Comenius meeting at South Zealand Business College 13-14 October 2005 Upper secondary education in Denmark and how “the challenges of change” are being.

Comenius meeting at South Zealand Business College 13-14 October 2005

Upper secondary education Upper secondary education in Denmark in Denmark

and how and how “the challenges of change” “the challenges of change”

are being met at both are being met at both state and school level.state and school level.

Head of upper secondary education, Jimmy Burnett NielsenHead of upper secondary education, Jimmy Burnett Nielsen


Upper secondary educationUpper secondary education in Denmark in Denmark





Upper secondary education Upper secondary education in Denmarkin Denmark






and how and how “the challenges of change”“the challenges of change”






are being metare being met at both at both state and school level.state and school level.





are being met at both are being met at both state and school levelstate and school level..




and how and how

“the challenges of change”“the challenges of change” are being met at both are being met at both state and school level.state and school level.


Pre-modern Modern Post-modern

home

workfree time

homework

freetime

homefreetime

work

Born educators:

parents

Professional educators: teachers

Knowledge production too important to be left to professional educators


100 years to change Denmark from an 100 years to change Denmark from an agrarianagrarian societysociety

50 50 yearsyears to come out of the to come out of the industrial societyindustrial society

After 25 After 25 yearsyears the the information society information society rendered itself obsoleterendered itself obsolete

For 10 For 10 yearsyears we talked about the we talked about the service service societysociety

For 5 For 5 yearsyears we talked about the we talked about the knowledge societyknowledge society

Now? we talk about the Now? we talk about the innovative societyinnovative society


India is the India is the office of the worldoffice of the world

China is China is the factorythe factory


China is the China is the factory of the worldfactory of the world

Every fifth world citizen is Chinese, but Every fifth world citizen is Chinese, but every other scientific article every other scientific article todaytoday on on nano-technology is written by a Chinese nano-technology is written by a Chinese scientist.scientist.


India is the India is the office of the worldoffice of the world

Every year Denmark produces 250 Every year Denmark produces 250 computer specialists. India 250.000. computer specialists. India 250.000. The double by 2007.The double by 2007.


Multiple shocks to our foundation Multiple shocks to our foundation

Sputnik

Toyota

Togo

National Commission on Excellence in Education: A Nation At Risk: The Imperative for Educational Reform

Delors, Jacques: Learning: The Treasure Within. Report to UNESCO of the International Commission on Education for the Twenty-first Century

the Neo-conservative

path

”back to basics”

the Neo-liberal

path:

”towards the future”


Multiple chocks to our foundation Multiple chocks to our foundation

Sputnik

Toyota

Togo

National Commission on Excellence in Education: A Nation At Risk: The Imperative for Educational Reform

Delors: Jacques: Learning: The Treasure Within. Report to UNESCO of the International Commission on Education for the Twenty-first Century

the Neo-conservative

path

”back to basics”

the Neo-liberal

path:

”towards the future”

PISAPISA


Upper secondary education Upper secondary education in Denmarkin Denmark




Primary and middle Primary and middle educationeducation

Upper secondary education

Short, medium, longfurther education

Demands made by society on the individual

Demands made by the individual onsociety

Attempt to balance the demands made by the individual and society


HHX – Business & economics HHX – Business & economics

vocational diploma programmevocational diploma programmeFound-Found-

ationation

Mid

dle sch

oo

lM

idd

le scho

ol

½ year½ year

Found-Found-ationation

STX – comprehensive STX – comprehensive

diploma programmediploma programme


HTX – technical science HTX – technical science

vocational diploma programmevocational diploma programme

2½ years2½ years





ationation

Mid

dle sch

oo

lM

idd

le scho

ol

½ year½ year







2½ years2½ years





ationation

Mid

dle sch

oo

lM

idd

le scho

ol

½ year½ year







2½ years2½ years


Social s

cience

History

Math

ematic

s

Proje

ct

Danish

English




ationation

Mid

dle sch

oo

lM

idd

le scho

ol

½ year½ year 2½ years2½ years



HHX – Business & economics HHX – Business & economics vocational diploma programmevocational diploma programme


Mid

dle sch

oo

lM

idd

le scho

ol




HHX – Business & economics HHX – Business & economics vocational diploma programmevocational diploma programme


Mid

dle sch

oo

lM

idd

le scho

ol



Social Science

History

Mathematics

Project

Danish

English

Marketing

International econ

Business law

Business econom.

