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Participantes: Olga Duarte e Adélia Bentes

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Competências-chave para o cidadão do Século XXI

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What are '21st century' or 'key competences'? Why are they important in school education? What are European countries doing to ensure these competences are taught in schools?

The European Reference Framework on key competences for lifelong learning was defined and adopted in 2006. The framework identifies eight key competences and transversal themes combining knowledge, skills, and attitudes, all of which are considered as necessary for personal fulfilment and development, active citizenship, social inclusion, and employment.

The key competences are cross-curricular by nature, and are therefore applicable in all subjects and school activities. While no country has made a complete shift to competence-based education, several countries have made significant progress. In addition to introducing legal and curricular frameworks for key competences, some countries have used various strategies to foster a competence-based approach in the classroom.

In 2012, the European Commission launched the European Policy Network on Key Competences in School Education (KeyCoNet), coordinated by European Schoolnet, to analyse and map emergent strategies in implementing the key competences in education across Europe. The network also developed recommendations to strengthen policy and practice in different country contexts. By the end of 2014, more than 100 educational stakeholders from 30 European countries became members of KeyCoNet.

Over the course of the network's development, many case studies were produced, each one with a different focus and representative of various countries with diverse education systems and traditions. Three examples are presented below.
Co-designing 21st century learning environments for teaching natural sciences, Finland
In this example, a Finnish secondary school adapted its physical learning environment to facilitate the teaching of all 21st century key competences in an explicit, well-thought-out way. The initiative's innovative, participatory approach, whereby the new learning environment was co-designed and co-developed simultaneously with both internal (school staff and students), and external (the Jyväskylä Teacher Training School and architectural, interior design and furniture companies) stakeholders was of particular interest. Download the case study
Curriculum reform: Project Maths, Ireland
Following a review of post-primary mathematics education in 2007, Ireland's National Council for Curriculum and Assessment (NCCA) prepared a strategy for the phased implementation of syllabus change in mathematics over a four-year period, starting from September 2008. The main changes introduced were the shift to the development of mathematical competences, the contextualisation of content, the change in teachers' beliefs about mathematics, teaching and learning approaches and the evaluation of student comprehension. Download the case study
Core Curriculum Programme (CCP), Malta
The CCP aims to reach low achievers at secondary level before they finish compulsory education. Its aim is to instil the basic key competences at least at the Level 1 of the European Qualifications Framework (EQF). This will increase the students' possibility for further and higher education and give them more employability skills. Moreover, the CCP is adaptable to the diverse abilities/backgrounds/interests of learners, and aims to develop an environment that addresses each learner's unique nature and learning ability in a responsive manner. Download the case study

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Find more videos, case studies and other materials on the KeyCoNet website.

Based on evidence built during the past three years (2012-2014) by the KeyCoNet partners and associates across Europe, the network published its final recommendations in November 2014. The recommendations draw on evidence collected through literature reviews, country overviews, case studies, peer learning visits, national expert consultations, and an international online public consultation which gathered feedback from education stakeholders.

KeyCoNet also organised an online course on Competences for 21st century schools with over 1,000 participants. The course focused on areas of interest to teachers of all levels and subjects, including how to effectively implement project-based learning, and how to teach and assess collaborative problem solving. The course was well-received, with 98% of respondents rating it as 'very good' or 'good'. " The video talks were informative and interesting, and the course challenged my assumptions on assessment of competences ", one participant commented. All the course materials are available online for self-study.

KeyCoNet project details

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Key competences for 21st century citizens

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What are '21st century' or 'key competences'? Why are they important in school education? What are European countries doing to ensure these competences are taught in schools? The European Reference Framework on key competences for lifelong learning was defined and adopted in 2006.

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Competências - chave para o século XXI:
1- Competências Empreendedoras

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Competências - chave para o Século XXI:
2- Competências digitais

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Roma, 27/11/2018 a 01/12/2018
Objetivos e Programa:

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School leadership in practice - ENJOY ITALY

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Home All courses OUR TRAINING OFFERSchool leadership in practice

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Educação Inovadora

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Aprendizagem colaborativa
Flipped classroom

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Digital competences

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Digital competence is essential for learning, work and active participation in society. For school education, as important as understanding the competence itself is knowing how to help develop it. Find out more in this tutorial!

What is digital competence?

Digital competence is one of the eight key competences and refers to the confident and critical usage of the full range of digital technologies for information, communication and basic problem-solving in all aspects of life. This may sound simple to many of us but, according to the Digital Agenda Scoreboard 2015, 40% of the EU population has an insufficient level of digital competence, including 22% who do not use the Internet.

It is also important to consider that "as a transversal competence, digital competence also helps us master other key competences, such as communication, language skills, or basic skills in maths and science," as Riina Vuorikari wrote in her expert article.

To understand the nature of this competence better, the European Commission has developed the European Digital Competence Framework for Citizens (DigComp) which is divided into five areas: information and data literacy; communication and collaboration; digital content creation; safety; and problem solving. Together they include 21 competences - click the picture below and see in the infographic how many of them you are confident in already!

In the near future, the educators will have their own framework, called DigCompEdu. In its preliminary proposal we find six areas of development including professional environment; creating and sharing digital resources; managing the use of digital tools; assessment; empowering learners; and facilitating learners' digital competence. Follow the news on this initiative!

How is digital competence developed in Europe?

