The new Europass website continues to open doors to learning and working in Europe
After almost 7 years of helping citizens make their skills and qualifications clearly understood across Europe, the Europass website has now acquired a new, modern graphic identity.
The new site includes a navigation section, Europass and you, which provides quicker access to the most popular information, according to personal interests.
The Europass website and the online Curriculum Vitae and Language Passport editor continue to attract more and more citizens every month (1.2 million visits in November 2011).
The United Nations, through the Millennium Development Goals (MDGs) and the UNESCO Education for All (EFA), World Summit for the Information Society (WSIS) and Literacy Decade initiatives, has set a high priority on the improvement of education world-wide.
The G8 Heads of State concur and acknowledge the role that information and communication technology (ICT) can play in supporting educational improvement. The UNESCO ICT Competency Framework for Teachers project is developed in support of these priorities.
The goal of the “ICT Competency Framework for Teachers” (ICT-CFT) project is to improve teachers’ practice. However, the Framework do not merely focus on ICT skills. By combining ICT skills with emergent views in pedagogy, curriculum, and school organization, the framework is designed for the professional development of teachers who want to use ICT skills and resources to improve their teaching, collaborate with colleagues, and perhaps ultimately become innovation leaders in their institutions. The overall objective of the project is to improve teacher practice in a way that contributes to a higher quality education system that can, in turn, produce a better informed citizenry and higher quality workforce that can, as a result, advance a country’s economic and social development.
More specifically, the objectives of the ICT-CFT project are:
- to constitute a common core syllabus (defining various ICT competency skills for teachers) that professional development providers can use to develop learning materials sharable at a global level;
- to provide a basic set of qualifications that allows teachers to integrate ICT into their teaching;
- to extend teachers’ professional development so as to advance their skills in pedagogy, collaboration, and school innovation using ICTs;
- to harmonize different views and vocabulary regarding the uses of ICTs in teacher education.
While the UNESCO ICT-CFT project specifies the competencies needed to implement these changes, it will be up to approved governmental, non-governmental, and private providers to deliver the training for these competencies. The project also includes a mechanism for reviewing and approving the curricula and course offerings of these providers.
Economists identify three factors that lead to growth based on increased productivity: capital deepening (the use of equipment that is more productive than earlier versions), higher quality labor (a more knowledgeable workforce that is more productive), and technological innovation—the creation, distribution, and use of new knowledge. These three productivity factors serve as the basis for three complementary, somewhat overlapping approaches that connect education policy with economic development:
- increase the technological uptake of the workforce by incorporating technology skills in the curriculum — or the technology literacy approach;
- increase the ability of the workforce to use knowledge to add value to economic output by applying it to solve complex, real-world problems — or the knowledge deepening approach.
- increase the ability of the workforce to innovate and produce new knowledge and of citizens to benefit from this new knowledge — or the knowledge creation approach.
These three approaches correspond to alternative policy goals and visions for the future and together they provide a developmental trajectory by which education reform supports increasingly sophisticated ways of developing a country’s economy and society: from technology uptake, to a high performance workforce, to a knowledge economy and information society. Moving across the approaches, a country’s students and ultimately its workforce and citizenry acquire increasingly sophisticated skills needed to support economic growth and an improved standard of living.
The UNESCO ICT-CFT project encompasses all three of these approaches to educational change, so as to address different policy goals and visions. But each approach has different implications for education reform and improvement. Each has different implications for components of the education system: pedagogy, teacher practice and professional development, curriculum and assessment, and school organization and administration. And ICT plays a different role in each of these approaches.
Teacher professional development has been shown to be a particularly important component of educational improvement but only if professional development is focused on specific changes in teacher classroom behaviors and particularly if it is aligned with other changes in the educational system. The UNESCO ICT Competency Framework for Teachers play out the implications that each of the three education improvement approaches have for changes in each of the components of the educational system: Policy, curriculum and assessment, pedagogy, the use of technology, school organization and administration, and teacher professional development.
Technologies are increasingly being used in society and the economy, and this is transforming ways of working, studying, communicating, accessing information and spending leisure time, among others. Attention must be paid to ensuring that everyone has digital competence as it provides important benefits while its lack can lead to various risks to children, young people, workers, elderly, groups at risk of exclusion and all citizens in general. It is not always clear however what is meant with digital competence. Therefore, the IS Unit at JRC-IPTS has launched a project to develop guidelines for supporting digital competence development in Europe on the request of DG Education and Culture.
