Search results

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  NESET II
  Teaching media literacy in Europe : evidence of effective school practices in primary and secondary education : executive summary

  Rapid advances in digital technologies and a simultaneous increase in internet use have highlighted the importance of preparing students to access, use, understand and critically assess all forms of media. Wider access to the internet and digital media has delivered to students and teachers incr...

  Rapid advances in digital technologies and a simultaneous increase in internet use have highlighted the importance of preparing students to access, use, understand and critically assess all forms of media. Wider access to the internet and digital media has delivered to students and teachers increasing amounts of information, and facilitates self-expression, active forms of citizenship, and creative communication with a broader audience. However, students are also increasingly at risk of being exposed to various forms of disinformation, propaganda, radical and violent messages, indoctrination, and hate speech. The benefits of wider access to increasing volumes of information are clear, yet in many if not all European countries this is also presenting challenges to their citizens, democratic processes, security, and ‘social fabric’. The spread of disinformation and ‘fake news’ pose acute challenges for Member States’ education systems. Students (and indeed all citizens) need to develop pertinent competences to navigate these fast-changing environments. Research shows that education in media literacy can have positive outcomes on students’ knowledge, skills and attitudes in analysing and critically understanding the media and disinformation. Crucially, competences alone are no guarantee of civility: creators of disinformation, political campaign teams using social media data, extremists, and ‘troll farm’ agents, all possess very high levels of competences in media literacy. In this report, media literacy education is seen not only as a set of competences for students to develop, but also as a dimension of agency; competences alone cannot provide all the tools required for students to view the media critically, nor are they enough to cultivate active forms of citizenship based on democratic values and attitudes. Research and policy initiatives on media literacy and media education have been growing across Europe and the English-speaking world for decades. However, there is a lack of systematised comparative evidence about ‘what works’ in media literacy education practices at classroom level. Within this context, this report details the latest research in the area of media literacy and media education with regard to primary and secondary education in Europe. This report is aimed at policymakers, practitioners and researchers in the fields of school education, media and digital policies. It reviews relevant European and international research to better understand how teaching and learning practices can support students’ media literacy in primary and secondary education. It also aims to understand how media literacy education in schools can help address the challenges related to the spread of disinformation and ‘fake news’.

  • Published: 2018-12-12
  • Corporate Author(s): Directorate-General for Education, Youth, Sport and Culture (European Commission) ; Public Policy and Management Institute
  • Subject: education policy, mass media, primary education, secondary education, teaching, teaching method
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  NESET II
  Teaching media literacy in Europe : evidence of effective school pratices in primary and secondary education : analytical report

  Rapid advances in digital technologies and a simultaneous increase in internet use have highlighted the importance of preparing students to access, use, understand and critically assess all forms of media. Wider access to the internet and digital media has delivered to students and teachers incr...

  Rapid advances in digital technologies and a simultaneous increase in internet use have highlighted the importance of preparing students to access, use, understand and critically assess all forms of media. Wider access to the internet and digital media has delivered to students and teachers increasing amounts of information, and facilitates self-expression, active forms of citizenship, and creative communication with a broader audience. However, students are also increasingly at risk of being exposed to various forms of disinformation, propaganda, radical and violent messages, indoctrination, and hate speech. The benefits of wider access to increasing volumes of information are clear, yet in many if not all European countries this is also presenting challenges to their citizens, democratic processes, security, and ‘social fabric’. The spread of disinformation and ‘fake news’ pose acute challenges for Member States’ education systems. Students (and indeed all citizens) need to develop pertinent competences to navigate these fast-changing environments. Research shows that education in media literacy can have positive outcomes on students’ knowledge, skills and attitudes in analysing and critically understanding the media and disinformation. Crucially, competences alone are no guarantee of civility: creators of disinformation, political campaign teams using social media data, extremists, and ‘troll farm’ agents, all possess very high levels of competences in media literacy. In this report, media literacy education is seen not only as a set of competences for students to develop, but also as a dimension of agency; competences alone cannot provide all the tools required for students to view the media critically, nor are they enough to cultivate active forms of citizenship based on democratic values and attitudes. Research and policy initiatives on media literacy and media education have been growing across Europe and the English-speaking world for decades. However, there is a lack of systematised comparative evidence about ‘what works’ in media literacy education practices at classroom level. Within this context, this report details the latest research in the area of media literacy and media education with regard to primary and secondary education in Europe. This report is aimed at policymakers, practitioners and researchers in the fields of school education, media and digital policies. It reviews relevant European and international research to better understand how teaching and learning practices can support students’ media literacy in primary and secondary education. It also aims to understand how media literacy education in schools can help address the challenges related to the spread of disinformation and ‘fake news’.

