Presentasjon fra Ole Sejer Iversen - forsker ved Aarhus Universitet

Survey

HowfararetheNordiccountriesinusingICTtoteachchildrenin

primaryandlowersecondaryschool21stCenturySkills?OleSejerIversen&MikkelAskRasmussenAarhusUniversity,DenmarkJanuary2016

Survey

HowfararetheNordiccountriesinusingICTtoteachchildrenin

primaryandlowersecondaryschool21stCenturySkills?

Duration

September–December2015

Approach

DeskResearch+QuesGonnaireStudy+ExpertInterviews

Question

Whatdowetalkaboutwhenwetalkabout21stCenturySkills?

Documentation

AWorkingDefiniGonof21stCenturySkillsfromOECD

Thoseskillsandcompetenciesyoungpeoplewillberequiredtohaveinordertobeeffec:veworkersandci:zensintheknowledgesocietyofthe21stcentury.

Source:OECDCERI(2009)21stcenturyskillsandcompetencesinOECDcountries(ppt),availablefrom:www.oecd.org/edu/ceri/44254873.ppt

Question

Okay,sowhatskillsandcompetenciesarerequiredtobeeffecGveworkersand

ciGzensinthe21stcentury?

Finding

Theredonotseemtobeonesingle,agreedupondefiniGonof21stCenturySkills

–severalframeworksexistandmulGplevoiceshapetheconversaGon.

Documentation: Overview

5oftheFrameworksandDefiniGonsthatShapetheConversaGonSeveraldefini,onsandframeworksexist,hereare5oftheframeworksanddefini,onsthatshapetheconversa,on

TheKSAVE(Knowledge-Skills-AYtudes-Values-Ethics)ModelDevelopedandproposedbyAssessmentandTeachingof21stCenturySkills,aresearchprojectfocusedondefining21stcenturyskillsanddevelopingwaystomeasurethemdrivenbytheUniversityofMelbourneandfunded/sponsoredbyCisco,IntelandMicrosoW.www.atc21s.org

The6C’sDevelopedandproposedbyMichaelFullan,averyacYveCanadianeducaYonalresearcherandreformist(andadaptedanpromotedbyseveralorganizaYons(ex.NewPedagogiesforDeepLearning–AGlobalPartnership)andinvariouspublicaYonsbyMichaelFullanandothers).www.michaelfullan.ca

ISTEStandardsStudentsAuthors:DevelopedandproposedbyInternaYonalSocietyforTechnologyinEducaYon(ISTE),anonprofitmembershiporganizaYonservingeducatorsandeducaYonleaderscommiaedtoempoweringlearnersinaconnectedworld,sponsoredbyMicrosoW,SamsungBusiness,SMARTTechnologiesetc.www.iste.org

P21Frameworkfor21stCenturySkills(includingThe4Cs)DevelopedandproposedbyPartnershipfor21stCenturySkills(P21),anaYonal(US)nonprofitorganizaYonwiththemissiontoserveasacatalysttoposiYonatthecenterofUSK-12educaYon;partnersandmembersinclude+16statepartnersandcompanieslikeAdopeSystemsInc.,Apple,Cisco,LEGO,MicrosoW,Pearson,WaltDisneyCompanyandmanymore.www.p21.org

6Rubricsof21stCenturyLearningDevelopedbySRIInternaYonalfor(orin)InnovaYveTeachingandLearning(ITL)Research,aresearchprogramdesignedtoinvesYgatethefactorsthatpromotethetransformaYonofteachingpracYcesandtheimpactthosechangeshaveonstudents’learningoutcomes,sponsoredbyMicrosoWPartnersinLearning.www.itlresearch.com

Source:ILTResearch–MicrosoWPartnersinLearning(2012)21stCenturyLearningDesignAcYvityRubrics,available:www.itlresearch,com

Documentation

ITLResearch:6RubricsthatRepresentsImportantSkillsforStudenttoDevelopAWorkingDefini,onforthePurposeofthisPresenta,on

Thisguidedescribessixrubrics,eachofwhichrepresentsimportantskillsforstudentstodevelop:

•  CollaboraGon

•  KnowledgeConstrucGon

•  Self-RegulaGon

•  Real-WorldProblem-SolvingandInnovaGon

•  TheUseofICTforLearning

•  SkilledCommunicaGon

Source:ILTResearch–MicrosoWPartnersinLearning(2012)21stCenturyLearningDesignAcYvityRubrics,available:www.itlresearch,com

Question

IsICTavailable?

Finding

TheNordiccountriescompete(witheachother)tobebestinclassintheEU

whenitcomestoprovisionofICTinfrastructureinschools–thetechnological

infrastructureseemstobeinplace.

Source:EuropeanSchoolnet(2013)SurveyofSchools:ICTinEducaYon–BenchmarkingAccess,UseandAitudestoTechnologyinEurope’sSchools

Documentation:

TheDigitallyEquippedSchoolSurveyofSchools:ICTinEducaYon,SecYon1:InfrastructureProvision

ThenoYonofthedigitallyequippedschoolemergesfromananalysisofsurveydatainfiveareas:•  Equipmentprovision:Numbersofdesktopandlaptopcomputers,e-

readers,mobilephones,interacYvewhiteboards,digitalcamerasanddataprojectors;

•  TheproporYonoffullyoperaYonalequipment;•  Broadbandspeed(aboveorbelow10mbps)andtypeofbroadband

access(ADSL,cable,etc.);•  Maintenanceandsupport;•  Indicatorsofconnectedness:Awebsite,emailaddressesforteachers

andstudents,alocalareanetwork,avirtuallearningenvironment,ornoneofthese.

Clusteranalysiswascarriedoutonthesedata;threeschoolprofilesemergedthatcanbesummarizedasfollow:•  Type1:Highlydigitallyequippedschools,characterizedbyrelaYvely

highequipmentlevels,fastbroadbandandrelaYvelyhighconnectedness.

•  Type2:ParYallydigitallyequippedschools,withlowerthanType1equipmentlevels,slow(lessthan10mbps)ornobroadband,andsomeconnectedness.

•  Type3:Astype2butwithnoconnectedness.AtalllevelstherearewidevariaYonsbetweencountriesfromthosewithalmostallschoolsintype1tothosewithmostschoolsintype2,butinallcountriespercentagesofstudentsintype3areaminority.Scandinaviancountrieshavethehighestpercentagesofstudentsintype1schoolsatall

levels,neverfallingbelow75%andinmostcasesapproaching100%.OnaverageintheEU,37percentofgrade4studentsareinthefirstgroupofdigitallyequippedschools,48percentareintype2schools,and15percentintype3,ascanbeseeninfig.1.13a.In12countriesoneintwostudentsisinatype1school.Atgrade8,theEUaverage,asseeninfig.1.13b,is24%ofstudentsareintype1schools–considerablyfewerthanatotherlevels–and68%intype2and8%intype3.InonlythefourScandinaviancountriesaremorethanoneintwostudentsinatype1school.Atgrade11general,55%ofstudentsareintype1schools,39%inprofile2and5%intype3onaverageinEurope,ascanbeseeninfig.1.13cIn17countriesmorethanhalfofstudentsareintype1schools–manymorethanatgrade8.Unlikethethreeotherclusteranalyses(SecYon8below),norelaYonshipemergedbetweenthisclusterandstudents’confidence,ICTacYviYes,aitudesandopinions.OnecanthereforeprovisionallyconcludefromthisanalysisthatthereisnooverallrelaGonshipbetweenhighlevelsofICTprovisionandstudentandteacherconfidence,useandaYtudes.Rather,otherfactors,e.g.pracYcalsupporttoteachers,influencethem,asdescribedinlatersecYonsinthisreport.ThissecYonhasexaminedthedataprovidedbyheadteachersintheSur-veyofSchools:ICTandEducaYonconcerninglevelsofprovision,mainte-nanceandpaaernsofdeploymentofcomputersandassociatededucaYon-altechnologyequipment,forexampleinteracYvewhiteboards,broadbandaccessandconnectedness.Fromthisdataemergedthreetypesofdigitallyequippedschools.ThenextsecYonanalyseswhatheadteachers,teachersandstudentssayabouttheuseofthisequipmentandconnecYvity.

Source:EuropeanSchoolnet(2013)SurveyofSchools:ICTinEducaYon–BenchmarkingAccess,UseandAitudestoTechnologyinEurope’sSchools

DocumentaYon:Nordic@BETTQuesYonnaireStudy,QuesYon2.1NaYonal/Regional21stCenturySkillsPolicy.

Question 2.1: Questionnaire Study

Doesyourcountryhavea21stCenturySkillsineducaGonpolicyforprimaryand

lowersecondaryschool(yes/no)?

Finding

SkillsandobjecGvesassociatedwith21stCenturySkillscanbefoundinnaGonal

policyregulaGonsandguidelinesinalltheNordiccountries,thoughtheyarenot

named21stCenturySkills.