This report reviews needs for digital competence, different concepts used to describe and understand it, and related policy approaches and measurements. Based on these, it suggests a conceptual model with the following main areas:
- Instrumental knowledge and skills for tool and media usage;
- Advanced skills and knowledge for communication and collaboration, information management, learning and problem-solving, and meaningful participation;
- Attitudes to strategic skills usage in intercultural, critical, creative, responsible and autonomous ways.
Instrumental knowledge and skills are a precondition for developing or using more advanced skills. The objective of the conceptual model is to highlight the various knowledge, skill and attitude areas that should be considered when developing digital competence. The proposed structure allows flexibility and the concept to be tailored to different target groups of digital competence learners and users.
"Mobility from Childhood to Seniority" was the theme of the EDUinspiration Awards, which was organised by the Polish National Agency for the Lifelong Learning Programme. In the category "institutional mobility" the first prize went to "Giving Heart to European Senior Citizens", a Leonardo da Vinci project from Nowy Sącz which partly focused on home-care for elderly people. In the category "individual mobility" the first prize was given to "Creating E-learning Courses – Hands-on Tools and Practical Tips" which allowed Beata from Poland to do a Comenius in-service training in Malta.
The aim of the competition was to highlight successful cross-border learning projects which received support from Comenius, Erasmus, Leonardo da Vinci and Grundtvig. These programmes offer the opportunity to acquire new competencies, learn languages, exchange experience and good practices. The end result will be higher quality of education across Europe.
The laureates were selected among 134 eligible Polish projects carried out between 2008 and 2010. The jury awarded six EDUInspiration prizes evaluating candidates in terms of effectiveness of the project, efficiency, impact, sustainability of results. In addition, the experts decided to award 12 honourable distinctions for the projects which demonstrated innovative approach in dissemination of the achieved results.
The awards gala was held on 18 October 2011 during the Mobility Conference in Sopot, Poland. Each award winning project received a statuette and a diploma.
The winning projects are:
Giving Heart to European Senior Citizens
Jadwiga Wolska Post-Secondary School for Medical and Social Workers in Nowy Sącz
Project coordinators: Agata Piwowar, Barbara Kafel
Leonardo da Vinci (vocational education and training) - Initial Vocational Training
No.1 Integration School Compound in Łódź, No. 67 Janusz Korczak Integration Primary School in Łódź
Project coordinator: Julita Skulimowska-Wilk
Comenius (school education) - Multilateral School Partnerships
Community Based Rehabilitation in Neurology - Training Programme
EU Sp. z o.o.
Project coordinator: Anna Czernuszenko
Leonardo da Vinci (vocational education and training) - Partnerships
Creating E-learning Courses – Hands-on Tools and Practical Tips
No 1 Primary School with Integration Forms in Racibórz
Comenius Programme (school education) - In-service Training
ICT for Collaborative, Project-Based Teaching and Learning
School and Preschool Compound in Studzienice
Comenius (school education) - In-service Training
Triple T – Theory, Teaching, Technology: Teaching and Learning with ICT
Municipal Office in Tarnowiec
Transversal Programme – Study Visit
Here is a short story of each of the projects.
EDUinspirations 2011 competition: 12 projects awarded on the topic Mobility from Childhood to Seniority
During the conference in Sopot, on 18 October 2011, the EDUinspiracje 2011 competition awards gala will be held, during which laureates will obtain prizes, statuettes and diplomas. The winning projects and the ones awarded with honourable mentions have been subject of a special results dissemination programme implemented by FRSE, which includes the participation of the laureates in the conference and accompanying exhibition, as well as the dissemination of best practice examples in EDUinspiracje competition, both online and in print.ï»¿
The underlying theme of EDUinspiracje 2011 competition organised by the Foundation for the Development of the Education System, a National Agency of the Lifelong Learning Programme was Mobility from Childhood to Seniority. The competition has been designed to identify the best projects implemented under the Lifelong Learning Programme and disseminate their results as best practice examples. The 2011 competition aimed to demonstrate the importance of mobility for learning at all stages of life and present the most valuable individual and institutional mobility projects.
