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EXCELLENCE IN EDUCATION:
THE EUROPEAN CHALLENGE
Mercè Travé & Montserrat Montagut
WFATE Fourth Biennial International Conference
Barcelona, 21st – 23th April 2016
WHAT DOES EXCELLENCE IN EDUCATION MEAN?
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What does excellence in education mean?
Excellence: “the state or quality of excelling or being exceptionally good”
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In the field of education, the excellence of a school or of the
whole system may vary depending on the observer:
Teachers?
Principals?
Administration?
Families?
Students?
Employers?
...
Leverage the potential of all learners
Better anticipate the evolution of the demand for 21st century skills and better integrate the world of work
and learning
Find more innovative solutions to what and how we learn, and to when and
where we learn
Advance from an industrial towards a professional work
organisation
…learning systems…
Citizens expect that...
Making education everybody’s business. Andreas Schneider, 2016
QUALITY VERSUS EXCELLENCE
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Education for all. Global Monitoring Report 2005. UNESCO, 2004
Defining the objectives of education
Learners’ cognitive development the success (academic results) is
seen as an indicator of quality (PISA, TIMSS, PIRLS, etc.)
Promoting commonly shared values along with creative and emotional
development
Respect for individual rights
Improved equity of access and learning outcomes.
Increased relevance.
Defining quality on education. UNICEF, 2000
ENSURING QUALITY EDUCATION IN EUROPE
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Purposes of education in the European context:
preparation for employment;
preparation for life as active citizens in
democratic societies;
personal development.
Recommendation CM/Rec (2012)13E of the Council of Europe
Committee of Ministers to member states on ensuring quality education
QUALITY EDUCATION SYSTEMS
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Give access to learning to all students;
Develop each student’s personality, talents and abilities;
Enable students to develop competences, self-confidence and
critical thinking to help them become responsible citizens and
improve their employability;
Certify outcomes of formal and non-formal learning in a
transparent way;
Rely on qualified teachers who are committed to their professional
development;
Are free of corruption.
Recommendation CM/Rec (2012)13E of the Council of Europe Committee of Ministers to member states on
ensuring quality education
QUALITY EDUCATION SYSTEMS
Make learning central, encourage engagement and responsibility
Be acutely sensitive to individual differences
Provide continual assessment with formative feedback
Be demanding for every student with a high level of cognitive activation
Ensure that students feel valued and included, and learning is collaborative
Making education everybody’s business. Andreas Schneider, 2016
EFFECTIVE SCHOOL VERSUS QUALITY SCHOOL
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“An effective school is the one that achieves the
goals as have been planned. A quality school is
the one that, besides, aims at objectives which
are socially and humanistically relevant.”
Muñoz Repiso, M. (1997). In D. Reynolds, R. Bollen, B. Creemers, D. Hopkins, L. Stoll y N. Lagerweij (1997). Las escuelas eficaces. Claves para
mejorar la enseñanza. Madrid: Aula XXI. Santillana
SUCCESSFUL SCHOOLS
SUCCESSFUL SCHOOLS
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Conclusiones del XXII Encuentro de Consejos Escolares Autonómicos y
del Estado de Oviedo, mayo de 2014 (Monográfico en Revista
“Participación Educativa”):
Common features of effective schools:
High academic expectatives over students;
Quality curricula, effective use of learning time and wide range of
learning opportunities
Secure, safe and good learning climate
Monitorising of students’ progress (high impact in mathematics and
language)
Engagement and commitment of families with education;
SCHOOL QUALITY: RECOMMENDATIONS
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Recognize teachers’ labour, reinforcing the quality of their
training and professional commitment.
Promote methodologies aimed at cooperation and teamwork of
a shared project.
Strengthen the role of school as a tool for inclusion,
compensating inequalities.
Develop curricula that promotes the acquisition of basic skills,
attitudes and values
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SCHOOL QUALITY: RECOMMENDATIONS
Promote motivation of students, and implement strategies
for diversity.
Foster school management to exercise effective leadership
within the educational community.
Promote evaluation and transparency
Foster an school project.
Identify and recognize good practices.
ERASMUS+
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Born as a response to the great challenges that Europe is facing:
- Restoring job creation and economy recovery : youth
unemployment
- Too many young people leaving school prematurely and with low
skills: 20% of young people in the EU reach low levels of basic skills
in reading, mathematics and science.
- Distance between skills required by labour market and economy
and profile of job seekers poorly qualified. Growing demand for
highly skilled jobs and competition for talent in a globalized world.
- Need of more cohesive and inclusive societies: prevention of
marginalisation, radicalization and violence
http://ec.europa.eu/programmes/erasmus-plus/sites/erasmusplus/files/files/resources/erasmus-plus-programme-guide_en.pdf
GENERAL OBJECTIVES
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The program aims at offering to more than four million
Europeans the opportunity to acquire skills and develop
personally and professionally through education, training
and professional experience or volunteering abroad. It
also fosters quality, innovation, excellence and
internationalisation of institutions involved in education,
training , youth and sport, and promotes initiatives that
support policy reforms in these areas .
Erasmus+ projects: quality criteria
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- Relevance of the project (SDP)
- Quality of the project design and
implementation
- Quality of the project team and cooperation
arrengements.
- Impact and dissemination
Erasmus+ projects: results
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- Development of new strategies
- Team of teachers working in the same direction at
national and international level; staff and principal
engagement
- Appropiate use of human and technological resources
- Interaction with other institutions or groups of interest
outside school
- A project as a source of teaching and learning
opportunities (for teachers and learners)
- Improvement in qualitative and quantitative results
- Transforming Erasmus+ project into a school project
Common elements of excellence
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- A team of teachers with a school head as leader,
involved, enthusiastic and responsible
- Commitment of the school community, and also of
the political, social and entrepreneurial environment
- Willingness to be evaluated and compared, prepared
to show results
- Recognition of the effort to improve
Quality
“It must be stressed, however, that whatever vision or definition of ‘quality’ we
subscribe to, as educators we would argue that it is the minute-to-minute
processes of education in the classroom that are the most critical element.
In other words we believe that by working to make classrooms and schools
‘better’ in terms of relevant, efficient, creative and inclusive learning
environments we are, in turn, contributing to broader, social efforts to improve
the quality of life.”
Font: Stephens, D. Quality of basic education. Paper prepared for the United Nations Educational, Scientific and
Cultural Organization (UNESCO) EFA Monitoring Report Team. Paris