DocumentaYon:Nordic@BETTQuesYonnaireStudy,QuesYon2.1NaYonal/Regional21stCenturySkillsPolicy.

DocumentaYon:Nordic@BETT,QuesYonnaireStudy,QuesYon2.1NaYonal/Regional21stCenturySkillsPolicy

Denmark Finland Norway Sweden

NejInsert:Answer:QuesYon2.2:Dendanskefolkeskolelovoperererikkemedbegrebet21stCenturySkills(21stCS).Menitretværgåendeemner’Itogmedier’,'InnovaYonogentreprenørskab'og'Elevernesalsi-digeudvikling'somskalintegreresiallefagpåalleklassetrinerderflereelementerfra21stCS.Fxidettværgåendeemne”Itogmedier”fremhæves,ateneleviløbetafetundervisningsforløbskalkunneindtageforskelligeposiYoner.Dissebenævnessom:•  ElevensomkriYskundersøger•  Elevensomanalyserende

modtager•  ElevensommålreaetogkreaYv

producent•  Elevensomansvarligdeltager.PådennesideerennærmerebeskrivelseafhverafdefireelevposiYoner(seelink).UdfrabeskrivelserneafelevposiYonerneivejledningenerdetnærliggendeatkobledemYldisse21stCS

Yes.ThisrequiresasmallintroducYoninoureducaYonsystem:TheoveralldistribuYonoflessonhoursforbasiceducaYonandtheminimumnumberoflessonsforcoresubjectsduringbasiceducaYonaredecidedbytheGovernment.ThedistribuYonoflessonhourssYpulatesuchmaaersasthecoresubjectstaughttoallpupils,andthedistribuYonofteachinghoursbetweenvarioussubjects.ThenaYonalcorecurriculumisdeterminedbytheFinnishNaYonalBoardofEducaYon.ItincludestheobjecYvesandcorecontentsofdifferentsubjects,aswellastheprinciplesofpupilassessment,special-needseducaYon,pupilwelfareandeducaYonalguidance.Theprinciplesofagoodlearningenvironment,workingapproachesaswellastheconceptoflearningarealsoaddressedinthecorecurriculum.ThepresentnaYonalcorecurriculumforbasiceducaYonwasconfirmedinJanuary2004anditwasintroducedinschoolsinAugust2006.ThenewdistribuYonoflessonhourswasconfirmedin2012andthenewcorecurriculuminDecember2014.TheeducaYonproviders,usuallythelocaleducaYonauthoriYesandtheschoolsthemselvesdrawuptheirowncurriculaforpre-primaryandbasiceducaYonwithintheframeworkofthenaYonalcorecurriculum.ThesecurriculamaybepreparedforindividualmunicipaliYesorinsYtuYonsorincludebothsecYons.ThenewlocalcurriculumsthatdrawuponthenewcorecurriculumwillcomeintoacYonfromAugust2016.WeareinatransiYonperiodwithnewcurriculumsaffecYngpupils’studiescomingintoeffectnextyear.Thenewcorecurriculumcontainswhatyoucouldcall(myinterpretaYon)asaFinnishversionof21.stCenturySkills,calledtransversalcompetencies(Swedish:mångsidigkompetens).Evenifthecurriculumisdividedintosubjectseachofthesubjecttargetsinthenewcorecurriculumarealsodividedbetweenthesecompetencies.

No,21stCenturySkillsisnotanexplicitpartoftheeducaYonpolicyinNorway.YoucansYllfindparallelobjecYves,andyoucanfindaspectsofthe21stCenturySkillsintheNorwegianeducaYonpolicy.Thoughtheywillnotbenamedas21stCenturySkills.ItisimportanttonoYcethathaving21stCenturySkillsasapartofNorwegianeducaYonpolicywouldbedifficultunderthecurrentcurriculumreform.Thecurrentreform(seelink)focusesonoutcome-basedobjecYves.Thesestateclearlythecompetencethestudentsshouldacquire.Itsayslialeaboutthelearningprocessesthatleadstothestudentacquiringthatcompetence.ThecurrentlawsandregulaYonsgivetheschoolsandlocalgovernmenttheauthoritytochoosehowtheyteachtheirstudents.As21stCenturySkillsalsosaysalotofhowschoolsshouldteachtheirstudents,itwouldgoagainstthecurrentautonomyoftheschoolsandlocalgovernmenttoimplement21stCenturySkillsonanaYonallevel.OntheotherhanditalsomakesitpossibleforlocalauthoriYesandschooltoteach21stCenturySkillsiftheychoose.Thereare447localauthoriYes,andwedonotknowifanyofthemhavechosen21stCenturySkillsasapolicy.

