This report reviews national policies for the development of key competences at school in Europe. It acknowledges the progress made so far in implementing the key competences approach and discusses several policy challenges that are directly linked to the contribution of education and training to meeting changing skills demands: tackling low achievement in reading, mathematics and science; increasing the number of mathematics science and technology graduates, and further support for the acquisition of transversal competences such as IT skills, entrepreneurship and civics.
The report covers 31 European countries (EU Member States, Croatia, Iceland, Norway, and Turkey) and takes the reference year 2011/12. Information covers compulsory and secondary general education.
As tecnologias de informação e comunicação (TIC) têm entrado nas escolas, sendo por isso motivo de reflexão actual: quais devem ser as capacidades básicas a adquirir pelos alunos no uso das TIC? Os alunos aprendem melhor com recurso às novas tecnologias? Em que casos tem este tipo de meios revelado melhores resultados? Pode o aluno «descobrir» conhecimentos por si mesmo com o auxílio das novas tecnologias?
Nesta conferência, focar-se-á essencialmente o papel do computador e do multimédia na aprendizagem do aluno. Um professor holandês discutirá o modo de conceber e utilizar recursos tecnológicos para promover a aprendizagem, dois especialistas portugueses abordarão as mais-valias das novas tecnologias para a aprendizagem por alunos com necessidades especiais e por alunos do básico e secundário em áreas das ciências. Estaremos a utilizar bem as tecnologias em prol da aprendizagem?
Dia 3 de Dezembro no Porto; dia 4 em Leiria e dia 5 em Lisboa.
This report describes experts’ views on what it means to be digitally competent today. Although experts‘ views vary, the method applied in this study enables to derive an aggregated view on digital competence. The report identifies twelve areas of digital competence, some of them relating to specific purposes (e.g. communication and collaboration), others to domains (e.g. privacy and security). The twelve areas are presented through a brief description and further illustrated by statements describing a rich pallet of knowledge, skills, and attitudes related to each area.
This report aims to Identify, Select and Analyse current frameworks for development of Digital Competence (DC). It also aims to understand how DC is currently implemented in cases drawn from: school curricula, certification schemes, academic papers and implementation initiatives in general).
With the 2006 European Recommendation on Key Competences, Digital Competence has been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union. Digital Competence is a transversal key competence which enables acquiring other key competences (e.g. language, mathematics, learning to learn, cultural awareness).
This report is part of a project on Digital Competence (DIGCOMP), launched by JRC-IPTS IS Unit under an Administrative Agreement for DG Education and Culture with an objective to contribute to better understand and develop Digital Competence in Europe. The report also contributes to the second work package of the project, by mapping and analyzing case studies where Digital Competence is being developed, acquired, and assessed or certified.
DIGCOMP - Digital Competence: Identification and European-wide validation of its key components for all levels of learners
Objectives: Identify the key components of Digital Competence (DC) in terms of the knowledge, skills and attitudes needed to be digitally competent; Develop a DC framework/guidelines that can be validated at European level, taking into account relevant frameworks currently available and Propose a roadmap for the possible use and revision of a DC framework for all levels of learners.
Pārejas procesā uz zema oglekļa izmešu līmeņa ekonomiku Eiropā ārkārtīgi svarīga nozīme ir energoizglītībai. Profesionālās apmācības stūrītī tiek nodrošinātas saites uz kursiem, amata aprakstiem, projektiem un atbalsta informācija saistībā ar profesionālo apmācību ar mērķi nodrošināt saikni starp praktikantiem, celtniekiem, elektriķiem, santehniķiem, arhitektiem, inženieriem, tirdzniecības organizācijām un citiem ilgtspējīgas enerģētikas un būvniecības nozares speciālistiem un apmācības pakalpojumu sniedzējiem visā Eiropā.
EU Education Ministers and high-ranking civil servants in charge of school education met in Gdańsk, Poland, on 10-11 October to discuss EU policies for pre-schools, schools and language learning, in particular ways of improving young people's basic skills in reading, maths and science.
Directors General for Schools in the EU Member States held talks on 10 October focused on such issues as how to ensure universal access to high quality education and care for young children and how to improve language learning at an early age. They also had an initial exchange on the role of schools in the EU's next support programme for education and training from 2014, for which the Commission will present its proposal in November.
At their informal meeting on 11 October, Education Ministers debated the importance of language skills for lifelong learning and pupils' future job prospects. They also discussed the question how EU countries can better exploit the diversity of their different education systems to raise overall levels of competences among pupils in the basic skills of literacy, maths and science.
In May this year, Ministers backed the Commission's plans to help Member States ensure generalised access to high quality early childhood education and care.
In July 2011 the Commission published a Policy Handbook on Early Language Learning with useful orientations on how to develop language awareness and second or foreign language learning in pre-primary education.
EU countries have agreed on a set of shared education targets to be achieved by 2020. They have pledged to reduce the share of low achieving 15 year olds in literacy, maths and science to less than 15% (currently 20%) and to ensure that by 2020 at least 95% of children between 4 years old and the starting age of compulsory education should participate in early childhood education.
To know more
Bridge21 is a joint venture of Trinity College Dublin and Suas Educational Development. We offer a new model of learning, that can be adapted for use in Irish secondary schools. Designed to support an innovative 21st Century learning environment within schools, we have developed a learning model for second level education that is:
- Technology mediated
- Project based
Bridge21 has three core strands:
- A schools programme to scale and adapt our learning model for use in Irish secondary schools nationwide.
- The Bridge2College outreach programme, based in Oriel House – a team-based experience for young people to explore learning through technology.
- A learning and research centre in Oriel House, Trinity College Dublin, to innovate, evaluate and refine 21st century learning methodologies.
'Digital Agenda Assembly', Workshop 08: Mainstreming eLearning in education and training'. The purpose of the workshop was to mobilise key stakeholders and Member States' representatives to support the mainstreaming of eLearning in national policies as an agent for modernization of education, for all subjects and skills.
The EC DG Inforation Society and Media ICT for Inclusion initiative thanks the enthusiasm and participation in the workshop on Digital Literacy and eInclusion, held on June 17 at the Digital Agenda Assembly. In order to to help continue the involvement in the issue, a feedback a follow up survey http://www.surveymonkey.com/s/T5XRZST has been launched. Please take a few mintues to fill it in. You will find all the presentations for reference on the workshop website.
This workshop aimed to create in-depth awareness and provide practical tools for the EU Member States to engage in structured, long term policies for digital literacy acquisition in the e-Inclusion context (Digital Agenda action 66). It was organized with the Big Idea of Multi-stakeholder platform for digital literacy and e-Inclusion.
On June 30, the Director General of DG Information Society and Media, Robert Madelin, is having a Tweetchat! You can follow the discussion and contribute using the links below: