based upon the eu elearning conference / learning café: digital skills – july 2006

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1 Competences for Life & Work: Competences for Life & Work: How you go about from School to Work How you go about from School to Work Dr Nikitas Kastis Dr Nikitas Kastis President, MENON Network & Director, Lambrakis Foundation President, MENON Network & Director, Lambrakis Foundation Based upon the EU eLearning Conference / Learning Café: Digital Skills – July 2006 Career Guidance – the European Dimension Career Guidance – the European Dimension Conference, ALBA 4 Nov 2006 Conference, ALBA 4 Nov 2006

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Career Guidance – the European Dimension Conference, ALBA 4 Nov 2006. Competences for Life & Work: How you go about from School to Work Dr Nikitas Kastis President, MENON Network & Director, Lambrakis Foundation. Based upon the EU eLearning Conference / Learning Café: Digital Skills – July 2006. - PowerPoint PPT Presentation

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Page 1: Based upon the EU eLearning Conference / Learning Café: Digital Skills – July 2006

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Competences for Life & Work:Competences for Life & Work:How you go about from School to How you go about from School to

WorkWork

Dr Nikitas KastisDr Nikitas Kastis

President, MENON Network & Director, Lambrakis President, MENON Network & Director, Lambrakis FoundationFoundation

Based upon the EU eLearning Conference / Learning Café: Digital Skills – July 2006

Career Guidance – the European DimensionCareer Guidance – the European DimensionConference, ALBA 4 Nov 2006Conference, ALBA 4 Nov 2006

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Competences for Life & Work:Competences for Life & Work: How you go about from School to WorkHow you go about from School to WorkCareer Guidance Conference, Nov 2006Career Guidance Conference, Nov 2006

Digital Skills for Life and WorkDigital Skills for Life and Work

Google search resultsGoogle search results SkillsSkills: 671,000,000: 671,000,000 LiteracyLiteracy: 126,000,000: 126,000,000 CompetencesCompetences: 35,000,000: 35,000,000 Key competencesKey competences: 2,610,000 : 2,610,000

(1,230,000 in Europe, 513,000 in (1,230,000 in Europe, 513,000 in USA, 1,960,000 Canada & USA, 1,960,000 Canada & Australia)Australia)

Digital LiteracyDigital Literacy: 32,100,000: 32,100,000 Media LiteracyMedia Literacy: 56,800,000: 56,800,000 Digital SkillsDigital Skills: 139,000,000: 139,000,000 eSkillseSkills: 74,800: 74,800 e-Competencese-Competences: 35,000: 35,000

Digital Skills for Life and WorkDigital Skills for Life and Work

Technorati search resultsTechnorati search results SkillsSkills: 1,766,000: 1,766,000 LiteracyLiteracy: 108,485: 108,485 CompetencesCompetences: 2,752: 2,752 Key competencesKey competences: 316: 316

Digital LiteracyDigital Literacy: 7,140: 7,140 Media LiteracyMedia Literacy: 15,466: 15,466 Digital SkillsDigital Skills: 45,143: 45,143 eSkillseSkills: 34: 34 e-Competencese-Competences: 10 (all related to the : 10 (all related to the

EDEN Conference)EDEN Conference)

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Competences for Life & Work:Competences for Life & Work: How you go about from School to WorkHow you go about from School to WorkCareer Guidance Conference, Nov 2006Career Guidance Conference, Nov 2006

Social (& “cultural”) Social (& “cultural”) CapitalCapital

Private Life & SocietyPrivate Life & Society

Human CapitalHuman Capital

Professional LifeProfessional Life

Education Education

& &

Training Training

ContextsContexts

General EducationGeneral Education

Adults LearningAdults Learning

Education of Education of Disadvantaged Disadvantaged

GroupsGroups

Aspects of Life

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Competences for Life & Work:Competences for Life & Work: How you go about from School to WorkHow you go about from School to WorkCareer Guidance Conference, Nov 2006Career Guidance Conference, Nov 2006