  • Published: 2018-12-12
  • Corporate Author(s): Directorate-General for Education, Youth, Sport and Culture (European Commission) ; Public Policy and Management Institute
  • Subject: education policy, mass media, primary education, secondary education, teaching, teaching method
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  Globalisation opportunities for VET
  How European and international initiatives help in renewing vocational education and training in European countries

  In a highly competitive global landscape, occupations are transformed, new jobs are created and the skills needed for the labour market are constantly changing. European countries are looking at redefining VET to respond promptly to such challenges and take advantage of the opportunities ahead. ...

  In a highly competitive global landscape, occupations are transformed, new jobs are created and the skills needed for the labour market are constantly changing. European countries are looking at redefining VET to respond promptly to such challenges and take advantage of the opportunities ahead. They are reforming to modernise their VET systems and strengthen the relevance of their national qualifications in an international context. This publication explores national responses to globalisation in 15 countries and five economic sectors. It aims to understand how European and international initiatives help VET renewal across Europe. It shows how countries’ reactions are embedded in their national traditions but also depend on their interactions with European, sectoral and multinational players that provide training and award qualifications.

  • Published: 2019-01-21
  • Corporate Author(s): Cedefop (EU body or agency)
  • Subject: education policy, EU Member State, globalisation, labour market, professional qualifications, teaching, vocational education, vocational training
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  The impact of Artificial Intelligence on learning, teaching, and education
  

  This report describes the current state of the art in artificial intelligence (AI) and its potential impact for learning, teaching, and education. It provides conceptual foundations for well-informed policy-oriented work, research, and forward-looking activities that address the opportunities an...

  This report describes the current state of the art in artificial intelligence (AI) and its potential impact for learning, teaching, and education. It provides conceptual foundations for well-informed policy-oriented work, research, and forward-looking activities that address the opportunities and challenges created by recent developments in AI. The report is aimed for policy developers, but it also makes contributions that are of interest for AI technology developers and researchers studying the impact of AI on economy, society, and the future of education and learning.

  • Published: 2018-11-14
  • Corporate Author(s): Joint Research Centre (European Commission)
  • Subject: artificial intelligence, education policy, EU research policy, learning, learning technique, research and development, research report, teaching, technology
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  Erasmus+
  A practical guide for school leaders

  Latest edition.

  This guide is for school leaders (head teachers, school principals, team leaders, coordinators, etc.) who want to know what the programme has to offer in the fields of pre-primary, primary and secondary education. Moreover, it demonstrates how, with careful planning and committed leadership, Era...

  This guide is for school leaders (head teachers, school principals, team leaders, coordinators, etc.) who want to know what the programme has to offer in the fields of pre-primary, primary and secondary education. Moreover, it demonstrates how, with careful planning and committed leadership, Erasmus+ can advance the short-term and long-term interests of participating schools, their staff and their pupils.

  • Published: 2019-01-08
  • Corporate Author(s): Directorate-General for Education, Youth, Sport and Culture (European Commission)
  • Subject: education grant, education policy, educational exchange, educational institution, EU programme, EU relations, guide, higher education, student mobility, teaching, youth exchange scheme
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  Motivation for and barriers against the inclusion of standardisation in European academic research and education
  

  The EC has repeatedly been pointing to the need to improve the education regarding standardisation (COM (2011) 311). Recently this need was confirmed by the "Joint Initiative on Standardisation (JIS)" of the public and the private partners in the European Standardisation System (COM (2016) 358)....