The EDUinspiracje 2011 competition is correlated with the conference promoting the results of mobility projects implemented under the Lifelong Learning Programme entitled Mobility as a Tool to Acquire and Develop Competences from Childhood to Seniority held on 17-19 October 2011 in Sopot. The conference is organized by the Ministry of National Education and the Foundation for the Development of the Education System as part of Polish presidency of the Council of the European Union.
The selection of the leitmotif for this yearâ€™s competition is no chance decision. It demonstrates the importance the European Union attaches to promoting mobility in education and training at all stages of life.
The European Commission has taken several steps aimed at recognition of qualifications, experiences and competences across the European Union with a view of providing easier access to learning and employment opportunities in various countries. Therefore, the EC supports and encourages enhanced mobility of individuals and these implemented by enterprises and various organisations.
Referring to educational policy and strategy of the European Union, the competition aims to present wide mobility opportunities offered by LLP, its rich and diversified educational offer, which depending on the individual sub-programme is addressed to specific target groups: the youth â€“ pupils, students, teachers; managerial staff; adults, and senior citizens.
Mobility may take various forms; courses, trainings, visits, exchanges, placements, study periods abroad, and involves individual, institutional and partnership projects. Mobility stands for activities related to raising competences acquired thanks to moving to different countries, learning from one another, exchanging experiences, or in other words; the internationalisation of the teaching and learning process. These activities should translate into measurable and durable results, which are useful, practicable and transferable. EDUinspracje competition has selected projects, in which mobility contributes to the introduction of changes aimed at improving the quality of education.
The competition is addressed to beneficiaries of Comenius, Erasmus, Leonardo da Vinci, and Grundtvig, which are the sub-programmes of the Lifelong Learning Programme, and Study Visits, which is a transversal programme. Laureates have been selected in two competition categories: individual mobility projects and institutional projects (implemented by host and sending institutions). Projects implemented in the years 2008-2010 were eligible for standing in the competition.
The following criteria have been taken into consideration when selecting the best projects:
- Importance and significance â€“ was the project important and did it meet beneficiaryâ€™s needs?
- Effectiveness and profitability (cost-effectiveness and satisfaction)?
- Efficiency â€“ to what extent mobility goals were met?
- Effect and impact â€“ what is the relationship between project goals and overall goals of the institution, target group, system. To what extent benefits reaped by the beneficiary impacted a larger group of recipients/institutions?
- Sustainability of the results â€“ will the projectâ€™s impact be maintained over a longer period of time, e.g.: transfer of knowledge, putting the experiences into practice? How will results be used following project completion?
In order to enter a project for the competition, you had to fill in an on-line application form and send applicable documentation to the National Agency of the Lifelong Learning Programme not later than on 29 April 2011. The documentation included a competition entry describing the project and the mobility, its results pertaining to individual competition criteria (providing answers to 10 questions based on project assessment criteria), a PowerPoint presentation illustrating the achievements of the mobility and scanned documents confirming the staging of mobility: Europass documents or other formal documents, such as a certificate confirming participation in a scholarship, training, course, or a certificate confirming the qualifications or formal recognition of a study period abroad.
In total, 189 entries were submitted for the competition. Following formal assessment at the National Agency, 134 entries were sent to external experts for further evaluation. The reasons for rejecting projects on formal grounds included lack of the required documentation and/or double entry. Top quality projects selected by external experts were recommended to the competition jury composed of representatives of FRSE, Ministry of Education, and Ministry of Science and Higher Education.
On 14 June 2011, the competition jury finally selected six laureates in two competition categories and awarded honourable mentions to 12 projects.
Competition results have been posted on FRSE website at: http://waloryzacja.llp.org.pl
The Polish Presidency of The Council of the European Union have an honor to invite you to attend a conference on „Mobility as a tool to acquire and develop competences from childhood to seniority” organized in Sopot on 17 -19 October 2011. The conference is organized by the Ministry of National Education in Poland and Foundation for the Development of the Education System (FRSE).
The main goal of the conference is to initiate the discussion on the role and potential of mobility in formal and non-formal education implemented as part of the LLP and Youth in Action programmes. The conference will constitute a great opportunity for exchange of views on better methods for using mobility results for social development and establishing institutional base, which will guarantee top quality mobility implemented under the next generation of EU programmes.
