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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 :

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

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 ?

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.

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 Defining%2021st%20century%20skills.pdf e-Skills for jobs - Cisco, Italy | Preparing today’s students for tomorrow’s networking careers In 2010, a training center in Rome began building the next generation of IT professionals by combining employer funding and Cisco Networking Academy courses. ELIS ICT Academy is equipping Italy's young ICT professionals with the necessary skills to innovate in the digital workplaces of tomorrow. A growing shortage of tech talent In Europe, the gap between the number of ICT vacancies and the number of people qualified to fill them is expected to grow by 3 percent each year. When students finish their schooling, they typically leave without the skills needed to succeed in a world that’s more connected than ever before. Employers recognise the need for motivated, goal-oriented, and hard-working individuals, with the skills to help them manage the devices and the data created by the billions of new connections. At ELIS ICT Academy, Italy’s lonest-established Cisco Networking Academy partner, students can build the skills that employers are looking for. Contributed by: Cisco

OECD Andreas Schleicher, OECD Education Directorate Anyone wondering why knowledge and skills are important to the future of our economies should consider two facts. First, jobs: employment rates are higher among people with more education than among those with less. This has continued to be the case during the crisis. This is a good, concrete argument for skilling up. For most of the last century, the widespread belief among policymakers was that you had to get the basics right in education before you could turn to broader skills. Those that hold on to this view should not be surprised if students lose interest or drop out of schools because they cannot relate what is going on in school to their real lives. If you were running a supermarket instead of a school and saw that 30 out of 100 customers each day left your shop without buying anything, you would think about changing your inventory. The knowledge world is no longer divided between specialists and generalists.

MIUR - Schoolkit: Come organizzare un evento con le imprese: School-Challenge for real In un tweet: le aziende lanciano una sfida, gli studenti prototipano soluzione reali in laboratorio #schoolchallenge4real Introduzione A cura del MIUR Destinatari: Docenti, DS, DSGA, Personale ATA, Studenti, aziende e associazioni sul territorio Tipologia di scuola a cui è diretto: Tutte le scuole di ogni ordine e grado Descrizione Gli studenti attrezzati nei loro laboratori costituiscono una risorsa (da far crescere) per le aziende sul territorio e le aziende sul territorio costituiscono una opportunità ( su temi di economia reale) per gli studenti delle scuole attrezzati nei loro laboratori. Aziende e associazioni di categoria diffuse sul territorio raccolgono l’invito della scuola a presentare un tema o programma di ricerca legato ad esigenze reali, da sottoporre agli studenti e da prototipare in laboratorio. Come procedere Step 2 Aziende e associazioni di categoria diffuse sul territorio rispondono all’invito della scuola e presentano un tema o programma di ricerca legato ad esigenze reali.

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