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Slovenian presidency of the EU

Slovenian presidency of the EU. Education for innovation and creativity. Main priorities:. Visibility of education and training within the Lisbon Strategy: the interlinked concepts of equity and efficiency promoting lifelong learning as an overall concept

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Slovenian presidency of the EU

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  1. Slovenian presidency of the EU Education for innovation and creativity

  2. Main priorities: • Visibility of education and training within the Lisbon Strategy: • the interlinked concepts of equity and efficiency • promoting lifelong learning as an overall concept • Reform of schools for support of creativity and innovation • Strengthening intercultural dialogue

  3. Main documents by priority: • Priority 1: • Joint interim report of the Council and the Commission on the progress in implementing I&E 2010 Programme • Key messages to the Spring European Council in the field of education and training • Re-editing the Integrated Guidelines for Growth and Jobs • Priority 2: • Council Conclusions on promoting creativity and innovation through education and training • Priority 3: • Council Conclusions on Multilingualism • Council Conclusions on Intercultural competence (Ministers for Culture)

  4. Main events and their contribution to the priorities: • Ministerial Conference15 February 2008Brussels: Multilingualism: After the EYC Council • DGVT meeting1-4 March 2008 • Flagship conference:”Promoting Innovation and Creativity: Schools' Response to the Challenges of Future Societies“8-10 April 2008 • Conference: " The institutional Foundations for Dialogue and Respect “5-7 June 2008Norway

  5. DGVT meeting: • Study: “Contribution of vocational education and training to equity and social inclusion”

  6. Conference:”Promoting Innovation and Creativity” • Esko Aho President of Sitra, the Finnish Innovation Fund: Innovation and creativity for a more equitable and efficient Europe • Jeremy Rifkin President of The Foundation on Economic trends: Challenges for Europe in the global age • David Istance Centre for Educational Research and Innovation OECD: WhatSchools for the 21st Century: Directions for Schooling and Educational Innovation from Recent OECD Analyses • Arlette DelhaxheEurydice European Unit and Nathalie MonsUniversity of Grenoble: Report on Responsibilities and Autonomy of Teachers

  7. Conference: " The institutional Foundations for Dialogue and Respect Is covering the following aspects: • Legal framework for dialogue and respect • The Role of Education • Intercultural dialogue

  8. Council Conclusions on promoting creativity and innovationthrough education and training Under the chapter »Consider that«, article 5 states: The eight key competences for lifelong learning defined in 2006 EU Recommendation relate to skills which are of particular relevance to creativity and the capacity to innovate. In particular, there is a need for skills and competences that enable people to embrace change as an opportunity, to remain receptive to new ideas and to respect and appreciate the values of others.

  9. Integrated Guidelines for Growth and Jobs Explanatory text to Guideline 23, line 6-8: An easily accessible, widespread and integrated system of lifelong career orientation should increase both access of individuals to education and training and the relevance of education and training offer to skills needs

  10. State of play at the national level • Have all the ingredients • Somehow failed to cook them into a tasty dish

  11. The ingredients • Employment Service of Slovenia • Career Guidance Counsellors at Employment Offices • NRCVG (financed through Education from DG EAC) • CIPS (Centres of information and vocational counselling) • PLOTEUS, EURES • School counsellors • Adult Education centre of Slovenia • ISIO (Centres for counselling and informing Adult persons) • LLL centres • Portal for Learning of Adults • National Institute for Vocational education • Virtu-orientation • The National Education Institute

  12. The obstacles • Institutional fragmentation • The accountability mania • Fear of taking obligations that exceed immediate competencies • Competition for prestige and prevalence • Overall consumerisation of the society (Nothing is for free)

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