Learning for Well-being: Key competences for lifelong learners in multicultural societies

1. Learning for Well-being: Key competences for lifelong learners in multicultural societies Jean Gordon People to People Study Tour The challenges for the educational systems in multicultural societies Brussels, 2nd March 2011 Jean Gordon EIESP www.eiesp.org

2. “A broad encompassing view of learning should aim to enable each individual to discover, unearth and enrich his or her creative potential, to reveal the treasure within each of us. ... in order to achieve specific aims ... that emphasise(s) the development of the complete person…” Learning: The Treasure Within, Report to UNESCO of the International Commission on Education for the 21st Century, 1996 Learning to know Learning to do Learning to live together Learning to be Jean Gordon EIESP www.eiesp.org

3. OECD - The definition and selection of key competences (DeSeCo) Purpose: a flourishing/successful individual in a well-functioning society Classified key competences in three broad categories: • ability to use a wide range of tools • able to engage with others and to interact in heterogeneous groups • take responsibility for managing one’s own life Jean Gordon EIESP www.eiesp.org

4. EU policy • “Young people need a wider range of competences than ever before to flourish, in a globalised economy and in increasingly diverse societies. Many will work in jobs that do not yet exist. Many will need advanced linguistic, intercultural and entrepreneurial capacities. Technology will continue to change the world in ways we cannot imagine. Challenges such as climate change will require radical adaptation. In this increasingly complex world, creativity and the ability to continue to learn and to innovate will count as much as, if not more than, specific areas of knowledge liable to become obsolete. Lifelong learning should be the norm.” Improving Competences for the 21st Century (2008) Jean Gordon EIESP www.eiesp.org

5. Some background … The United Nations Convention of the Rights of the Child: Art. 28 … the education of the child shall be directed to: (a) The development of the child's personality, talents and mental and physical abilities to their fullest potential Art. 12: Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child World Health Organisation: Health is a state of complete physical, mental and social well-being not merely the absence of disease or infirmity. Council of Europe: ‘Well-being for All’ basis of social cohesion Jean Gordon EIESP www.eiesp.org

6. Defining well-being: Realising one’s unique potential through physical, emotional, mental, and spiritual development … in relation to self, others and the environment. Definition: Universal Education Foundation http://www.uef-learning4wellbeing.org/ Jean Gordon EIESP www.eiesp.org

7. Shifting the way we think … about children, education, learning, health • Children as full participants • Education centred on the learner • Engaging the full range of human experience • Choosing well-being and health Purpose: To inspire and engage people to make all environments more conducive to Learning for Well-being Jean Gordon EIESP www.eiesp.org

8. Learning for Well-being implies: • Self-directed activity • Individual processes and needs • Capacities for self-discovery/expression • Involving whole person • Inherently a social activity -- in relationship • Requiring curiosity, openness and respect • Through and within diverse learning environments • Optimized through autonomy and choices Ref.: Linda O’Toole & Daniel Kropf, Learning for Well-being. Changing Paradigms, Sharing our Hearts, Beginning a Dialogue, Universal Education Foundation, 2010 Jean Gordon EIESP www.eiesp.org

9. Challenges for education: • Learning to learn/understand who you are is a foundation for understanding others • A holistic approach to children’s development & education – engaging the whole child • Support the realisation of full & unique potential of learners • The right to be listened to – feeling listened to with respect will hopefully encourage respect for others Jean Gordon EIESP www.eiesp.org

10. EU: Improving Competences for the 21st Century • Every young person should have the possibility of developing his/her full potential. • Every learner’s needs differ. Every classroom is a place of diversity. No one size fits all. • Holistic approach to learning – mind and body. • Schools should promote the health and well-being of pupils and staff and active citizenship. Jean Gordon EIESP www.eiesp.org

11. EU Framework of Key Competences for Lifelong Learning • Communication in the mother tongue • Communication in a foreign language • Mathematical competence and basic competence in science and technology • Digital competence • Learning to learn • Social and civic competence • Sense of initiative and entrepreneurship • Cultural awareness and expression. All that individuals need for personal fulfillment and development, active citizenship, social inclusion and employment. Jean Gordon EIESP www.eiesp.org

12. Key competences include: • application of knowledge and skills • include attitudes as well as knowledge, skills • engage the emotions, mind and body • integrated development of skills and attitudes conducive to the use of knowledge in different situations (familiar or unexpected) • sometimes include a standard to be reached • competence is an individual quality Fostered in school through team work, participation and engagement of students in their learning & working with the families, communities and stakeholders around schools. Jean Gordon EIESP www.eiesp.org