  The EC has repeatedly been pointing to the need to improve the education regarding standardisation (COM (2011) 311). Recently this need was confirmed by the "Joint Initiative on Standardisation (JIS)" of the public and the private partners in the European Standardisation System (COM (2016) 358). The JIS called for actions "to explore and promote standardisation as an element of formal education and academic … training". This study aims at providing explanations for the paradox that the economic importance of standardisation is undisputed at both the macro and the micro level, yet research and especially education on standardisation is rare or absent. The assessment provides the picture of the present situation regarding - the barriers impeding "standardisation" to become an element of research and teaching in European public research organizations (PROs) and higher education institutions (HEIs) and - the motivation for those PROs and HEIs which engage in standardisation-related lecturing and research. This insight is direct support to the work of the JIS. It also gives orientation to the EC for proposing appropriate policy measures within its limited responsibilities and respecting the principle of subsidiarity. Based on a review of the very limited literature about drivers and barriers on conducting research and teaching about standardisation and feedback from several experts in standardisation research and teaching, an online survey was distributed among the standardisation community. These include authors publishing scientific papers about standards and a control group of highly cited researchers and their co-authors. In summary, we have received 296 responses, whereof 155 respondents completely filled out the questionnaire, which provides a sound basis for the empirical analyses. The missing feedback from the highly cited researchers is a clear indication that standardisation is not an attractive research topic for them. In addition to the quantitative analysis of the survey results, we analyse in a qualitative way via telephone interviews, the answers to the open questions especially those about the barriers related to research and education in standardisation. Regarding conducting research on standardisation, knowledge exchange and transfer have been identified as major drivers as well as its contribution to public welfare in general and standardisation in particular. This intrinsic motivation has already been identified by Blind and Gauch (2009) with a focus on nanotechnology and recently by Blind et al. (2018) based on the assessments of researchers working in an institute of materials research. Obviously, research on standardisation has a very multidisciplinary, but also applied character, which makes standardisation activities such as transfer channel and network opportunities very interesting in general, and in engineering and IT in particular.

  • Published: 2019-02-12
  • Corporate Author(s): Directorate-General for Internal Market, Industry, Entrepreneurship and SMEs (European Commission) ; Fraunhofer
  • Subject: computer systems, education policy, EU research policy, nanotechnology, organisation of research, research body, standardisation, teaching, technical education, transfer of competence
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  INDUCAS
  A pilot project on the development of online tools for beginning teachers and their mentors : executive summary

  In many countries there are high rates of attrition amongst newly qualified teachers. No matter how relevant and high quality their initial education, nothing can fully prepare a teacher for the first months of their career. Although induction (early career support) can both help beginning teach...

  In many countries there are high rates of attrition amongst newly qualified teachers. No matter how relevant and high quality their initial education, nothing can fully prepare a teacher for the first months of their career. Although induction (early career support) can both help beginning teachers face these challenges and reduce drop-out rates, it is still far from being universally available across Europe. In its “Teaching and Learning International Survey” (TALIS 2013) the OECD highlights the benefits of induction: job satisfaction and self-efficacy are higher and teachers are more likely to undertake professional development and, later on, to act as mentors for other teachers. Technology can make effective induction support more widely available at lower cost and increase its uptake. The INDUCAS pilot project was designed and implemented by European Schoolnet and partners in four pilot countries: France, Italy, Romania and Sweden. It addressed two principal questions (as set out in the European Commission’s tender specifications): - How can beginning teachers be better supported through an online Community of Practice that facilitates dialogue between these individuals? - How could a similar online Community of Practice support a network of mentors that develop their practice within their own community, for the benefit of the beginning teachers in their care? Answers to these questions emerged through three strands of online activity: - An online professional development course for mentors (MOOC). - A platform supporting peer networks of beginning teachers, piloted in four countries (F, IT, RO, SE), with additional networking across the four countries. - A platform supporting peer networks of mentors, piloted in the same four target countries (F, IT, RO, SE), also with additional networking across the countries. Drawing on the findings of a literature review, the course and the eight online peer networks (‘Communities of Practice’) were designed, created, promoted and animated during the project.

