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KeyCoNet

KeyCoNet
Related:  1.Orientamento per le carriere digitali21 century learning

European Commission - Grand Coalition for Digital Jobs | Digital Single Market Digital technology is transforming almost every aspect of our public, private or work life. For every individual - the worker, the learner, and the citizen - the natural consequence of technological innovation is the quest for new types of skills. Yet skills development does not come about as fast as technological development, which is why we are faced with a paradoxical situation: although millions of Europeans are currently without a job companies have a hard time finding skilled digital technology experts. As a result, there could be up to 825,000 unfilled vacancies for ICT (Information and Communications technology) professionals by 2020. Moreover, there is a need for digital skills for nearly all jobs where digital technology complements existing tasks. More than 80 stakeholders, representing large and smaller companies, education providers and NGOs have made pledges, i.e. concrete commitments to act to reduce digital skills gaps.

Sciences en langues étrangères - Cmt ? Pq ? Destiné à accompagner la mise en œuvre de l'enseignement des sciences en langues étrangères, ce séminaire s'est fait le relais d'échanges avec des experts internationaux de l'enseignement scientifique autour de la place des sciences et des langues en Europe et dans le monde. Ouverture Intervention vidéo de Jean-Michel Blanquer, directeur général de l'enseignement scolaire, ministère de l'éducation nationale français Conférences L'apprentissage des savoirs scientifiques à travers les langues : un cadre de référence didactique Fiorella Casciato, coordonatrice du projet franco-germano-italien Scienze e lingue, ministère italien de l'éducation Panorama de l'enseignement des sciences en Angleterre/A picture of science teaching in England Innover dans la classe du XXIème siècle Marc Durando, directeur exécutif du réseau international European Schoolnet qui regroupe plus de 20 ministères européens Femmes et Sciences : qu'en est-il des langues ? Table ronde Consulter la captation audio Intervenants :

s meningen Inleiding Vanaf het moment dat de competentie haar intrede deed in de trainingswereld is de discussie gevoerd over de trainbaarheid ervan. Vaak redeneert men in hoge mate van abstractie. Dit blijkt echter in het geheel niet nodig, aangezien het goed mogelijk is bij het inrichten van een competentiegerichte training terug te grijpen op een oud opleidingsprincipe; de taxonomie van Benjamin Bloom. Reeds in de jaren zestig onderscheidde hij cognitieve, affectieve en psycho-motorische leerdomeinen. Deze indeling in leerdomeinen keert momenteel in min of meer geïntegreerde vorm terug in competenties. Competenties In de recente ontwikkelingen op het terrein van leren en werken vormen competenties, zowel in het bedrijfsleven als in het hoger onderwijs, een sleutelwoord1. A competency is an underlying characteristic of an individual that is causally related to criterion-referenced effective and/or superior performance in a job or situation. Vijf stappen leerproces De taxonomie van Bloom

Professional Development : 21st Century Learning Design "21st century skills aren't just another thing to teach; they are essential skills that every learner should have as they leave our schools." Robyn Hrivnatz Teacher Lamar Consolidated ISD Katy, Texas - United States “The more you use the 21CLD rubrics as an educator, the more enriching your learning activities become.” Thomas Gaffey Teacher School of the Future Philadelphia, PA - United States Students around the world need advanced skills to succeed in the globalized, knowledge based world of today. 21st Century Learning Design, or 21CLD, professional development helps teachers redesign their existing lessons and learning activities to build students’ 21st century skills. The 21CLD rubrics help educators identify and understand the opportunities that learning activities give students to build 21st century skills. DOWNLOAD BOTH21CLD Rubrics see examples ITL Research and 21st Century Learning Design Overview See a 21st Century Learning Design session in South Africa

16 competenze da sviluppare a scuola (secondo il WEF) L’economia dell’innovazione sta cambiando il mondo. E il settore dell’educazione deve stare al passo con il cambiamento, abituando gli studenti ad acquisire capacità nuove, idonee al mercato del lavoro che l’economia dell’innovazione produce. Problem solving, creatività, capacità di guidare un team. Oggi il lavoro richiede un mix di competenze più variegato rispetto al passato. Prendendo come unità di misura alcune di queste competenze, il report ha rivelato enormi differenze tra le competenze degli studenti, non solo in aree come la matematica e la scienza, ma anche in creatività e pensiero critico. Rai Scuola - Generazione Digitale - Nuove professioni con il digitale A nuovi strumenti corrispondono nuovi percorsi formativi e, di conseguenza, nuove professioni. Attualmente gli istituti tecnici e gli ITS sono maggiormente interessati a questo tipo di trasformazioni. Ivan Bacchi apre così questa puntata di Generazione Digitale, e chiede subito all'esperto Miur del giorno, Daniele Barca, dirigente scolastico dell'Istituto Cadeo di Piacenza, a che punto è l'upgrade tecnologico negli istituti tecnici italiani. Ascolteremo poi un'esperienza concreta, quella dell'Istituto Quintino Sella di Biella, il professor Davide Furfaro, ospite in studio, ci racconterà in breve un “prima e dopo” le innovazioni digitali, essendo stato egli stesso alunno della scuola dove oggi insegna. Tags Condividi questo articolo

