Strategy

Begivenheder

Transferring Knowledge in a Globalised World - EUCEN conference 2013

25 February 2013

 

EUCEN's 45th Conference organised by the University of Geneva (CH) will examine the responsibility of ULLL in the knowledge society. What are the models of the future for ULLL in a globalised World?  Two main aspects will be explored:
 
Internationalising universities: Between competition, collaboration and cooperation – the policy of internationalisation for universities
The transfer of knowledge by ICT
Follow the link to read more about the conference Theme.
 
Follow th link to read more about the Call for Contributions: bring your work to Charmey!
 
Follow the link for access to the Programme.
 
The Registration can be done now on-line!

 

Today, like the economy in general, knowledge too is globalised. Universities position their knowledge in a world-wide context. New ways of delivering learning are essential. E-learning and on-line courses open up new possibilities. The location of learning is being displaced. It is migrating from the classroom to an iPhone, an iPad... Internationalisation has become one of the major challenges for universities.
 
TRANSFERRING KNOWLEDGE IN A GLOBALISED WORLD: A ULLL RESPONSIBILITY
The conference will examine the responsibility of ULLL in the knowledge society. What are the models of the future for ULLL in a globalised world? Two aspects will be explored:
 
 
Internationalising universities: between cooperation, collaboration and competition
Universities are opening campuses in other countries. They are creating new partnerships. They evaluate programmes offered by other providers. They respond to requests from emerging countries for expertise and teaching. They obtain accreditation and in order to affirm their reputation they aim for excellence in the rankings. They situate themselves between cooperation, collaboration and competition.
 
To what end? What strategies do they use? What are the real advantages and the potential risks in such policies?
How does this process of internationalisation fit with the mission of teaching and research?
 
The transfer of knowledge using ICT
To support this internationalisation, universities are developing distance-learning courses, investing in mass teaching systems and diversifying their target groups. They are disseminating their knowledge throughout the world and integrating new tools and new media technologies.
In the future, will courses be designed only for distance learning? How will the quality of the teaching and learning be assured? Do universities know how to integrate these social and technological changes into their policy and practice?
 
The 45th EUCEN conference will conduct a debate on the University of Tomorrow, engaging with different points of view and numerous case studies.
Nyheder

EU will offer every young person employment or training within four months of leaving schoool

30 December 2012

The European Commission has launched their latest Youth Employment Package requesting a guarantee from all Member States that every young person receives a quality offer of employment or training within four months of leaving school, or of being unemployed. The proposal will make full use of EU funding and in particular the European Social Fund (ESF), which was set up to reduce the differences in prosperity and living standards across EU Member States and regions.

The new Youth Employment Package is part of the initiative Rethinking Education - designed to reduce the youth unemployment rate. Research has shown that the figure is close to 23 % across the European Union, yet more than 2 million vacancies remain unfilled.

 

To change this, Member States are being urged to take immediate action to ensure that young people develop the skills and competences needed by the labour market, and to achieve their targets for growth and jobs.

 

The need for a more dynamic approach to education comes after statistics showed that 73 million Europeans (around 25 % of adults) have a low level of education. Nearly 20 % of 15 year olds lack sufficient literacy skills, and in 5 countries more than 25 % are low achievers in reading (Bulgaria 41 %, Romania 40 %, Malta 36 %, Austria 27.5 %, and Luxembourg 26 %). Early school leaving remains at unacceptably high levels in several Member States: in Spain it is 26.5 % and in Portugal 23.2 % (the EU target is under 10 %). At the same time, less than 9 % of adults participate in lifelong learning (the EU target is 15 %).

 

Androulla Vassiliou, Commissioner for Education, Culture, Multilingualism and Youth, believes these statistics highlight a serious weakness in our education and training systems. She says, 'Matters have been made worse as the economic downturn has led many Member States to cut funding for education and training.'

 

She goes on to say, 'Europe will only resume sustained growth by producing highly skilled and versatile people who can contribute to innovation and entrepreneurship. Efficient and well-targeted investment is fundamental to this, but we will not achieve our objectives by reducing education budgets.'

 

The focus now is on education and ensuring it is more relevant to the needs of students and the labour market, while assessment methods will be adapted and modernised. The use of information and communication technologies (ICT) and open educational resources (OERs) are also to be scaled up in all learning contexts. But teachers also need to have regular training in order to update their own skills. The strategy further calls on Member States to strengthen links between education and employers, to bring enterprise into the classroom and to give young people a taste of employment through increased work-based learning. EU education ministers are also encouraged to step up their cooperation on work-based learning activities at a national and European level.

 

Rethinking Education conducted a Commission survey this year titled 'Education and Training Monitor', which outlined the skill supply in the Member States. What was derived from the survey was the need for a much stronger focus on developing transversal skills and basic skills at all levels. Key areas were especially a[0]pplicable to entrepreneurial and information technology (IT) skills.

