EDUCATIONAL REPORT (original) (raw)
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Exedra: Revista CientÃfica, 2010
Over the past decades (since the 80s of the 20th to the first decade of the 21 st century) we have witnessed a strong move towards considering education principally as a technical issue, probably also inspired by the technological revolution during these decades. "How to teach?" became more a question of "How to structure the learning process?" than providing an answer to the more fundamental questions like "What shall the society look like for which we are educating?" or "How does effective learning take place?" Efficiency, benchmarks and a close to obsessional addiction to evaluation have taken up the main space in public debate and in practice. A change of direction in education is needed. This is not new. Change is the only permanent feature. Many have expressed this wisdom in one or the other way. For example Herakleitos of Ephesus 1 "Everything flows, nothing stands still." This doesn't imply that any change is desirable. We need to agree on the direction of change and we need to be active, be the actors of the change we would like to see. So, the first question certainly is the one about direction "Where do we want to go?" The second question will definitely be "How do we best get there?" The Council of Europe proposes a vision of "Sustainable democratic society" based on the principles of democracy, human rights and the rule of law in all the concrete manifestations they may take when applied as underlying guiding values for living together in peace. The Pestalozzi Programme of the Council of Europe adopts and advocates an approach to teaching and training based first and foremost on the conviction that education must mirror the principles and values of the society we want to live in today and we want our children to live in tomorrow. The contents of our teaching and the desired learning outcomes must be in line with what we want to achieve. Most people will agree to this. However, this implies that our pedagogy and the methodology must change too.
THE EUROPEAN STANDARD FOR QUALITY IN EDUCATION AND PROFFESIONAL TRAINING
2010
In the last decade there has been a permanent preoccupation for the necessity of quality improvement in educational and professional training systems (1999 1 ), by information exchange and experience, by promoting dialogue and testing and particularly through European education and training programmes. Since 1995, the Leonardo Da Vinci programme has supported a large number of trans-national projects and cooperation initiatives. The European Forum for Quality in education and professional training was created in 2000, in order to facilitate information and experience exchange, to stimulate debates. The Forum was the first cooperation platform technically structured, for the European Commission, member states and social partners, involved in various aspects related to education and professional training quality. A fundamental step was made through the European Council resolution 2 and the European Ministers Declaration 3 for Education and Professional Training, related to promoting European cooperation in education and professional training.
Mapping Major Changes to Education and Training in 2025
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The Europe 2020 strategy acknowledges that a fundamental transformation of education and training is needed to address the new skills and competences required if Europe is to remain competitive, overcome the current economic crisis and grasp new opportunities. However, to determine how education and training policy can adequately prepare learners for life in the future society, there is a need to envisage what competences will be relevant and how these will be acquired in 2020-2030.