Detailed Goals: Presenting the offer and disseminating the results of education-related mobility programmes (LLP and YiA). The conference aims to present systemic and legislative solutions applied in various EU countries in order to provide conditions for mobility and recognising its results. During the meeting, diverse methods for applying mobility in the development of multicultural education programmes will be presented. Recommendations on mobility within the next generation of EU programmes in education will be drawn.
i-literacy ist die Kurzform von "information literacy", das englische Wort für Informationskompetenz. Unter dem Begriff "Informationskompetenz“ versteht man die gezielte Suche, Bewertung und begründete Auswahl von Informationsquellen, um Probleme zu lösen und Fragen zu beantworten. Das heißt: Wo finde ich die Literatur für meine Hausarbeit? Was mache ich mit den Ergebnissen der Suche? Wie kann ich meine Literatur ordnen und systematisieren?
”Invatare pentru societatea cunoasterii”: o noua disciplina optionala de studiu pentru liceenii din Romania
Stiati ca lectiile de geografie, istorie, chimie si matematica pot fi combinate? Prin programa optionala „Invatare pentru societatea cunoasterii”, elevii vor avea ocazia, in premiera, sa imbine in acelasi timp informatiile din mai multe domenii, intr-o maniera placuta si interesanta care le dezvolta gandirea analitica si creativitatea.
Intr-o perioada in care rolul educatiei este tot mai intens dezbatut de mediul academic si societatea civila, SIVECO Romania in parteneriat cu Unitatea de Management a Proiectelor cu Finantare Externa (MECTS) prezinta o solutie inedita menita sa dezvolte capacitatile creative ale elevilor si sa transforme actul de invatare intr-o activitate eficienta si placuta.
Ministrul Educatiei, Cercetarii, Tineretului si Sportului, domnul Petru Daniel Funeriu, a aprobat la inceputul lunii iulie 2011 Ordinul Nr. 4572/06.07.2011 prin care curriculumul integrat, inter si transdisciplinar pentru domeniile stiintific si umanist “Invatare pentru societatea cunoasterii” devine parte integranta a Curriculumului la Decizia Scolii incepand cu anul scolar 2011-2012.
Curriculumul transdisciplinar a fost realizat in cadrul proiectului „Proces educational optimizat in viziunea competentelor societatii cunoasterii” (mai cunoscut in mediul liceal ca proiectul „Multi-touch”) si se bucura de privilegiul unicitatii, fiind, de asemenea, printre primele abordari coerente ale conceptului de invatare axata pe competente si, probabil, primul curs transdisciplinar care integreaza cele doua arii de cunoastere: “Matematica si stiinte” si “Om si societate”.
„Speram ca aceasta abordare sa atraga atentia cat mai multor elevi din clasa a IX-a. Ei vor avea la dispozitie materiale de predare, invatare, si evaluare in format digital. Cursul ii va ajuta sa-si imbunatateasca abilitatile de comunicare, sa isi dezvolte capacitatea de a se adapta la situatii diferite, capacitatea de investigare si de valorizare a propriei experiente. Toate acestea ii vor face sa fie mai bine pregatiti pentru piata muncii”, declara seful echipei de proiect SIVECO, prof. Radu Jugureanu, directorul departamentului AeL eContent in cadrul SIVECO Romania.
Optionalul include 12 teme care pot fi abordate in diferite combinatii in functie de alegerea elevilor si profesorilor. Intr-o prima etapa, curriculumul integrat, inter si transdisciplinar a fost dezvoltat doar pentru clasa a XI-a, insa deschide calea pentru promovarea transdisciplinaritatii la toate nivelurile scolare.
Activitatea de conceptie a curriculumului optional s-a desfasurat cu sprijinul specialistilor SIVECO Romania. Pana in prezent, acesta a reprezentat un proiect pilot implementat in 500 de licee din toata tara, insa incepand din anul scolar 2011-2012 toate liceele din Romania, indiferent de profil vor beneficia de nou programa optionala.
Proiectul „Proces educational optimizat in viziunea competentelor societatii cunoasterii” este implementat de Unitatea de Management a Proiectelor cu Finantare Externa din Ministerul Educatiei, Cercetarii, Tineretului si Sportului in parteneriat cu SIVECO Romania si Universitatea Nationala de Aparare „Carol I” si este cofinantat din Fondul Social European prin Programul Operational Sectorial Dezvoltarea Resurselor Umane 2007-2013. Programa optionala si ghidul metodologic pot fi citite pe www.transdisciplinar.pmu.ro si pe www.siveco.ro, Fonduri structurale.