 

Improving foreign language learning has also been highlighted with a new benchmark set for 2020 for at least 50 % of 15 year olds to have knowledge of a first foreign language (up from 42 % today) and at least 75 % to study a second foreign language (up from 61 % today). Investment in these skills is deemed vital as is the need to build world-class vocational education and training systems and for increasing levels of work-based learning.

 

The goal for Member States is to improve the recognition of qualifications and skills, including those gained outside of the formal education and training systems. Technology, and in particular the Internet, will need to be fully exploited, and schools, universities, and vocational and training institutions must now increase access to education via OERs.

 

For more information, please visit:
Rethinking Education - Education and Training Monitor 2012 Report
http://ec.europa.eu/education/news/rethinking/sw373_en.pdf
EU Youth Strategy
http://ec.europa.eu/youth/news/latest-youth-unemployment-figures_en.htm

Nyheder

Faire entrer l’Ecole dans l’ère du numérique : stratégie présentée par le Ministère de l’Education nationale

26 December 2012

Faire entrer l’Ecole dans l’ère du numérique. Vincent Peillon, ministre de l’Éducation nationale, a présenté la stratégie pour le numérique à l’École en présence de Fleur Pellerin, ministre déléguée chargée des petites et moyennes entreprises, de l’innovation et de l’économie numérique, jeudi 13 décembre 2012.

Transmettre des savoirs à des enfants qui évoluent depuis leur naissance dans une société irriguée par le numérique et donner à chacun les clés pour réussir dans sa vie personnelle, sociale et professionnelle future nécessitent en effet de repenser en profondeur notre manière d’apprendre et d’enseigner ainsi que le contenu des enseignements.

 

Faire entrer l’Ecole dans l’ère du numérique : dossier en ligne

Les détails de la stratégie « Faire entrer l’école dans l’ère numérique » sont disponibles en ligne sur le portail du Ministère de l’Education nationale avec un dossier dédié qui comprend :

- un point sur les enjeux de cette thématique : Faire entrer l’École dans l’ère du numérique : un impératif pédagogique et un projet de société : Le numérique au service des missions de l’École ; éduquer au numérique : une nouvelle mission pour l’École ; une communauté éducative convaincue des bénéfices du numérique pour l’École,

- une description de la stratégie globale et partenariale permettant d’inscrire effectivement et durablement l’École dans l’ère du numérique en 6 points :

  • Une formation au et par le numérique pour les enseignants et personnels d’encadrement,
  • Des ressources pédagogiques de qualité et accessibles à tous dans le cadre d’un service public de l’enseignement numérique,
  • Des solutions concrètes pour faciliter l’action des collectivités territoriales en matière d’équipement et de raccordement au très haut débit,
  • Le soutien à la création d’une filière dédiée au numérique éducatif,
  • Une nouvelle gouvernance,
  • La mobilisation de la recherche.

- la présentation de nouveaux services proposés aux enseignants, aux élèves et aux parents dès la rentrée 2013 à destination des enseignants, des élèves et des parents :

  • un service de soutien scolaire en ligne en français, mathématiques et anglais pour 30 000 élèves en difficulté dans des établissements de l’éducation prioritaire ;
  • l’accès en ligne à des sujets et éléments de correction du brevet et des baccalauréats général, technologique et professionnel ;
  • un dispositif interactif sur l’apprentissage de la lecture, pour les enseignants et les parents d’élèves de CP ;
  • une collection de ressources numériques et de films d’animation pédagogiques centrée sur l’acquisition des fondamentaux ;
  • une offre de contenus et de services numériques visant à favoriser l’apprentissage de l’anglais dans le 1er degré, appelée English for Schools ;
  • un site web de géolocalisation des solutions de formation pour les jeunes décrocheurs ;
  • un service d’accès aux informations relatives à l’orientation adapté aux élèves en situation de handicap.

L’infographie : Faire entrer l’école dans l’ère numérique : une envie partagée reprend les principaux résultats du sondage Le numérique à l’école par OpinionWay auprès d’un échantillon représentatif de parents et d’enseignants pour le compte du Ministère.

 

Plusieurs dossiers sont disponibles en ligne

 

 

Vidéos en consultation

Intervention de Vincent Peillon, ministre de l’Éducation nationale,
Intervention de Fleur Pellerin, ministre déléguée chargée des PME, de l’innovation et de l’économie numérique,
Table ronde lors de la présentation de la stratégie pour le numérique à l’École,
La vidéo courte Faire entrer l’École dans l’ère du numérique (1 mn 24 s).

 

Infographie

ecole numerique

Begivenheder

Transferring Knowledge in a Globalised World: a ULLL Responsibility

12 December 2012

Today, universities share their expertise Worldwide. What is the responsibility of University Lifelong Learning?

Topics: International ULLL, Governance, Policy, Strategies, Partnership, Technologies, Human Rights, Business, Ethics.

The University of Geneva (Switzerland) will take us to enchanting Charmey to explore in a relaxed and creative environment all these topics. Join us!

