Imaginer l’Ecole du Futur signifie aussi se projeter dans notre dimension proprement Européenne, au delà des frontières restreintes d’un seul pays. C’est à ce niveau, où se rencontrent les langues et les cultures qui forment de fait l’Europe, qu’on se doit d’imaginer des formes d’éducation et formation capables de répondre aux besoins de la société en développement, échange et migration.
Pour cette raison, le Groupe Compas considère important de porter son attention et d’inviter les acteurs de l’éducation en France à porter la leur, sur les politiques, les actions, les lignes directrices de la Commission Européenne, mais aussi sur les pratiques des autres pays Européens, ainsi que sur les besoins et transformations que la création d’une entité trans-nationale (entité sociale, commerciale, de recherche, de travail) comporte.
Il n’existe pas une politique Européenne sur l’instruction, non une politique officielle du moins. De jure, en effet, l’Union européenne n’a pas de compétence directe en matière d’éducation.
Toutefois, des lignes directrices et des financement existent. Ces lignes directrices concernent en particulier l’apprentissage des langues, la lutte commune à la réussite scolaire et à l’integration. Mais aussi l’introduction de nouvelles technologies, l’accent sur les sciences et les mathématiques et l’école comme lieu de formation de la citoyenneté.
Pour commencer voici quelques liens à partir des pages de la Commission Européenne, avec des descriptions fournies par la Commission :
European Commission. Education & Training
European Commission. Education & Training. School Education
The majority of Europeans spend at least nine or ten years at school. It is where they gain the basic knowledge, skills and competences that they need throughout their lives, and the place where many of their fundamental attitudes and values develop.
Schools need to set people on the path to a lifetime of learning, if they are to prepare them adequately for the modern world. A sound school education system also helps ensure open and democratic societies by training people in citizenship, solidarity and participative democracy.
Education ministers from EU Member States have set themselves 13 specific areas for improvement in national systems, including the education and training of teachers, key competences, language learning, ICT, maths, science and technology, active citizenship and social cohesion.
Challenges in these areas are considerable. One quarter of young people under the age of 15 only attain the lowest level of proficiency in reading; 15% of young people aged 18-24 leave school prematurely; only 78% of 22-year-olds have completed their upper secondary education; the level of interest in some subjects, such as science and mathematics, is low.
Member States are responsible for the organisation and content of education and training systems. However, the challenges facing school systems are similar across the EU, so there are advantages in working together. The role of the European Commission is to support national efforts. It does this in two main ways:
- Through the Comenius programme, it invests millions of euros each year in projects that promote school exchanges, school development, the education of school staff, school assistantships and more;
- The Commission also works closely with policy-makers from Member States to help them develop their school education policies and systems. It does this by gathering and sharing information and analysis and by encouraging the exchange of good policy practice
European Commission. Education & training. School education. School policy
School education is important for everyone’s life chances. The quality of the school experience affects our personal development, our place in society, our educational attainment, and our place in the world of work. Yet school systems in Europe face a number of common challenges, such as the high proportion of young people who leave school early, who do not complete their secondary education, or who do not acquire key competences.
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Several Member States are in the process of revising their school curricula in line with the changing needs of society and the economy. The European Union’s Framework of Key Competences is designed to help them with this, and several Member State experts are working with the Commission to implement it.
The Member States of the European Union have set themselves targets to improve performance in key areas such as literacy and attainment in Maths, Science and Technology. Information and Communications Technologies have a great potential to support autonomous learning, the collaborative construction of knowledge and the development of skills. Member State experts are working together on this issue, and on new ways to validate the outcomes of learning.
Member States have set themselves a number of other benchmarks for improving education. These include benchmarks on reading proficiency, early school leaving, and completion of secondary school.
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Schools are a microcosm of society. The full inclusion of disadvantaged groups in school is a challenge for education authorities. School populations reflect migration patterns. In several countries, over 10% of pupils aged 15 have parents who were born abroad; some Member States are facing this phenomenon for the first time. The presence of pupils from a variety of cultural and linguistic backgrounds is a rich source of learning opportunities. But dealing effectively with the increasing cultural diversity in classrooms presents a challenge to some Member States. The Commission has published a Green Paper in this issue.
The quality of the education experienced by pupils is linked directly to the quality of teaching. But the demands placed upon teachers are increasing and changing, and the education they receive is not always adequate to prepare them for their changing roles. Member States have therefore agreed to improve the quality of Teacher Education and the Commission is working with them in this task.
Evaluation and inspection systems can provide valuable feedback to enable a school to build upon its achievements and meet changing needs. The European Parliament and Council have recommended that Member States establishtransparent quality evaluation systems.