The Eurydice report (2012) shows us that almost all European countries have a specific national strategy related to digital competence. At the time of the study, digital competence was taught through a cross-curricular approach in all but two EU countries at primary level and in all countries at secondary level - in addition to other approaches used in several countries such as integrating ICT into particular subjects or teaching it as a separate subject.

Providing teachers with sufficient digital competence is a key factor: the latest OECD's TALIS study (2013) showed that 18% of trainers and teachers feel that they need more development of ICT skills for teaching and 16% on the use of new technologies in the workplace.

The largest teacher network in Europe, eTwinning, provides a good environment for teachers to collaborate with peers and learn about new ways of using ICT for teaching. The eTwinning study (2015) showed that 29% of teachers felt that eTwinning had a large impact on their technology skills for teaching and 37% reported that the impact was at least moderate. eTwinners also reported an increase in their digital teaching and learning practices, e.g. participation in online courses (78%), collaborative creation of materials with students (77%), or use of social networks with students (76%).

How can I promote digital competence in my classroom?

It is widely believed that the development of digital competence should start at an early age but decisions as to the types of technologies and amount of time spent with them should be carefully considered. For example, the principles of coding can be learned using paper cups or building blocks. This European Science in School article explains how.

Talking Pictures is an award-winning eTwinning project that engaged students in lower primary school using photographs and video as the language to communicate and interpret the tales they wished to tell. The children learned that things are not always as they seem - photos can be manipulated to show different points of view.

If you are interested in knowing about an effective whole-school approach to digital tools, read the expert article by Luis Fernandes, a Portuguese head teacher.
In the following Education Talks video, Esther Wojcicki shares her ideas on how to apply project-based learning and digital tools in the classroom.

Educators interested in online training can find interesting online course materials in the European Schoolnet Academy. Please note that the courses mentioned below are finished, but all the materials remain available for self-study. Stay tuned also for reruns, and for new courses!

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Digital competence: the vital 21st-century skill for teachers and students

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Digital competence is essential for learning, work and active participation in society. For school education, as important as understanding the competence itself is knowing how to help develop it. Find out more in this tutorial!

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Co-Lab

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CO-LAB Experience and recommendations - Austria

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Aprendizagem colaborativa
Ferramentas:

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OVERVIEW

The jigsaw classroom is a research-based cooperative learning technique invented and developed in the early 1970s by Elliot Aronson and his students at the University of Texas and the University of California. Since 1971, thousands of classrooms have used jigsaw with great success.

The jigsaw classroom has a four-decade track record of successfully reducing racial conflict and increasing positive educational outcomes such as improved test performance, reduced absenteeism, and greater liking for school.

Just as in a jigsaw puzzle, each piece - each student's part - is essential for the completion and full understanding of the final product.

If each student's part is essential, then each student is essential; and that is precisely what makes this strategy so effective.

JIGSAW IN 10 EASY STEPS

The jigsaw classroom is very simple to use. If you're a teacher, just follow these steps:

STEP SEVEN

Bring the students back into their jigsaw groups.

STEP EIGHT

Ask each student to present her or his segment to the group.

Encourage others in the group to ask questions for clarification.

STEP NINE

Float from group to group, observing the process.

If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it's best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.

STEP TEN

At the end of the session, give a quiz on the material.

Students quickly come to realize that these sessions are not just fun and games but really count.

ABOUT ELLIOT ARONSON

Elliot Aronson is currently Professor Emeritus at the University of California in Santa Cruz. He has long-standing research interests in social influence and attitude change, cognitive dissonance, research methodology, and interpersonal attraction. Professor Aronson's experiments are aimed both at testing theory and at improving the human condition by influencing people to change dysfunctional attitudes and behaviors.

Professor Aronson received his B.A. from Brandeis University in 1954, his M.A. from Wesleyan University in 1956, and his Ph.D. in psychology from Stanford University in 1959. He has taught at Harvard University, the University of Minnesota, the University of Texas, and the University of California. In 1999, he won the American Psychological Association's Distinguished Scientific Contribution Award, making him the only psychologist to have won APA's highest awards in all three major academic categories: distinguished writing (1973), distinguished teaching (1980), and distinguished research (1999).

MORE ABOUT
ELLIOT ARONSON

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The jigsaw technique is a cooperative learning approach that reduces racial conflict among school children, promotes better learning, improves student motivation, and increases enjoyment of the learning experience.

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Workshop- Ensino e aprendizagem baseada em ferramentas digitais, TIC e Web

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Tes - Education Jobs, Teaching Resources, School Software & Magazine

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Tes is dedicated to supporting the world's teachers. Our mission is to enable great teaching by helping educators to find the tools and technology they need to excel and by supporting them throughout their career and professional development.

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Workshop- Ensino e aprendizagem baseados em ferramentas digitais, TIC e Web

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The WeSchool learning platform helps teams launch effective training in a user-friendly environment no matter their technical skills.

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How to use non-formal methods in formal education?

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Nearpod: Foster a love of learning in every student

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Create active learning experiences students can’t wait to be a part of.

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Teachers love it. Students love it. Book Creator is the simplest, most inclusive way to create content in the classroom.

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Visita de Estudo ao Liceo Dante Alighieri

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Liceo Dante Alighieri | Liceo Ginnasio Statale

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Le Olimpiadi delle Metropoli sono una competizione scientifica che si svolge a Mosca nell'arco...