Direct link to the conference website http://www.eucen2013-unige.ch (the website is under construction - new information will be uploaded in the following weeks)

Katalog

SoLAR Concept Paper: Open Learning Analytics

12 December 2012

Significant potential exists for analytics to guide learners, educators, administrators, and funders in making learning-related decisions. Learning analytics represent the application of “big data” and analytics in education. This proposal expresses the importance of a planned and integrated approach to developing insightful and easy-to-use learning analytics tools.

Artikler

Brug af IKT og elektronisk musik til reduktion af skolefrafald i Europa

23 April 2010
I Europa forlader alt for mange unge skolen for tidligt uden de grundlæggende færdigheder, som en aktiv deltagelse i vidensamfundet kræver, og som er en nødvendighed for at kunne skifte fra en uddannelsesinstitution til arbejdsmarkedet. Hovedmålet med det EU-finansierede projekt e-Motion er at reducere skolefrafaldsprocenten med særlig vægt på unge, som er i fare for social eksklusion (indvandrere, etniske minoriteter, unge med dårlig socioøkonomiske baggrunde).
Tilgangen man har valgt for at nå dette mål, handler om at bruge innovative teknologier for at ændre måden, hvorpå undervisningen leveres til denne gruppe. Det drejer sig især om brug af elektronisk musik, hvilket bevirker, at skoleforløbet fremstår som mere relevant for disse elever, som er droppet ud eller er som muligvis gør det. Hvis vi ændrer måden, hvorpå viden og kompetencer overføres med en innovativ brug af IKT, vil det helt sikkert vække interesse hos børn med læringsvanskeligheder.

Brugen af IKT i e-Motion er ikke et mål i sig selv, men et værktøj, hvormed man kan forandre lærings- og undervisningsprocesserne ved at bruge nye metoder i samspil med mere traditionelle metoder. Projektet har til hensigt at anvende en eksperimenterende tilgang ved hjælp af IKT, i særdeleshed elektronisk musik og informatik. Forståelsen af lydteknologier bidrager til at forstå vigtige fysikkoncepter som for eksempel akustik og bølgeteknologier, og processen hvor man fremstiller elektronisk musik, kræver desuden elementer af matematik, fysik og informatik. Med denne innovative tilgang forsøger projektet at forbedre de unges kompetenceniveau i pensummets hovedfag såsom matematik og fremmedsprog.

Lissabon-strategien identificerede et behov for at tage hånd om det antal af unge, der forlader skolen og forsøger at komme ud på arbejdsmarkedet med få eller slet ingen kvalifikationer. Mange af disse teenagere ender med at blive en del af gruppen af personer, som ikke er under uddannelse eller i arbejde (NEET group - Not in Education, Employment or Training). Strategien fastlagde en række specifikke mål, som skal sikre, at unge bliver hensigtsmæssigt kvalificerede for at muliggøre en glat overgang fra uddannelsessystemet til arbejdsmarkedet. Disse er mål som mange medlemslande i øjeblikket ikke opfylder.
Artikler

Uformel læring og bruget af Web 2.0 indenfor SMV træningsstrategier

24 November 2008
Små og mellemstore virksomheder (SMV) har specielle behov for at stille sig ansigt til ansigt med deres daglige operationer. Omkring en 10% af dem hævder, at manglen på færdigheder er en barriere for at vokse, og de fremhæver særligt linket mellem træning og bæredygtighed. For at bevare deres kvalifikationer ajour er det nødvendigt for de ansatte fra små og mellemstore virksomheder at have adgang til passende undervisningsmuligheder og nye teknologier specielt eLearning, hvilket ved at bruge Web 2.0 anvendelser øger deling af viden, kulturel udveksling og networking.
Læring ved at bruge Web 2.0 (eLearning 2.0) er baseret på værktøjer, som kombinerer det lette ved at skabe indhold med web levering. I eLearning 2.0 er driveren den ansatte, idet indholdet kan skabes af brugerne enten individuelt eller i fællesskab. Ved at anvende Web 2.0 velkendte værktøjer (som wikis, social networking, blogs etc.) kan alle være elev-lærer idet barriererne til IKT baseret træning fjernes. Med dens klare fokus på fællesskab er eLearning 2.0 ideel for små og mellemstore virksomheder, idet den støtter naturlig uformel læring ved at gøre opgaverne forbundet med at arbejde og lære i grupper lettere.

Praksisfællesskaber (CoP) kan også være en stærk måde for små og mellemstore virksomheder at forny og udvikle nye evner idet de består af frivillige medlemmer som deler lignende udfordringer, har regelmæssig kontakt, kan lære fra og med hinanden og som ønsker at forbedre deres evner til at tage fat på de udfordringer, som de står overfor.

I denne artikel sammenfatter vi først de nuværende træningsbehov og læremetoder, som anvendes i små og mellemstore virksomheder. Vi angiver de features i Web 2.0, som kan anvendes til at opfylde disse behov. Dernæst diskuterer vi om Praksisfællesskaber er et passende miljø til uformel læring indenfor små og mellemstore virksomheder. Til sidst giver vi et eksempel på hvordan uformel læring og Praksisfællesskaber effektivt kan forbedre færdigheder indenfor små og mellemstore virksomheder.