!! Enseigner en section européenne - ac Créteil <encadre |texte=Les enseignants de SVT sont nombreux à utiliser et maitriser une langue étrangère, surtout l'anglais qui leur est indispensable dans leurs études scientifiques. De plus en plus d’élèves reçoivent un Enseignement de Matière Intégrant une Langue Etrangère (EMILE). Les professeurs de sciences sont invités à se lancer dans cette aventure et à collaborer avec leur collègues de langue vivante ... Un président anglophone peut apporter matière à échanger ... [-> L’écriture de cet article est une réponse à l’attente de certains collègues qui m’ont contactée et a pour vocation de promouvoir l’enseignement des sciences en section européenne pour une ouverture culturelle de nos élèves, une amélioration de leur maitrise des langues et des sciences et pour un épanouissement parallèle des enseignants de ces sections dans lesquelles la liberté pédagogique a un réel espace d’expression. 1.1- Section européenne ?

32006H0962 Having regard to the Treaty establishing the European Community, and in particular Article 149(4), and Article 150(4) thereof, Acting in accordance with the procedure laid down in Article 251 of the Treaty (3), That Member States develop the provision of key competences for all as part of their lifelong learning strategies, including their strategies for achieving universal literacy, and use the ‘Key Competences for Lifelong Learning — A European Reference Framework’ (hereinafter referred to as ‘the Reference Framework’) in the Annex hereto as a reference tool, with a view to ensuring that: (3) Opinion of the European Parliament of 26 September 2006 (not yet published in the Official Journal) and Council Decision of 18 December 2006. Background and aims As globalisation continues to confront the European Union with new challenges, each citizen will need a wide range of key competences to adapt flexibly to a rapidly changing and highly interconnected world. Key Competences 1. Definition: 2. 3.

Skills beyond school Definition and Selection of Competencies website The importance of knowledge, skills, and competencies to individuals and society is widely accepted among policymakers in OECD countries. At least at the discourse level, a well-educated, knowledgeable, highly qualified citizenry is seen as playing an eminent role in facing the challenges of the present and the future. To date, the major impetus in OECD countries for efforts in the area of key competencies has come from the business sector and from employers. From a purely economic viewpoint, competencies of individuals are seen as important because they contribute to: boosting productivity and market competitiveness;minimizing unemployment through developing an adaptive and qualified labor force; andcreating an environment for innovation in a world dominated by global competition. From a broader social perspective, knowledge, skills, and competencies are important because of their contributions outside the domain of economics and work.

8 COMPETENZE CHIAVE EUROPEE visto il trattato che istituisce la Comunità europea, in particolare l’articolo 149, paragrafo 4, e l’articolo 150, paragrafo 4, che gli Stati membri sviluppino l'offerta di competenze chiave per tutti nell'ambito delle loro strategie di apprendimento permanente, tra cui le strategie per l'alfabetizzazione universale, e utilizzino le «Competenze chiave per l'apprendimento permanente — Un quadro di riferimento europeo», in seguito denominato «il quadro di riferimento», riportate in allegato quale strumento di riferimento per assicurare che: (3) Parere del Parlamento europeo del 26 settembre 2006 (non ancora pubblicato nella Gazzetta ufficiale) e decisione del Consiglio del 18 dicembre 2006. Contesto ed obiettivi Dato che la globalizzazione continua a porre l'Unione europea di fronte a nuove sfide, ciascun cittadino dovrà disporre di un'ampia gamma di competenze chiave per adattarsi in modo flessibile a un mondo in rapido mutamento e caratterizzato da forte interconnessione. Competenze chiave

Rai Scuola - Generazione Digitale - Orientamento universitario Quale percorso intraprendere dopo il diploma? Il concetto di orientamento universitario come semplice aiuto nella scelta del post-diploma è superato. Con la didattica moderna è un percorso di vita che la scuola intraprende coinvolgendo studenti e famiglie in maniera collaborativa. Tags Condividi questo articolo

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