Catalan education system
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Transcript of Catalan education system
Learning spaces:for growing and living together
@NewsNeus
Dra. Neus Lorenzo i Galés
Educational Policies in Catalonia Barcelona, March 2013
Ref: https://fbcdn-sphotos-e-a.akamaihd.net/hphotos-ak-prn1/521953_365649436874735_862622492_n.jpg
Content
Where? Short introduction: the Catalan education system
What?Exploring concepts and tendencies
Why?Reflecting on present and future with some data
How?Interaction for collective knowledge building
… and then what?Questions and Starting point
Why? Where?
What? How?History doesn’t happen to us... We actively build it every day!
Neus Lorenzo
Catalonia, a Mediterranean region with a long history
http://i269.photobucket.com/albums/jj49/Stirpes_Net/mapas/CatalanEmpire.jpg
Expansion: XIV-XV century
Catalan educational policies focus on…
Inclusion:Consolidating social cohesionwith inclusive education, and enriching citizenship in diversity.
ESPRONCEDA School
Competencies:Providing citizens in new generations with the necessary competencies for employability, sustainability and flexibility to face future unexpected challenges.
Androulla VASSILIOU: Commissioner Education, Culture, Multilingualism Youth
Priorities: José Manuel Barroso, president of the UE.
European priorities: Strategies 2020 New aims at the European Union (2009) 2009)
Reactivating economy and competitively
Fighting for social cohesion, against poverty and unemployment
Reinforce European citizenship and social participation
Looking for a sustainable Europe improving ecology
Providing citizens with security and common spaces in Europe
Source : http://europa.eu/rapid/pressReleasesAction.do?reference=IP/09/1837&format=HTML&aged=0&language=ES&guiLanguage=en
European targets 2020: social indicators
•75 % of the population aged 20-64 should be employed.
•3% of the EU's GDP should be invested in R&D.
•The "20/20/20" climate/energy targets should be met. (i.e. reduce 20% greenhouse gas emissions, increase 20% renewable energy consumption, achieve a 20% increase in energy efficiency).
•The share of early school leavers should be under 10% and at least 40% of the younger generation should have a degree or diploma.
•20 million less people should be at risk of poverty.
Ref: http://europa.eu/rapid/pressReleasesAction.do?reference=IP/10/225&format=HTML&aged=0&lg=es&guiLanguage=en
Common aim EU 2020Secondary graduated students, increasing
2001-2010
PIB & maths results in PISA
+ Money doesn’t mean + score
•http://www.pisa.oecd.org/findDocument/0,2350,en_32252351_32235731_1_119669_1_1_1,00.html
•http://www.pisa.oecd.org/pages/0,2966,en_32252351_32235907_1_1_1_1_1,00.html
Results in education according to the invested capital
budget- & investment
Sco
re (
mat
hs r
esul
ts)
Why? Where?
What? How?
Investing plurilingual in communication skill
interculturality
interaction
participation
learning
conviventiality
collaboration
working
enterpreneurship
implicatiom
Individual commitment to a group effort - that is what makes a team work, a society work, a civilization work. Vince Lombardi
Behaviourism Structuralism Constructivism Connectivism
Focus on Science design, Positivism,
Empiric analysis
Focus on Linguistics,
Form. & Function.
Focus on Psycholinguistics,
Evolutionism
Focus on SociolinguisticsNeuro-Sciences
Ivan P. Pavlov, B. F. Skinner, Albert Bandura, Ed. Lee Thorndike,; John B Watson
Ferdinand Saussure, Roman Jacobson, Claude Lévy-Straus, Herbert Spencer, Talcott Parson,
Jean Piaget, Lew S. Vygotsky, eromeBruner, JLaurence Kohlberg, Egan Kieran
Howard Gardner ,George Siemens Stephen DownesSugata MitraMark JohnsonLakoff. George
Turning farming societies into Industrial economy
Turning Industrial Societies into multinational Capitalism
Multinational econ., growing into a Worldwide transnational economy
Virtual economy,
networking in a hyper- connected world, to social awareness
ConnectivityCommitment
The Catalan Education System
UEE HGVET Vocational training
MG VET Vocational training
Secondary Education
Primary Education
Pre-school Education
Education System Structure
UniversityAg
e
Non-Compulsory Education Compulsory Education
MGVET- Medium Grade Vocational Education and Training SGP- Social Guarantee ProgrammeHGVET- Higher Grade Vocational Education and Training UEE- University Entrance Examination
Baccalaureate SGP- Social Adaptation
95,5 %
Chart D1.2a. Instruction time per subject as a percentage of total compulsory instruction time for 9-11 year-olds (2007) Percentage of intended instruction time devoted to various subject areas within the total compulsory curriculum
1. Includes 11-year-olds only.2. For 9-10 year-olds, social studies is included in science.3. German as a language of instruction is included in "Reading, w riting and literature" in addition to the mother tongue Luxemburgish.4. Includes 10-11 year-old
0%
20%
40%
60%
80%
100%
Neth
erlands1
Fra
nce
Mexic
o
Hungary
Irela
nd
Gre
ece
Russia
n F
edera
tion
Czech R
epublic
2
Denm
ark
Norw
ay
Luxem
bourg
3
Austr
ia
Sw
eden
Engla
nd
Spain
Belg
ium
(F
l.)
