Learning spaces:for growing and living together

@NewsNeus

Dra. Neus Lorenzo i Galés

nlorenzo@xtec.cat

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