Voir aussi:
Imagination. Creation. Innovation
2009 est l’année Européenne de la créativité et de l’innovation, et ce thème ne peut pas ne pas toucher directement ou indirectement le domaine de l’éducation et de la formation.
European Schoolnet is an international partnership of 31 European Ministries of Education developing learning for schools, teachers and pupils across Europe.
Voir aussi son portail qui donne accès à différents réseaux.
Insight: Observatory for new technologies and education
EUN’s observatory for new technology and education. It provides policy-makers, school leaders and all actors in the field of ICT in education with news and analysis on e-learning in Europe. A newsletter is also available to inform on the latest stories and reports published on the portal.
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Une autre source d’information sur les politiques Européennes sur éducation et formation nous vient des grants ou financements pour la recherche Européenne, et la construction de l’ERA (European Reserarch Area). Les priorités et les projets fiancés dans le domaine de l’éducation peuvent en effet nous donner des indications pratiques sur la direction que l’Europe est en tain de prendre dans ce domaine.
Malheureusement il n’existe aucune recension des différents projets financés par la Commision Européenne dans le domaine de l’éducation.
Il est toutefois intéressant de remarquer que ces financements et projets sont pour a plupart rubriqués dans le chapitre des ICT (Information and Communication Technologies).
En d’autres termes, la recherche sur l’éducation devient intéressante quand elle se joint à la recherche sur les technologies digitales (une recherche qui a un côté immediatement applicatif).
Malheureusement, pas de financement pour la recherche sur l’éducation en tant que telle, pour développer des modèles d’apprentissage et d’enseignement, ou pour développer des instruments d’évaluation de l’éfficience des méthodes adoptées.
En particulier, l’objectif ICT2009.4.2 qui concerne Technology-Enhanced Learning, comporte les sous-thèmes suivants:
Objective ICT-2009.4.2: Technology-Enhanced Learning
Target outcomes
a) Learning in the 21st Century: large-scale pilots for the design of the future classroom (exploring both technology and teaching practices, for teachers and students, their orchestration for specific, justified age groupings or subjects), supporting individualisation, collaborations, creativity and expressiveness in more active, reflective and independent learning activities. Research should address innovation in learning and teaching, the underlining change processes, relevant new summative and formative assessment methods and novel solutions supporting the active participation of a wider community of stakeholders contributing to a student’s growth.
b) Reinforce the links between individual and organisational learning, and creativity: innovative solutions embedding learning experiences in organisational processes and practices, through systems embracing talent, knowledge, workflow, collaborative innovation and competency management. Solutions should cover effectiveness of learning content, new forms of collective intelligence and entail deeper understanding of the role of ICT for creativity, informal learning and collaborations (IP). Research should also address new ways of combining creative, cognitive and computational processes (STREP).
c) Innovative adaptive and intuitive systems for learning featuring affective and emotional approaches, including related new forms of assessing learning outcomes as well as feedback/guidance mechanisms (innovative diagnostic techniques) to the learner and the teacher. Work may relate to serious games and immersive environments and include advances in the combination of simulation, story telling, and collaborative learning. The chosen field should be well justified in terms of learning efficacy.
d) Revolutionary learning appliances (including toys) and advanced cognitive tutors, able to promote specific cognitive processing or abilities. Proposals should address: specific social and learning problems; science, technology and maths; or specific tasks that impose high cognitive demands.
e) Focused interdisciplinary networks on specific emerging trends (e.g. serious games/mobility and learning), linking a limited set of established excellences and learning labs, and including appropriate mechanisms for cross-fertilisation between disciplines. These networks should leverage national research activities and achieve demonstrable visibility at international level.
f) Awareness building and knowledge management on the results of EU RTD projects in the field; exploratory/roadmapping activities for fundamentally new forms of learning; identification of Grand Challenges; socio-economic evaluations (including transfer and scalability mechanisms, in education and for SMEs); establishment of a pan-European network of living schools for validations, demonstrations and showcases.
Expected Impact
• More conducive, highly motivating and flexible learning places, supporting better education, competency development and employability
• Increased empowerment of both learners and teachers through better adaptation to individual learning needs
• Significant contribution to the global competitiveness of European players in a consolidating market
• Leading edge research in Europe strengthened through restructuring of the technology-enhanced learning research landscape. Leveraged impact of research results. Proposals must include a methodologically sound evaluation of their expected impact.
Un information day s’est tenu le 24 mars 2009, qui a clarifié les objectifs présents de l’Europe en termes de recherche sur éducation et nouvelles technologies.
Les voici présentés avec la liste des projets financés dans le passé.