Education et Formation Liège 30 Septembre 2008

1. Education et FormationLiège 30 Septembre 2008 Arne Carlsen President du réseau universitaire ASEM Education et Recherche pour l’apprentissage tout au long de la vie

2. L’orientation • Etudes de cas • Asean-EU • Visites pour des etudes de cas • Recherche • Recherche – pratique- politique • Enseignement, apprentissage.

3. Nordic Thinktank for the competencies of the future • Trustworthy scenarios based on present development tendencies • Point of departure in the individual persons need for competencies and not in existing offer structure • Identification of meta-competencies • Consequences for system and structure

4. International pedagogical trends Curriculum: vs Didactics: • Proces-oriented • Capabilities/ Competences • Formative assessment – dialogue/ feed back • Contextualized • Result-oriented • Capacities/ Skills • Summative assessment – tests/ exams • Conceptualized

5. Approaches to education: weaknesses : • Lack of dynamics and flexibilty • Content gets obsolete • Rigid and instrumental learning • Teacher’s responsibility limited to instruction • Focus on the elite tend to leave disadvantaged students behind - high drop-out rate • Diversity in the quality of teaching • No motivation in training of basic skills • Low expectations - underachievement • Lack of evidence • Focus on the weak learner tend to ignore the needs of the most talented students • Curriculum Didactics

6. Approaches to education: strengths • Curriculum Didactics • Dynamics and flexibility • Learning is made meaningful to the students in the context • Focus on personal development • Room for teacher’s professionalism • Transparency • Explicit expectations to teachers and students • Measurable outcomes • Feed-back mechanisms, quality assurance and governance are legitimized by the concept

7. Different approaches and traditions on the move • An adaptive approach to teaching and learning Moving towards Curriculum vs Didactics

8. Justification Employability - Human capital Active Citizenship - Social cohesion Personal fulfilment - Cultural diversity Key Competences (DeSeCo) Act autonomously Act in the big picture Conduct plans and projects Asserting rights, limits and needs Act in the big picture Using tools interactively Language, symbols, text, knowledge, information, technology. Interact in heterogeneous groups Relate well to others Cooperate Manage and resolve conflicts Key Competences for Knowledge Society- An Overarching Conceptual Framework

9. EU • Communication, langue maternelle • Communication, langues étrangères • Mathematique, sciences, technologie • ICT • Apprendre d’apprendre • Compétences personnelles et sociales • Entreprenørship • Compréhension culturelle

10. Meta-competencies • Development of communicative competencies • Development of analytical competencies • Development of personal competencies

11. New framework • - Contextualise Competence development • - Focus on Learning outcomes

12. ASEM Education and Research Hub for Lifelong Learning • The Hub: Forum for evidence-based research, practises and policies • Research-network no 1. Development of ICT skills, e-learning and the culture of e-learning in Life Long Learning. • Research-network no 2. Competence Development as Workplace Learning. • Research-network no 3. Professionalisation of Life Long Learning and the infrastructure of LLL with special emphasis on adult teacher training. • Research-network no 4. National strategies of Life Long Learning with regard to citizens’ motivation and barriers to continuing education and training. • Research-network no 5. Core competences

13. Relevant websites • The ASEM Education and Research Hub for Lifelong Learning: www.dpu.dk/ASEM • The European Masters in Lifelong Learning: Policy and Management: www.dpu.dk/MALLL • The Journal of Lifelong Learning in Europe: www.lline.fi • E-mail: carlsen@dpu.dk