined among variables a statistical output file of 1,23 GB (just the very first and basic analyses only) the potential for several dozen publications in the coming years … we have a goldmine or a DNA sample or educational theatre and drama At this stage we focus on the most important key results

9. Key results compared with peers who had not been participating in any educational theatre and drama programmes, the theatre and drama participants 1.are assessed more highly by their teachers in all aspects, 2.feel more confident in reading and understanding tasks, 3.feel more confident in communication, 4.are more likely to feel that they are creative, 5.like going to school more, 6.enjoy school activities more, 7.are better at problem solving, 8.are better at coping with stress,

10. 9. are very significantly more tolerant towards both minorities and foreigners, 10. are much more active citizens, 11. show more interest in voting at any level, 12. show more interest in participating in public issues, 13. are more empathic: they have concern for others, 14. are more able to change their perspective, 15. are more innovative and entrepreneurial, 16. show more dedication towards their future and have more plans, 17. are much more willing to participate in any genre of arts and culture, and not just performing arts, but also writing, making music, films, handicrafts, and attending all sorts of arts and cultural activities,

11. 18. spend more time in school, more time reading, doing housework, playing, talking, and spend more time with family members and taking care of younger brothers and sisters. In contrast, they spend less time watching TV, surfing on the internet or playing computer games, 19. do more for their families, are more likely to have a part-time job and spend more time being creative either alone or in a group. They more frequently go to the theatre, exhibitions and museums, and the cinema, and go hiking and biking more often, 20. are more likely to be a central character in the class, 21. have a better sense of humour, 22. feel better at home.

12. Evidence shows that raising citizens with educational theatre and drama in the curriculum will result in rise in the employment rate, reduction in the number of early school leavers, raising the overall quality of all levels of education and training, stronger synergy between culture and education, more active citizens, citizens being more sympathetic towards cultural diversity and intercultural dialogue, more innovative, creative and competitive citizens.

13. Europe 2020 – headline targets Among the five headline targets, educational theatre and drama has evidence based impact on these two: Raise the employment rate of the population aged 20-64 from the current 69% to at least 75% Reduce the share of early school leavers to 10% from the current 15% and increase the share of the population aged 30-34 having completed tertiary education from 31% to at least 40%.

14. Europe 2020 – national level Flagship Initiative: Youth on the move At national level, Member States will need: To ensure efficient investment in education and training systems at all levels (pre-school to tertiary); To improve educational outcomes, addressing each segment (pre-school, primary, secondary, vocational and tertiary) within an integrated approach, encompassing key competences and aiming at reducing early school leaving; Flagship Initiative: An agenda for new skills and new jobs At national level, Member States will need: To ensure that the competences required to engage in further learning and the labour market are acquired and recognised throughout general, vocational, higher and adult education, including non formal and informal learning;

15. Europe 2020: EU level Flagship initiative: Youth on the move At EU level, the Commission will work: To promote the recognition of non-formal and informal learning Flagship Initiative: An agenda for new skills and new jobs At EU level, the Commission will work: To give a strong impetus to the strategic framework for cooperation in education and training involving all stakeholders. This should notably result in the implementation of life- long learning principles (in cooperation with Member States, social partners, experts) including through flexible learning pathways between different education and training sectors and levels and by reinforcing the attractiveness of vocational education and training. Social partners at European level should be consulted in view of developing an initiative of their own in this area; To ensure that the competences required to engage in further learning and the labour market are acquired and recognised throughout general, vocational, higher and adult education and to develop a common language and operational tool for education/training and work: a European Skills, Competences and Occupations framework (ESCO).

16. Estimated outcomes 5 project meetings, 66 travels Research results translated to 12+ languages (including Arabic, Chinese), sent to min. 3000 education leaders Education Resource about how to use drama to improve the competences, translated to 6+ languages, sent to min. 3000 teachers 12 000 children and young people benefiting from drama in education 12 national conferences, reaching min. 600 education leaders Closing conference in Brussels, reaching min. 100 education leaders in the European Union administration level Website: www.dramanetwork.euwww.dramanetwork.eu Conference presentations, articles, press releases… Continuation: DICE network and 5 projects

17. Expected international long term effects More support to drama in education at national and international level More drama in national and international education policies More and better university level education of drama More and better use of drama in the classrooms The last is the most important!

18. Thank you for your attention! Ádám CZIBOLY cziboly.adam@kavaszinhaz.hu www.dramanetwork.eu