Digital Literacy / Competence / SkillsDigital Literacy / Competence / Skillsin set of Key Competences (see also OECD/ DESECO):in set of Key Competences (see also OECD/ DESECO): transferable, multifunctional transferable, multifunctional package of knowledge, skills, attitudes, foundation for further learning …package of knowledge, skills, attitudes, foundation for further learning …

Communication in the Mother Tongue & Foreign Language …. the LITERACY Communication in the Mother Tongue & Foreign Language …. the LITERACY domaindomain

Mathematical Literacy … the NUMERACY domainMathematical Literacy … the NUMERACY domain Science & TechnologyScience & Technology

Digital Literacy / CompetenceDigital Literacy / Competence (ICT…) (ICT…) Learning to LearnLearning to Learn (what about??) (what about??) Interpersonal-intercultural, social competencesInterpersonal-intercultural, social competences Civic competencesCivic competences EnterpreneurshipEnterpreneurship Cultural Awareness Cultural Awareness

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Competences for Life & Work:Competences for Life & Work: How you go about from School to WorkHow you go about from School to WorkCareer Guidance Conference, Nov 2006Career Guidance Conference, Nov 2006

20% of School Education graduates with reading problems20% of School Education graduates with reading problems 77% of age cohort (18-24 yrs) completing Higher Education77% of age cohort (18-24 yrs) completing Higher Education 58% European work-force never used ICT58% European work-force never used ICT 34% European population never used ICT34% European population never used ICT 80% European population with low-qualifications (ISCED 1 & 2) never 80% European population with low-qualifications (ISCED 1 & 2) never

used ICTused ICT 50% of jobs will require high-level skills by 2010 – how come?50% of jobs will require high-level skills by 2010 – how come? Multigenerational organization systems (sic!) …Multigenerational organization systems (sic!) … Attitude(s) – capacity to change (never-ending quest for Innovation!)Attitude(s) – capacity to change (never-ending quest for Innovation!) In search for Excellence! Is Equity the “looser of the last mile”?In search for Excellence! Is Equity the “looser of the last mile”?

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Competences for Life & Work:Competences for Life & Work: How you go about from School to WorkHow you go about from School to WorkCareer Guidance Conference, Nov 2006Career Guidance Conference, Nov 2006

Spending on Education increasesSpending on Education increases – reaching 6.1% of GDP, OECD – reaching 6.1% of GDP, OECD average -, with expenditure on staff corresponding to biggest budget average -, with expenditure on staff corresponding to biggest budget heading. Thus, heading. Thus, expenditure per student is largely influenced by expenditure per student is largely influenced by teachers salaries!teachers salaries!

Increase of expenditure per student of more than 20% between 1995 Increase of expenditure per student of more than 20% between 1995 and 2002, in non-tertiaryand 2002, in non-tertiary education (tertiary education prevailing education (tertiary education prevailing pattern of change differs, due to relative expansion).pattern of change differs, due to relative expansion).

Expenditure per student rises with the education level, with Expenditure per student rises with the education level, with secondary 1.3 times primary expenditure and tertiary reaching over secondary 1.3 times primary expenditure and tertiary reaching over 4.5 times primary4.5 times primary, , representative of the established life-cycle (long) representative of the established life-cycle (long) learning paradigmlearning paradigm..

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Competences for Life & Work:Competences for Life & Work: How you go about from School to WorkHow you go about from School to WorkCareer Guidance Conference, Nov 2006Career Guidance Conference, Nov 2006

Some (OECD) countries considered “laggards”: 15-year-olds’ Some (OECD) countries considered “laggards”: 15-year-olds’ mathematical proficiencymathematical proficiency (over 25% below threshold) (over 25% below threshold) & problem-& problem-solving proficiencysolving proficiency (~60% incapable of reaching threshold, only ~30% (~60% incapable of reaching threshold, only ~30% for the “protagonists”).for the “protagonists”).