No,theconceptof21stCenturySkillsisnotusedinnaYonalpolicy(steering)documentsbutasyoucanseemostofthemareaddressedintheabovecitedpartfromthenaYonalcurriculumandinotherpartsofthesamedocument.Everybodystudentshouldbeabletousemoderntechnologyasatoolinthesearchforknowledge,communicaYon,creaYvityandlearning,

hap://www.emu.dk/modul/vejledning-det-tv%C3%A6rg%C3%A5ende-emne-it-og-medier.

hap://www.udir.no/Stoaemeny/English/Curriculum-in-English/_english/Knowledge-promoYon---KunnskapsloWet/)

DocumentaYon:Nordic@BETTQuesYonnaireStudy,QuesYon2.1NaYonal/Regional21stCenturySkillsPolicy,NorwayandSweden.

Sweden:

Wordcountinthecurriculum:

CreaGvity(26)andInnovaGon(1)

CriGcal(28)Thinking

ProblemsSolving(8)andDecisionMaking(17)

Learning-To-Learn(0)andMetacogniGon(0)

HoweverlifelonglearningandequivalentsaremenGon,asreflecGonaboutindividuallearning

pathsCommunicaGon(154)andCollaboraGon(expressedbutusingdifferentvocabulary)

InformaGon(276)andICTLiteracy(termnotused)

LocalandGlobalCiGzenship(3)

PersonalandSocialResponsibility(35butfromverydifferentperspecGves)

Norway:

Thepartsofthe21stCenturySkillsthatareimplementedinthecurriculum,areimplementedasthe5basicskillsandthecorecurriculum(…)ThoughitwilloGenbeamaHerforinterpreta:on,astheyareapartof/hiddenintheoutcome-basedobjec:ves.

DocumentaYon:Nordic@BETTQuesYonnaireStudy,QuesYon2.1NaYonal/Regional21stCenturySkillsPolicy,NorwayandSweden.

Documentation

2.1NaGonal/Regional21stCenturySkillsPolicyDoesyourcountryhavea21stCenturySkillsineducaYonpolicyforprimaryandlowersecondaryschool(yes/no)?Ifso,pleaseprovideabriefintroducYonindicaYngtheobjecYves,YmeframeandstrategiesforimplementaYon.

Question 3.3 : Questionnaire Study

Whattargetsaresetforstudents’21stCenturySkills?

DocumentaYon:Nordic@BETTQuesYonnaireStudy,QuesYon3.121stCenturySkillsintheCurriculum,QuesYon3.3Students’21stCenturySkills,andQuesYon3.4Assessmentof21stCenturySkills


Howare21stCenturySkillsintegratedintothecurriculumforprimaryandlower

secondaryschoolinyourcountry?


Howarestudents’21stCenturySkillscurrentlybeingassessedinprimaryand

lowersecondaryschool?

Finding

IntheNordiccountries,21stCenturySkillsareintegratedinacross-curricular

way,however,thereseemstobedifferencesinhowit’sdone.

DocumentaYon:Nordic@BETTQuesYonnaireStudy,QuesYon3.121stCenturySkillsintheCurriculum,QuesYon3.3Students’21stCenturySkills,andQuesYon3.4Assessmentof21stCenturySkills

Finding

ThenaGonalcurriculaintheNordiccountriesaregoal-based.Targetsfor

students’21stCenturySkillsaresetanddefinedaspartofthegoalsforeach

subject.

Finding

21stCenturySkillsareassessedbytheteachersaspartofthesubject-based

assessment.

VersaGleCompetencies

K1 Capacitytothinkandlearn

K2 CulturalandCommunicaYveCompetence

K3 EverydayCompetence

K4 MulYLiteracy

K5 DigitalCompetence

K6 Work-LifeCompetenceandEntrepreneurship

K7 CapacitytoParYcipatein,InfluenceandContributetoaSustainableFuture

Source.Utbildningsstyrelsen(2014)GrundernaFörläroplanenfördengrundläggendeutbildningen,p.20-25,p.375,andp.395,.