Esto
nia
Fin
land
Germ
any
Kore
a
Japan
Turk
ey
Isra
el
Slo
venia
Icela
nd
Port
ugal4
Chile
Austr
alia
Reading, writing and literature Mathematics Science
Modern foreign languages Other compulsory core curriculum Compulsory flexible curriculum
Ref: http://www.oecd.org/document/24/0,3343,en_2649_39263238_43586328_1_1_1_1,00.html
Reading
LanguagesScience
Maths
Version 1 - Last updated: 19-Aug-2009Chart D1.2b. Instruction time per subject as a percentage of total compulsory instruction time for 12-14 year-olds (2007)
Percentage of intended instruction time devoted to various subject areas within the total compulsory curriculum
1. For 13-14 year-olds, arts is included in non-compulsory curriculum.2. German as a language of instruction is included in "Reading, w riting and literature" in addition to the mother tongue Luxemburgish.3. Includes 12-13 year-olds only.Countries are r
0%
20%
40%
60%
80%
100%
Irela
nd1
Sw
eden
Luxem
bourg
2
Italy
3
Denm
ark
Norw
ay
Turk
ey
Hungary
Fra
nce
Spain
Belg
ium
(F
r.)3
Russia
n F
edera
tion
Mexic
o
Esto
nia
Isra
el
Germ
any
Icela
nd
Belg
ium
(F
l.)
Chile
Austr
ia
Fin
land
Slo
venia
Kore
a
Gre
ece
Czech R
epublic
Engla
nd
Port
ugal
Japan
Austr
alia
Reading, writing and literature Mathematics Science
Modern foreign languages Other compulsory core curriculum Compulsory flexible curriculum
Ref: http://www.oecd.org/document/24/0,3343,en_2649_39263238_43586328_1_1_1_1,00.html
Reading
Languages
Science
Maths
Chart D1.1. Total number of intended instruction hours in public institutions between the ages of 7 and 14 (2007)
Countries are ranked in ascending order of total number of intended instruction hours.Source: OECD. Table D1.1. See Annex 3 for notes (www.oecd.org/edu/eag2009 ).
0 1 000 2 000 3 000 4 000 5 000 6 000 7 000 8 000 9 000 10 000
ChileItaly
NetherlandsAustralia
Belgium (Fr.)FranceMexico
IsraelIreland
GreeceEnglandPortugal
Belgium (Fl.)TurkeySpain
AustriaLuxembourg
Czech RepublicIceland
DenmarkJapan
GermanyHungaryNorw ay
KoreaSw eden
Russian FederationSlovenia
FinlandEstonia
Total number of intended instruction hours
Ages 7 to 8 Ages 9 to 11 Ages 12 to 14
Ref: http://www.oecd.org/document/24/0,3343,en_2649_39263238_43586328_1_1_1_1,00.html
Time & achivement: Reading, PISA 2009Ref: Sistemas fuertes y reformadores exitosos en la educaciónOrientaciones de PISA para las Islas Canarias, Españahttp://www.oecd.org/dataoecd/53/54/49882415.pdf
time
achi
vem
ent
Time and achivement: Maths, PISA 2009
time
achi
vem
ent
Time and achivement: Science, PISA 2009
time
achi
vem
ent
Community building: intercultural dialogue
Inner frontiers are the ones that really separate us
reading, speaking, writing, listening, interacting
communicating in many languagessharing, negotiating, networking, bridging the gap
Dealing with diversity for
empowering with rights and duties
Catalan society: the plurilingual growth
Family
School
Friends
Work
Society
Media
Environment
Family L.
Environmental L.
School L.
Professional L.
International L.