Foreign language


Upper Upper secondary secondary educationeducation

Upper secondary educationGeneral structure


1 3/ 1 3/

1 3/


Upper secondary general subjects- compulsory

Electives and possible upgrades of general subjects and/or HHX profile subjects

HHX profile subjects:Business & economics related subjects


35%35%

37%37%28%28%



35%35%

37%37%28%28%

HHX HHX STX STX HHXHHX


Social Science

History

Mathematics

Project

Danish

English


HHX – profile subjectsHHX – profile subjects

HHX profile subjects:

35%35%

37%37%28%28%

Marketing

International economics

Business law

Business economics

Foreign language


HHX – electives & upgradesHHX – electives & upgrades

35%35%37%37%28%28%

Electives and possible upgrades of general subjects and/or HHX profile subjects

Psychology

Statistics

Culture Studies

Innovation

Finance

Organization

Philosophy


1 3/ 1 3/

1 3/


Upper secondary general subjects- compulsory

Electives and possible upgrades of general subjects and/or profile subjects

Profile subjects


“Every organized human activity - from the making of pots to the placing of a man on the moon - gives rise to two fundamental and opposing requirements:


“Every organized human activity - from the making of pots to the placing of a man on the moon - gives rise to two fundamental and opposing requirements: the division of labor into various tasks to be performed and the coordination of these tasks to accomplish the activity.


“Every organized human activity - from the making of pots to the placing of a man on the moon - gives rise to two fundamental and opposing requirements: the division of labor into various tasks to be performed and the coordination of these tasks to accomplish the activity. The structure of an organization can be defined simply as the sum total of the ways in which it divides its labor into distinct tasks and then achieves coordination among them.

Mintzberg "The Structuring of Organizations”


division of labor&

coordination



Subjects & departmentsSubjects & departments

http://www.businessgrants.biz/images/moneys.jpg











Bruner:

”The most important subject in school is school itself.”


Subject 1 Subject 2 Subject 3

Subject 2 Subject 3Subject 1

Subject 1

Subject 3Subject 2

The ”normal” approach to education and curriculum based on the assumption that knowledge is department-alized into subjects.

Several attempts from 1970 and onwards to remedy this situation, quickly hit the bedrock of political differences.

Globalization forces subjects – individually as well as in relation to other subjects – to redefine themselves in order to produce new knowledge.


Subject 1

Subject 3Subject 2

Questions which must now be asked by teachers and students:

What is core knowledge in my subject?

What can my subject NOT contribute with to the production of knowledge?

What are the strengths and limitations of my subject?


EmployeeEmployee

TeacherTeacher

ColleagueColleague

Teacher Teacher as a member as a member

of an of an organizationorganization




Six

cla

sses


Six

cla

sses


Six

cla

sses

Comenius meeting at South Zealand Business College 13-14 October 2005F-teamF-team

Six

cla

sses


The school defines the relationship The school defines the relationship between team and managementbetween team and management

TeamTeamSchoolSchool

manage-manage-mentment

Within the team itself the team members must develop Within the team itself the team members must develop both a structure and a set ofboth a structure and a set of procedures that support procedures that support and enhance a team culture, a culture which challenges and enhance a team culture, a culture which challenges the practicing professional as the practicing professional as ”a lone ranger”.”a lone ranger”.












SchoolSchoolmanage-manage-

mentment

TeamTeam

TeacingTeacingstaffstaff



From focus on rules and content

To focus on goals and output

Then/Now




Individual teachers in individual subjects.

Teacher teams.

Then/Now





Teacher teams.

Leadership:

Administration.

Leadership: Strategic, change mastering, school development.

Then/Now





Teacher teams.

Leadership:

Administration.


Teacher as a ”subject teacher”. Teacher as both teacher, colleague and member of an organization.

Then/Now





Teacher teams.

Leadership:

Administration.


Teacher as a ”subject teacher”. Teacher as both teacher, colleague and member of an organization.

Upper secondary education seen as disconnected units

Upper secondary education seen as a totally integrated system.

Then/Now



Let us steal a little room here for a story. A certain French Nobleman always used to blow his nose with his fingers, something quite opposed to our customs. Defending his action (and he was famous for his repartee) he asked me why that filthy mucus should be so privileged that we should prepare fine linen to receive it, and then, going even further, should wrap it up and carry it carefully about on our persons; that practice ought to excite more loathing and nausea that seeing him simply excrete it (wherever it might be) as we do all our other droppings. I considered that what he said was not totally unreasonable, but habit had prevented me from noticing just that strangeness which we find so hideous in similar customs in other countries.

Michel de Montaigne, 1533-1592






Comenius meeting at South Zealand Business College 13-14 October 2005 Upper secondary education in Denmark and how “the challenges of change” are being.

Documents

comenius meeting

south zealand business

jimmy burnett nielsen

factory slide

challenges of change

school level

year denmark

knowledge society