13. Learning the Treasure Within Learning to live together • School must first help them [children & young people] discover who they are. Only then will they genuinely be able to put themselves in other people’s shoes and understand their reactions. Developing empathy at school bears fruit in terms of social behaviour throughout life. • It would seem that education must take two complementary paths; on one level, the gradual discovery of others and on another, the experience of shared purposes throughout life which seems to be an effective way of avoiding or resolving latent conflicts. Jean Gordon EIESP www.eiesp.org

14. Learning to learn • engages learners to build on prior learning & life experiences • organise one's own learning • awareness of one's learning process & needs • identifying available opportunities • ability to overcome obstacles in order to learn successfully • motivation & confidence are crucial to an individual's competence. Jean Gordon EIESP www.eiesp.org

15. Social and civic competence • personal, interpersonal & intercultural competence • all forms of behaviour that equip individuals to participate in social & working life • emphasises increasingly diverse societies • includes capacity to resolve conflict where necessary & participate in civic life • commitment to active & democratic participation. Jean Gordon EIESP www.eiesp.org

16. EU Key competences - links Learning to learn: • School must first help them [children & young people] discover who they are. • Self-directed activity • Individual processes and needs • Capacities for self-discovery/expression • Optimized through autonomy and choices Social and civic competence: • Only then will they genuinely be able to put themselves in other people’s shoes and understand their reactions. • Developing empathy at school bears fruit in terms of social behaviour throughout life. • Experience of shared purposes throughout life which seems to be an effective way of avoiding or resolving latent conflicts. • Learning involves whole person • Inherently a social activity -- in relationship • Requiring curiosity, openness and respect Through and within diverse learning environments Jean Gordon EIESP www.eiesp.org

17. Selected results of the study • Key competences are a major national education policy goal in most Member States • Progress is variable • Approaches are different - may vary by level (primary, lower or upper secondary) & type (general academic or VET) of education. • Different terminology : key competences / cross-curricular key competences / basic competences / competencies / core skills / key skills / socle commun. • Some systems use core objectives and general objectives. • Major issue: how best to implement approaches to school policies for teaching & learning key competences. Implies shift in school systems: • from input-led and subject-oriented towards curricula which include competences, • cross-curricular activities, • active and individualised learning • focus on learning outcomes. • Links changes in schools with learning outcomes approaches in other sectors, e.g. VET Jean Gordon EIESP www.eiesp.org

18. Teacher education & training • Teacher acquisition of the 8 competences – big issue • A lot more effort is needed for teacher education & training • At EU level, three core competences for teachers are defined: • Working with others; • Working with knowledge, technology and information; and, • Work with and in society. • Lack of bridges between the EU framework of competences for LLL and teacher competences Jean Gordon EIESP www.eiesp.org

19. Summary of points • Learning to learn/understand who you are = foundation for understanding others • Learning for well-being = learning about ourselves so that we make the decisions that serve us, others and the environment • Holistic approach to children’s development & education - focus on the complete person • Every learner’s needs differ. Every classroom is a place of diversity. • Personal, interpersonal and intercultural competence to participate in civic life – participation of pupils • Feeling listened to with respect will hopefully encourage respect for others Jean Gordon EIESP www.eiesp.org

20. Questions • How does this speak to the situation in your country? Are these the relevant questions? • How are children in your system supported to acquire key competences for LLL in multicultural societies? • Where do you see the main challenges in your schools? • How could teachers, families, local communities be better supported? • How are pupils in your country “learning democracy” as partners in building their learning ? Jean Gordon EIESP www.eiesp.org

21. THANK YOU www.eiesp.org www.learningforwellbeing.org Jean Gordon EIESP www.eiesp.org

22. Sources Learning for Well-being Consortiumof Foundations in Europe / Universal Education Foundation (www.learningforwellbeing.org) Learning to Live Together; a Necessary Utopia: a seminar (2007) and special issue of the European Journal of Education (2008) organised with the support of the Calouste Gulbenkian Foundation. (http://onlinelibrary.wiley.com/doi/10.1111/ejed.2008.43.issue-2/issuetoc) A 2009 study on key competences for the EU Commission, DG EAC: J. Gordon, G. Halasz, M. Krawczyk, T. Leney, A. Michel, D. Pepper, E. Putkiewicz, J. Wisniewski, Key Competences in Europe: Opening doors for lifelong learners across the school curriculum and teacher education (http://ec.europa.eu/education/more-information/moreinformation139_en.htm). Jean Gordon EIESP www.eiesp.org