Co-responsibility
between school
and municipal authorities
Attitudinal
School Project
Attitudinal
School ProjectSocial dimension
action-plans
Social dimensionaction-plans
Inclusive schoolInclusive school
Main educational strategies
Initial Initial ImmersionImmersion
classroom classroom
Cultural Cultural environment environment planplan
Linguistic Project
Linguistic Project
Catalan
CLIL, ICT
Networking
Networking
•Diversity•Autonomy•Plurilingualism•European LLP
Learning, communicating, and sharingin formal, informal and non formal education
Difficult times, lots of cut outs...
… we need not only resources, but knowing how to use them properly
Why? Where?
What? How?
Language diversity is a human beings’ treasure:It enriches thinking, creatingand understanding the world.
Overview of EU policies in the field of Multilingualims
The EU provides support for language learning because:
• it can help build communities between individuals and nations, and is essential for living together in a multilingual and multicultural Europe
• businesses need multilingual staff to be able to trade effectively across Europe
• the language industry – translation and interpretation, language teaching, language technologies etc. – is one of the fastest growing areas of the economy.
http://europa.eu/pol/mult/index_en.htm
Working skills in labour markets in the 21st c.
Expert KnowledgeExpert Knowledge
Complex CommunicationComplex Communication
Handicraft and artHandicraft and art
Cognitive RoutineCognitive Routine Tasks Tasks
Manual Routine Manual Routine TasksTasks
CommunicationKnowledge
Unemployment rates (2007-2012)
Youth population 16-20 NEET (NINIs 2009)
European programmes
Ref: http://www.eesc.europa.eu/resources/toolip/img/2011/04/12/seven_pix.jpg
Language: evolving concepts
Subject at school
Linguistics
Learning strategy and communication tool
Psychology
Sociocultural context and participation spaceSociology
Culture, adaptating the environment...
Biodiversity, adaptating to environment...
http://boscovstravel.files.wordpress.com/2011/05/vietnamfarm-copyright1.jpg?w=530
http://static.hdw.eweb4.com/media/thumbs/1/56/550747.jpg
http://imgc.artprintimages.com/images/art-print/hellier-gavin-colourful-sailboats-on-jolly-beach-antigua-leeward-islands-west-indies-caribbean_i-G-38-3830-XJ6YF00Z.jpg
There are 5500/6000 languages in the world
Only 20% have a state = policy suport
Source: « Halte à la mort des langues » Claude Hagège
When a language disappears, a whole culture vanishes, with its unique,collective, unrepeateble view of reality.
80 % are minority languages
75% are threatened or extinguishing
In 100 years more than 2500 may vanish and disappear
TWITTER MESSAGESLANGUAGE USAGE IN TWITTER Ref: Eric Fischer http://bigthink.com/ideas/41004
Europa is multilingual…
Are European citizens plurilingual?
Learning several languagesdevelops more competent citizens
PlurilingualKnowledge
Communicationskills
InterculturalDialogueCompetencies for a shared future
- team working- networking- bridging cultural gaps- flexibility, plural criteria - critical thinking- innovation and entrepreneurship - personal learning autonomy- language learning ability, - mass media competences - creativity, artistic sensitivity- ... … …
Knowledge
Attitudes
Procedures
School results in Catalonia:PISA indicators 2006-2009
reading maths science
But the Spanish average is still far from the European goals
Why? Where?
What? How?
Changing focus
SpeakingListeningReadingWritingInteracting
SpellingPhoneticsVocabularyGrammar… ... …
Content tasks Project work Networking (ICT)Active LearningNegotiating, participatingLiving together … … …
Learn
ing
(CLIL
, ICT)
Teaching
Language and communicative skills
Superficial abilitiesL1
Superficial abilities
L2Communication evidence
Shared and transversal
competenciesPlurilingual skills
Language learning interdependencies
Transversal language learning and cultural development
Adapted from Cummings, 1986 and Vicent Pascual 2007
Language Learning
New learning consolidates previous learning and improves personal learning autonomy
Superficial abilities L3
New education for new needs
• Prioritizing reading• Basic learning skills• European programs• PISA exams• Strong ICT policy• Teacher trainning• School autonomy• Social networking
School should open to the world
Ref: "Cours de philosophie a Paris", sXIV. Grandes chroniques de Francehttp://media-cache-ec5.pinterest.com/upload/218354281904946381_NqHDO6j4_c.jpg
Social dimension is out there!....Social dimension is out there!....
Augmented reality in expanding schools
2006
2004
2001
know how & resources? sensitivity & complicities
Looking for balance and sustainability
Maybe we are living uncertain times,but future is there: Let’s build it!
Moltes gràcies!
Learning languages to live together