The The group of “protagonists”group of “protagonists” (Finland, Korea, Canada, Japan, (Finland, Korea, Canada, Japan, Sweden,…) Sweden,…) present an interesting ‘present an interesting ‘school cohesion factor’school cohesion factor’, with , with school-results’ differences accountable to 5-17% of students’ school-results’ differences accountable to 5-17% of students’ mathematics performance variation (for “laggards” over 30%).mathematics performance variation (for “laggards” over 30%).

Not any relationship established between expenditure per student Not any relationship established between expenditure per student and learning performance. Results suggest that and learning performance. Results suggest that spending on spending on education is a prerequisite of high-quality learning, but not sufficient education is a prerequisite of high-quality learning, but not sufficient to achieve high level outcomesto achieve high level outcomes. Education . Education systems’ processes play a systems’ processes play a strong part in learning effectivenessstrong part in learning effectiveness..

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Competences for Life & Work:Competences for Life & Work: How you go about from School to WorkHow you go about from School to WorkCareer Guidance Conference, Nov 2006Career Guidance Conference, Nov 2006

In most OECD countries, In most OECD countries, males’ employability is affected by the lack males’ employability is affected by the lack of upper secondary educationof upper secondary education (factor for social cohesion). (factor for social cohesion).

Sound evidence relating economic output (GDP growth) to yrs spent Sound evidence relating economic output (GDP growth) to yrs spent in educationin education (3-6% increase corresponding to one-year increase in (3-6% increase corresponding to one-year increase in education). education). Impact on health and social cohesion remain anecdotalImpact on health and social cohesion remain anecdotal without reliable assessment.without reliable assessment.

Finally, Finally, learning outside classroomlearning outside classroom is (a) increasing (from 2000 to is (a) increasing (from 2000 to 2003) and (b) varying in both time allocated and type & quality –yet 2003) and (b) varying in both time allocated and type & quality –yet not measurable impact on learning outcomes.not measurable impact on learning outcomes.

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Competences for Life & Work:Competences for Life & Work: How you go about from School to WorkHow you go about from School to WorkCareer Guidance Conference, Nov 2006Career Guidance Conference, Nov 2006

Relation between educational provision, performance and social Relation between educational provision, performance and social inclusion is extremely complexinclusion is extremely complex..

Learning outcomes are associated with variables like motivation, self-Learning outcomes are associated with variables like motivation, self-belief and learning strategiesbelief and learning strategies, therefore likely to be linked to levels of , therefore likely to be linked to levels of social cohesion, quality and relevance of learning environment, the social cohesion, quality and relevance of learning environment, the relationship with ‘life chances’!relationship with ‘life chances’!

Seems that cognitive & cultural factors shape how exclusion relate to Seems that cognitive & cultural factors shape how exclusion relate to identity and ‘learning’; some thinkers talking about identity and ‘learning’; some thinkers talking about “chronic, inherited “chronic, inherited poverty” and “exclusion inheritance…, passed over to generations”…, poverty” and “exclusion inheritance…, passed over to generations”…, through education!”through education!”

Considerations give rise to ideas about Considerations give rise to ideas about emerging knowledge building emerging knowledge building patternspatterns, with ‘exclusion’ being defined as lack of access to , with ‘exclusion’ being defined as lack of access to opportunities to realise creativity and potential;opportunities to realise creativity and potential; the process of the process of knowledge formationknowledge formation: we are then : we are then facing a “Paradigm Shift”!facing a “Paradigm Shift”!

