1 Education and Culture Education in Europe - trends and challenges Tapio Säävälä DG Education and Culture, European Commission
Jan 06, 2016
1Education and Culture
Education in Europe - trends and challenges
Tapio SääväläDG Education and Culture, European Commission
Education and Culture
1. Where are we?• Data, indicators, analysis2. Where do we want to go?• Objectives, benchmarks3. How do we get there?• Recommendations,• Reference tools,• Learning from good practice• Lifelong Learning Programme
Education and Training 2020 work programme How does it work?
3Education and Culture
Lifelong learning strategies?
Quality of Learning?
• Individuals’ perspective:• Personal fulfilment• Social
inclusion/citizenship• Employability/
careers
B) Societies’ perspective:• Constructive democracy
C) World of work – perspective• Skills for jobs and innovation
Life
long learn
ing
school
« F
rom
cra
dle
to g
rave »
Life-wide learning
formal
non-formal
informal
Life
long learn
ing
Education and Culture
Skills needs by 2020 – Cedefop forecast
HIGH SKILLS
LOW SKILLS
Education and Culture
Future opportunities
More and new jobs in: • Low-carbon industries;• Digital technologies;• Health and care and other services;• Infrastructures etc
But this requires:• High skills combined with all key competences, creativity
and ability to innovate;• More equitable opportunities for all to high quality;
learning: a broad skills base
Education and Culture
Education and Culture
Key competences for lifelong learning
1. Communication in the mother tongue
2. Communication in foreign languages
• Mathematical competence and basic competences in
science and technology
• Digital competence
• Learning-to-learn
• Social and civic competence
• Initiative taking and entrepreneurship
• Cultural awareness and expression
Education and Culture
Implications to teaching and learning
• Teaching – learning - assessment• Broadening tests, exams... summative assessment• Promoting formative assessment• “Assessment of learning; for learning; as part of
learning...
• Teachers' competences and responsibilities• From subjects to holistic approach• Leadership – ethos of schools
Improving Teacher Quality Ministers’ 10 priorities
digitally literate
subject (s) specialist
teacher of transversal
competences
pedagogue
leader
responds to individual
needs
manager linguistic /
cultural diversity
Professional values and competences
We expect more and more from our teachers ….
mobile learner
autonomous learner researcher
co-worker (colleagues, parents …)
school developer
lifelong learner
reflective practitione
r
Professional values and competences
innovator
We expect more and more from our teachers ….
12Education and Culture
Quality in adult learning
Awareness raising•Policy makers•Learners
Legislative frameworks•Staff•providers•validation•flexible routesStaff competences•Initial education•In-service training
Data and monitoring
• Providers - accreditation
Innovation•European programs
• LLP• ESF
•Institutional development•LeadershipSmart and effective funding
13Education and Culture
Renewed Agenda for Adult learning
• A Council Resolution - November 2011
• - autonomy of the learner but also responsibility for his/her learning pathway and outcomes;
• - learning later in life to promote active, autonomous and healthy ageing and using their knowledge and experience for the benefit of society;
• - greater access to higher education for adults;
• - developing key competences necessary for active participation in modern society;
• - solidarity between different age groups, between cultures and people of all backgrounds;
• - designation of national coordinators to facilitate cooperation with the European Commission and effective liaison with multiple stakeholders in each country.
IdentificationIdentification & & analysisanalysis
Monitoring of Monitoring of situationsituation
Coordination of Coordination of policiespolicies
PreventionPrevention InterventionIntervention CompensationCompensation
Early childhood Early childhood education and education and
carecare
Second chance Second chance opportunitiesopportunities
Re-entering Re-entering mainstream mainstream educationeducation
Comprehensive Comprehensive supportsupport
Measures at Measures at school levelschool level
Measures at Measures at level of level of
education/trainieducation/training systemng system
Student Student focused focused
measuresmeasures
Early School Leaving
Education and Culture
The prison population across Europe
• The total prison population in Europe is estimated to be approximately 800,000 prisoners
• The mean average per country is 129 prisoners per 100,000 people
• The number of prisons per 100,000 people ranges from 19 (Liechtenstein) to 304 (Latvia)
Education and Culture
Prison population per 100,000 people
High Latvia (304), Lithuania (276), Estonia (252), Czech Republic (223), Poland (217), Slovakia (184), Turkey (175), Serbia (164), Hungary (163)
Mid – High UK Scotland (157); UK England and Wales (155), Spain (152), Romania (146), Malta (141), Luxembourg (124), Portugal (121), Bulgaria (120), Croatia (117)
Low - Mid FYR Macedonia (114), France (111), Cyprus (110), Italy (110), Austria (104), Greece (101), Belgium (97), UK: Northern Ireland (97), Ireland (95)
Low Netherlands (87), Germany (86), Switzerland (76), Denmark (74), Norway (73), Sweden (70), Slovenia (64), Finland (59), Iceland (47), Liechtenstein (19)
Education and Culture
Prison occupancy rates
The mean occupancy rate in prisons across those countries included is 109%
On average prisons across Europe are over occupied
Rates of prison occupancy range from 35% (Liechtenstein) - 158% (Serbia)
Education and Culture
The prison population across Europe
Participation amongst adult prisoners remains below 25% in most countries of Europe
Between 3% - 5% of European prisoners are qualified to undertake higher education
Education and Culture
The prison population across Europe
The majority of prisoners are male
Females represent 0% of the prison population in Liechtenstein; 2.6% in FYR Macedonia; 7.6% in Spain
The largest numbers of prisoners can be found in the age groups 20-30 and 31-40 years
Education and Culture
The prison population across Europe
In some countries, the prison population is made up of a high proportion of foreign prisoners – 71.4% Switzerland; 5.5% Greece
Age profile most likely young people, those serving a long sentence or based in a large prison
Education and Culture
Overview of the current situation (1)
• Consensus that education has a rehabilitative role and contributes significantly to prisoners’ successful re-entry into society
• Different models of prison education and training can be observed across Europe – but there is no one single approach
Education and Culture
Overview of the current situation (2)
• Prison education falls into three main categories:• General education• Vocational education and training• Non-formal learning
• Common goal is to prepare prisoners for employability and reintegration into society
Education and Culture
Key challenges
• Increased diversity in the prison population – high numbers of prisoners with low levels of education, basic literacy and numeracy
• Participation levels remain low - prisoners face a number of institutional and situational barriers to participating in learning
• Prisoners who have achieved basic education often find it difficult to continue with higher level learning
Education and Culture
Key messages (1)
Prisoners are a heterogeneous group with different learning needs and require:
•A broad curriculum with wider scope for critical reflection and personal development •An individualised approach to learning to create a tailored learning journey•A holistic approach to learning and rehabilitation
Education and Culture
Key messages (2)
• Different approaches to education and training – e.g. modular or unit based, e-learning and distance learning, validation of prior learning and experience
• An alternative approach to education• Innovative provision• Learning opportunities that are relevant to the job
market and that support rehabilitation and reintegration into society
Education and Culture
Key messages (3)
• A prison environment conducive to learning• Prison staff to support and encourage participation
in prison education• Prison educators who are given support and
training to ensure they have the appropriate competences and knowledge to deliver learning opportunities
Education and Culture
Prison education in Europe Some concluding comments
• Prison education has emerged as an issue which is now ‘on the map’
• Opportunities now exist for further shared learning and experiences in the future
• Continued need for political commitment, funding and collaboration between actors and the wider community is key
• Continued need for a strong evidence base to inform future policy and practice
• EU programmes and funding has played a role in supporting prison education develop and provides a means for the exchange of good practice