Example

MångsidigKompetensasgoalsofeducaGoninFinland

Versa,leCompetenciesinourtransla,on

Goals:MathemaGcs:Year7-9

GoalsofTeaching: Content: Competence:

M4: encouragethestudenttogetexperienceinexpressinghim-/herselfaccuratelyandmathemaYcallybothverballyandinwriYng

11-16 K1,K2,K4,K5

Goals:Chemistry:Year7-9

GoalsofTeaching: Content: Competence:

M8: guidethestudenttoperceivehowchemistryisusedintechnologyandtoparYcipateincreat-ing,planning,developingandapplyingsoluYonsthatincludesuseofchemistryincollaboraYonwithothers

11-16 K2,K3,K5

Question: Questionnaire Study

HowareresponsibiliGesfor21stCenturySkillsineducaGoninprimaryandlower

secondaryschoolsharedinyourcountry?Whoarethemainactorsandwhat

aretheirresponsibiliGes?

DocumentaYon:CountryReportsonICTinEdcuaYon(2015)(2011)publishedbyEuropeanSchoolnet,SecYon2.2ResponsibiliYesDocumentaYon:QuesYonnaireStudy,QuesYon2.3ResponsibiliYesfor21stCenturySkills,QuesYon2.5ResponsibiliYesforICTfor21stCenturySkills

Finding

IntheNordiccountries,theresponsibiliGesfor21stCenturySkillsinprimaryand

lowersecondaryschoolaresharedbetweenstate,municipaliGes,schoolsand

teachers.TheautonomyofmunicipaliGes,schoolsandteachersisemphasized.


Sources:CountryReportsonICTinEdcuaYon(2015)(2011)publishedbyEuropeanSchoolnet,SecYon2.2ResponsibiliYesQuesYonnaireStudy:Nordic@BETT,SecYon2.3ResponsibiliYesfor21stCenturySkillsQuesYonnaireStudy:Nordic@BETT,SecYon2.5ResponsibiliYesforICTfor21stCenturySkills

Denmark Finland Norway Sweden

Daviifolkeskolelovenikkeopererermedbegrebet21stCenturySkillsfølgeransvarsfordelingdet,somalYdgælder:•  FolkeYngetvedtagerenfolkesko-

lelov,hvorkommunerneharan-svaretforatYlpassedevejled-ninger,dererudstedtafMiniste-riet.

•  Skolelederenharansvaretforatdeenkeltelærerefølgervejled-ningerneiklassen.

•  DenenkeltefaglærerharansvaretforatitanvendesiundervisningenioverensstemmelsemeddetpågældendefagsmålogsombeskrevetivejledningenYldettværgåendetemaomitogmedier.

QuesYonnaireStudy,SecYon2.5

Sameasabove.ICTisnotaseparatesubjectinFinnishbasiceducaYon,buttransversalcompetencies(includingICTcompetence)isdistributedwithinallsubjects.AtnaYonallevel:NaYonalBoardofEducaYon•  SetsouttheNaYonalCore

Curriculum•  Managesfundingforteacher

trainingprograms,infrastructureprojectsandoverallimplementaYonofthecorecurriculum

Regionallevel:municipaliYes(ca.98%ofpupils),universitytrainingschoolsandprivateinsYtuYons:•  Setoutlocalcurriculumswhich

derivesfromthenaYonalcorecurriculum

•  Employerofteachingstaff•  TypicallyadministersICT

infrastructure•  Decidesuponschoolshoursfor

children,derivingfromnaYonalcurriculum.