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Competences for Life & Work:Competences for Life & Work: How you go about from School to WorkHow you go about from School to WorkCareer Guidance Conference, Nov 2006Career Guidance Conference, Nov 2006

The re-orientation of The re-orientation of Lifelong LearningLifelong Learning from its 1960’s focus from its 1960’s focus on on transition pathwaystransition pathways to a more holistic view of to a more holistic view of learning as learning as part of social developmentpart of social development (both of society in general and of (both of society in general and of the individual as a social actor)the individual as a social actor)

The corresponding shift in emphasis from The corresponding shift in emphasis from learninglearning as a as a process of process of reproductionreproduction to one of to one of transformative learningtransformative learning

The rise to prominence of The rise to prominence of joined-up governmentjoined-up government, linking , linking educationeducation with other key policy agendas and imperatives with other key policy agendas and imperatives like like employmentemployment, , healthhealth and the and the environmentenvironment

The increasing The increasing policy inter-dependence between policy inter-dependence between education education and social inclusionand social inclusion

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Competences for Life & Work:Competences for Life & Work: How you go about from School to WorkHow you go about from School to WorkCareer Guidance Conference, Nov 2006Career Guidance Conference, Nov 2006

Paradigm shiftParadigm shift* Consumer of Knowledge – Creator of Knowledge* Consumer of Knowledge – Creator of Knowledge: from the dichotomy to the : from the dichotomy to the co-existenceco-existence* Prevailing character of the * Prevailing character of the Learning-to-Learn CompetenceLearning-to-Learn Competence

Calls for an integrated approach to this Competence [instead of mass delivery of Calls for an integrated approach to this Competence [instead of mass delivery of “chunks of training and development of Basic ICT Skills”]“chunks of training and development of Basic ICT Skills”]

The aim needs to be:The aim needs to be:* * Innovate, validate and reform the E&T systemsInnovate, validate and reform the E&T systems in order to in order to(a) cater for the increase of learning-to-learn capacity at school level(a) cater for the increase of learning-to-learn capacity at school level(b) efficiently “compensate” for the lack of minimum competence level of adults(b) efficiently “compensate” for the lack of minimum competence level of adults* * Embed technology familiarization in contextEmbed technology familiarization in context (personal, professional) specific (personal, professional) specific activities (societal setting)activities (societal setting)

The new The new Equity challengeEquity challenge: : from delivering massive education to from delivering massive education to engaging people to massive knowledge experiences (up-grading their engaging people to massive knowledge experiences (up-grading their learning-to-learn competence)learning-to-learn competence)

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Borderless & inclusive learning and “Technical Coding”Borderless & inclusive learning and “Technical Coding”

What are the What are the ‘typical’ aspects of ‘technical coding’‘typical’ aspects of ‘technical coding’ in the beginning of in the beginning of the century:the century:

A A limitless potential of on-line applications serving content creation, sharing, limitless potential of on-line applications serving content creation, sharing, reusability and thus knowledge formationreusability and thus knowledge formation (from weblogging to web (from weblogging to web tagging/mashing etc.)tagging/mashing etc.)

Set of Set of maturing communication protocolsmaturing communication protocols, that could cater with , that could cater with interoperabilities, turning communities to knowledge networks and could interoperabilities, turning communities to knowledge networks and could seamless global coverage of regionsseamless global coverage of regions..

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Competences for Life & Work:Competences for Life & Work: How you go about from School to WorkHow you go about from School to WorkCareer Guidance Conference, Nov 2006Career Guidance Conference, Nov 2006

Borderless & inclusive learning: ChallengesChallenges

What our children need to learnWhat our children need to learn in order to aspire to these emerging societal paradigms?

How can we change school educationHow can we change school education in order to facilitate this orientation?

How can we cater with the Adults Learning needsHow can we cater with the Adults Learning needs?

Dare to give some answers…Dare to give some answers…

* Start with School (Primary Education), decentralize, establish new Literacy paradigms, competence-based educational design, cognitive processes, sharing of learning resources and knowledge formation mechanism;

* Provide with embedded (contextualized) training and career’s planning

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Sustainable InnovationSustainable Innovation: E&T contexts and : E&T contexts and knowledge building ‘patterns’knowledge building ‘patterns’

Balanced deployment of effective up-take Balanced deployment of effective up-take of ICTs in learning process: of ICTs in learning process: serving Equity serving Equity through the search for Excellencethrough the search for Excellence

Joined capacity building: Joined capacity building: emerging emerging common agendas of the stakeholderscommon agendas of the stakeholders

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