obessu’s inputs on «opening up education»
TRANSCRIPT
OBESSU’s inputs on
«Opening up Education» EESC INPUT SESSION - BRUSSELS 8TH JANUARY 2014
Daniele Di Mitri ([email protected])
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The voice of school students in Europe
founded in 1975
Gathers 23 school student organisations
Represents students aged between 14-21
Both from academic and VET schools
For more information ... www.obessu.org
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OBESSU welcomes Opening Up Education
communication ...
especially for the following focuses:
The modernisation of Education through the use of ICT
Accessibility of education and social inclusion
Reinforcing digital skills and overcoming digital divide
The use of O.E.R. Open Educational Resources
The «joint effort» idea
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However we see various
challenges...
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Only leaders’ fault?
Is the the lack of leaders’ initiative? Or is the lack of financial support?
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Only leaders’ responsibility? No! Must be shared responsibility!
Education is still in crisis in Europe
From 24 countries with available data, 17 reduced the planned budget in 2011-12
2/3 of countries conducted closures/mergings in 2010-12
In 7 countries cut on the construction, maintenance and renovation of educational buildings
in 11 countries teachers’ salaries were cut or frozen in 2011-2012
...
source Eurydice
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ICT save money
A successful digital revolution in Education can be achieved only
with massive governmental investments;
Integrating ICT in educational systems requires initial investments!
Cost savings will happen later on, in the long run.
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ICT = invest money!
Interpreting learners expectations?
“Learners expect their skills to be recognised by
potential employers or for further learning and
seek out education and training providers who
can award relevant qualifications. “
— Opening Up Education
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Labour market trends
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Is this really
«learner
centred»
approach?
Who is adapting to what?
The use of ICT and OERs offer an unique occasion to adapt Education to the needs of the learners, not to the needs of the labour market.
ICTs can potentially allow:
The use of various teaching methods
The use of different learning methods
Personalisation of curricula
Better access for disabled people or disadvantaged groups
Many other experimentations
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11Different stages, different purposes
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Primary Lower secondary Upper secondary Higher education Continuous education
Knowledge Intangible objectives
Each educational stage
has its specific role in
society and in life.
Knowledge and know-
how are the “hard skills”
exploitable in future job
occupations and get
greater role in later
stages.
The intangible
ojectives are usally called
“soft skills”
Learner assessment
Learners' assessment through ICTs presents some controversial
aspects:
Are the Learning Analytics (automatic assessment) reliable?
Can we really create a “student model”? that means
How realistically can we portray learners’ knowledge?
What will the role of the teacher be then?
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School assessment
How do we sensitise educational institutions on the implementation
of the ICTs?
How do we assess their progress?
The new tool for “recording and benchmarking the digital state of educational
institutions”...
...another comparison criterion which
will bring negative competition?
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OBESSU wish list
Students – and their unions – included in shaping the changes
Overcome the “bring your own device” principle (of inequity)
No additional costs for learners (especially hidden costs)
Educate to critically use technology (rather than just consume it)
Info on web-browsing, risks, privacy, data security...
No monopoly principle through the use of Open Source software
Collaborative writing of OERs together with teachers
School e-libraries for copyright learning contents
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