  • Published: 2018-09-25
  • Corporate Author(s): Directorate-General for Education, Youth, Sport and Culture (European Commission) ; European Schoolnet
  • Subject: digital technology, education policy, learning technique, teacher, teacher training, teaching
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  Inducas
  A pilot project on the development of online tools for beginning teachers and their mentors : final report : evaluation and recommendations

  This document summarises results of the evaluation of 'INDUCAS', a European Unionfunded pilot project (2017-2018) on the development of online tools for beginning teachers and their mentors. This 16-month project was carried out by European Schoolnet on behalf of the European Commission. The doc...

  This document summarises results of the evaluation of 'INDUCAS', a European Unionfunded pilot project (2017-2018) on the development of online tools for beginning teachers and their mentors. This 16-month project was carried out by European Schoolnet on behalf of the European Commission. The document reports on the development, implementation and evaluation of an online course for mentors of beginning teachers and on the design, operation and evaluation of communities of practice for mentors and newly appointed teachers in France, Italy, Romania and Sweden. It concludes with some key findings, as well as recommendations and options to consider for future initiatives to support mentors and beginning teachers in Europe.

  • Published: 2018-09-25
  • Corporate Author(s): Directorate-General for Education, Youth, Sport and Culture (European Commission) ; European Schoolnet
  • Subject: digital technology, education policy, learning technique, report, teacher, teacher training, teaching
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  Monitoring the quality of early childhood education and care
  Complementing the 2014 ECEC quality framework proposal with indicators : recommendations from ECEC experts

  This report was produced with the advice of the European ECEC experts under the guidance of the European Commission and in the quality theme of Working Groups Schools. These early childhood education and care (ECEC) experts set out to identify indicators which would complement the ECEC Quality F...

  This report was produced with the advice of the European ECEC experts under the guidance of the European Commission and in the quality theme of Working Groups Schools. These early childhood education and care (ECEC) experts set out to identify indicators which would complement the ECEC Quality Framework published in 2014. The experts met in September and December 2017 and identified 22 indicators which can be used to evaluate the effectiveness of the ECEC system in each Member State and its capacity to support and promote the quality of ECEC provision and practice. This report focuses on these indicators. It is advisory and is intended to: - Encourage self-reflection and self-evaluation as critical processes in the development of high quality ECEC system(s); guide those who are responsible for selecting and using indicators for evaluating progress in the establishment and delivery of high quality ECEC; - Support monitoring and measurement in order to improve the performance of the ECEC system(s).

  • Published: 2018-04-12
  • Corporate Author(s): Directorate-General for Education, Youth, Sport and Culture (European Commission)
  • Subject: child care, early childhood, educational administration, educational system, pre-school education, report, teaching, teaching quality
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  Study on supporting school innovation across Europe
  Case study 7 : Lithuania, Lithuania

  Lithuania was chosen for this study as one of the relatively disadvantaged NUTS-2 regions in the EU. To set the context for the further case study, some socio-economic indicators are presented below and compared to the EU-28 average. In Lithuania: - Unemployment rate was 9.1% in 2015 – slightly ...

  Lithuania was chosen for this study as one of the relatively disadvantaged NUTS-2 regions in the EU. To set the context for the further case study, some socio-economic indicators are presented below and compared to the EU-28 average. In Lithuania: - Unemployment rate was 9.1% in 2015 – slightly below the EU-28 average of 9.4% (Eurostat, 2016); - Youth unemployment rate for the age group 15-24 was 16.3% in 2015, while in the EU-28 it was equal to 20.3% (Eurostat, 2016); - The percentage of youth neither in employment nor in education and training (NEET aged 15-24) was 9.2% in 2015, which is below the EU-28 average of 12% (Eurostat, 2016); - The percentage of early leavers from education and training (aged 18-24) was 5.5% in 2015 - two times less than the EU-28 average (Eurostat, 2016); - The proportion of people at risk of poverty or social exclusion was higher than the EU-28 average in 2015, respectively 29.3% and 23.7% (Eurostat, 2016); - GDP per capita was 75 in PPS (where EU-28=100) (Eurostat, 2016).

  • Published: 2018-04-27
  • Corporate Author(s): Directorate-General for Education, Youth, Sport and Culture (European Commission) ; PPMI
  • Subject: case study, continuing education, education policy, educational institution, educational system, Europe, innovation, learning, Lithuania, teaching