Local:Schoolsandteachers•  Schoolscheduleallocatesworking

hours•  TeachingmaterialacquisiYonsare

typicallymadeonschoollevel•  Teachersareveryautonomousin

decidinghowtoimplementthelocalcurriculumandhowtoorganizeassessment

QuesYonnaireStudy,SecYon2.5

TheMinistryofEducaYonandResearchhastheoverallresponsibilityfortheadministraYonoftheeducaYonalsystemandforimplemenYngnaYonaleducaYonalpolicy.TheDirectorateforEducaYonandTrainingistheexecuYveorganoftheMinistryandisresponsibleforthedevelopmentofprimaryandsecon-daryeducaYon.IneachofNorway's19counYes,theCountyGovernorrepresentsthecentralgovernmentatregionallevel,contribuYngtotheimplementaYonofnaYonaleducaYonpoliciesinschoolsatalllevels.TheCountyGovernorensuresthatappropriateschoolingisprovidedforyoungpeopleincompliancewithregulaYons,andalsoensurestheprovisionofadequateadulteducaYonfaciliYes.MunicipaliYesareresponsiblefortherunningandadministraYonofprimaryandlowersecondaryschools,whilecounYesareinchargeofuppersecondaryschools.ThisincludesICTinfrastructure,accesstodigitallearningresourcesandlocalstrategiesregardingin-servicetrainingandschoolimprovementforICT.PartoftheresponsibilityisalsotousethenaYonalcurriculumtomakealocalcurriculum.IncontrasttothenaYonalcurriculum,thelocalcurriculumshouldalsoplanouthowthestudentsaretoreachtheoutcome-basedobjecYves.TheNorwegianCentreforICTinEducaYon,establishedinJanuary2010,isanexecuYveagencyoftheMinistryofEducaYonandResearch.Theprimarytasksofthecentrearelinkedtolong-termpolicytargetsfortheeducaYonsector.ThecentrecontributestothedevelopmentandimplementaYonoftheGovernment’seducaYonpolicies,incooperaYonwithrelevantactorsnaYonallyandinternaYonally.QuesYonnaireStudy,SecYon2.3

n/a

Documentation: Questionnaire

2.3ResponsibiliGesfor21stCenturySkillsHowareresponsibiliYesforfor21stCenturySkillsineducaYoninprimaryandlowersecondaryschoolsharedinyourcountry?WhoarethemainactorsandwhataretheirresponsibiliYes?

Atna:onallevel:Na:onalBoardofEduca:on•  SetsouttheNa:onalCoreCurriculum•  Managesfundingforteachertrainingprograms,infrastructureprojectsandoverallimplementa:onofthecorecurriculum

Regionallevel:municipali:es(ca.98%ofpupils),universitytrainingschoolsandprivateins:tu:ons:•  Setoutlocalcurriculumswhichderivesfromthena:onalcorecurriculum•  Employerofteachingstaff•  TypicallyadministersICTinfrastructure•  Decidesuponschoolshoursforchildren,derivingfromna:onalcurriculum.

Local:Schoolsandteachers•  Schoolscheduleallocatesworkinghours•  Teachingmaterialacquisi:onsaretypicallymadeonschoollevel•  Teachersareveryautonomousindecidinghowtoimplementthelocalcurriculumandhowtoorganizeassessment

QuesYonnaireStudy:FinlandSecYon2.5,ResponsibiliYesforICTfor21stCenturySkills

TheFinnisheduca:onsystemiscompletelydecentralized.EuropeanSchoolnetICTinEducaYonCountryReportFinlandSecYon2.2ResponsibiliYes


Framework

ResponsibilityforICTand21stCenturySkillsinEducaGonareshared

…betweenstate,municipaliYes,schoolsandteachers.

Level: Authority:

Parliament AdoptslegislaGonsregardingtheschools

MinistryofEducaGon LaysdownlegislaGonsinexecuGveordersincludingtheoveralleducaGonalgoals

MunicipaliGes Adoptsthefinancialframework,setslocalgoals,supervisestheschools,followuponresults

SchoolCommimee

AdoptsprinciplesfortheacGviGesoftheschoolandapprovestheschoolbudget

School ResponsiblefortheoperaGonofeachschool,makesconcretedecisionsfortheschoolandregardingindividualpupils

Teacher EducaGonischaracterizedbyfreedominthechoiceofmethod

Source:www.kl.dk/English/Municipal-ResponsibiliYes/The-Danish-School-System(cutandpaste)

HowfararetheNordiccountriesinusingICTto

teachchildreninprimaryandlowersecondary

school21stCenturySkills?

•  IntheirnaYonalcurricula,theNordiccountrieshavealreadysuggestedwhatchildrenshouldlearntosucceedinthe21stCentury.

•  TheICTinfrastructureseemstobeinplace–theNordiccountriesaretopofclassonanEUscale.

•  AlltheNordiccountriesintegratedevelopmentandassess-mentof21stCenturyskillsinacrosscurricularanddecentralizedwayleavinganopportunityspaceforeachlocalgovernment,schoolandteachertounfoldtheregulaYonsandguidelinesintoteachingandlearning.

•  Howdowesecurethateverychildinthedecentralized

educaGonalsystemsoftheNordiccountrieshaveequal

opportuniGestodevelop21stCenturySkills?

OleSejerIversen&MikkelAskRasmussenAarhusUniversity,[email protected];[email protected]

Thankyou!

Presentasjon fra Ole Sejer Iversen - forsker ved Aarhus Universitet

Education

Transcript of Presentasjon fra Ole Sejer Iversen - forsker ved Aarhus Universitet