The European Institute of Innovation and Technology’s (EIT) Governing Board submitted the EIT’s Strategic Innovation Agenda (SIA) – Investing in Innovation beyond 2014 to Androulla Vassiliou, the European Commissioner for Education, Culture, Youth and Multilingualism on 15 June 2011. In the SIA, the Governing Board outlines the EIT’s vision for the future as an innovation impact investment institute driven by entrepreneurship. This vision underpins its proposed strategy for strengthening Europe’s innovation capacity and competitiveness.
The SIA describes how the EIT will cement its position within the EU innovation landscape by building on the successes and lessons learnt since its inception in 2008. “The EIT and our current three Knowledge and Innovation Communities (KICs) are proving that there is a need for a new European innovation approach. We are committed to stepping up the efforts necessary to ensure Europe remains a key competitor on the global stage” says Martin Schuurmans - Chairman of the EIT Governing Board.
The EIT fosters a culture of cooperation between the actors of the knowledge triangle (business, education and research). With entrepreneurship as its key driver, the institute capitalises on Europe’s underused potential to exploit skills, technology and business innovation. The EIT was set up to serve as a role model within the EU innovation landscape: its focus on simplification and leadership could perhaps be emulated by other EU initiatives.
Entrepreneurship is the central driving force of innovation in the EIT and its KICs. By educating a new generation of entrepreneurially minded talent, the EIT and its KICs are paving the way towards a more entrepreneurial labour force and continued growth for Europe. “The SIA presents our vision for increased EIT impact through more KICs, new themes and a wider geographical coverage” states Anders Flodström - Vice Chairman of the EIT Governing Board and Chairman of the SIA Working Group. “Through the proposed new KIC themes we do not only address today’s Grand Challenges but also provide viable and sustainable solutions”, he adds.
European innovation cannot thrive on the current contribution to the KICs and cannot afford not to significantly step up its investment. Shifting from a system based on control of expenditure towards a trust-based system, focusing on outcomes and rewarding performance is perceived as “the” next major challenge for the EIT. In the years to come and through the implementation of the SIA and its increased budget request, the EIT will focus on becoming an entrepreneurially driven innovation impact investment institute.
The Commission has just published the general call for proposals for 2012 for participation in the Lifelong Learning Programme. Through the programme the EU enables people of all ages to gain experience through studies, training or learning abroad and supports co-operation between schools, universities and enterprises in different European countries.
Funding under the 2012 call will follow five priorities:
- Develop strategies for lifelong learning and mobility
- Encourage cooperation between the worlds of education, training and work
- Support initial and continuous training of teachers, trainers and education and training institutions' managers
- Promote the acquisition of key competences throughout the education and training system
- Promote social inclusion and gender equality in education and training, including the integration of migrants and Roma
These overarching priorities reflect main issues at stake of the political agenda for education and training in the European Union.
All information needed to apply for participation in the Lifelong Learning Programme, in particular the priorities of the Call for Proposals 2012 and the Guide to the programme, are available online at: http://ec.europa.eu/education/llp/doc848_en.htm
Deadlines for the submission of applications
The main deadlines are as follows:
Comenius Individual Pupil Mobility
1 December 2011
Comenius, Grundtvig: in-service training
first deadline: 16 January 2012
further deadlines: 30 April 2012; 17 September 2012
31 January 2012
Comenius, Erasmus, Leonardo da Vinci, Grundtvig: multilateral projects, networks and accompanying measures
2 February 2012
Leonardo da Vinci: multilateral projects for the Transfer of Innovation
2 February 2012
Leonardo da Vinci: Mobility (including the Leonardo da Vinci mobility certificate); Erasmus: Intensive Language Courses (EILC)
3 February 2012
Jean Monnet programme
15 February 2012
Comenius, Leonardo da Vinci, Grundtvig: partnerships; Comenius: Comenius Regio partnerships; Grundtvig: workshops
21 February 2012
Erasmus: intensive programmes (IP), students mobility for studies and placements (including the Erasmus consortium placement certificate) and staff mobility (teaching assignments and staff training)
9 March 2012
Grundtvig: Assistantships, Senior Volunteering Projects
30 March 2012
Transversal programme: Key activity 1 — Study visits
first deadline: 30 March 2012
second deadline: 12 October 2012
Transversal programme: all other activities
1 March 2012
To know more
- The Lifelong Learning Programme – an overview