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10月28日 Frühe Bildung - Große Chance. Mythos oder Realität? Kongress in Salburg 25.10.2007Die Veranstaltung in Salzburg war der erste gemeinsame Kongress der Fortbildungsstellen für Kindergärten und Horte von Kärnten, Oberösterreich, Salzburg, Steiermark und Tirol mit mehr als 300 Teilnehmern aus Praxis, Verwaltung und Wissenschaft, die ein Stimmungsbild über die Situation der frühen Bildung in Österreich abgeben konnten.
Das Stimmungsbild läßt sich kurz folgendermaßen darstellen für Österreich:
Medienkompetenz als Bestandteil der Basiskompetenzen, als Bestandteil der Kultur und im Sinne einer reichhaltigen Erziehung und Entwicklung. Bildungsplan nach dem Co-konstruktivistischen Ansatz (Partizipation). Einbeziehung und Teilhabe der Gesellschaft an Bildung:
Bildungsplan versteht sich in einem gedanklichen Dreischritt:
Hier offenbart sich die Spannung, in welcher sich der Bildungsplan bewegt: Einerseits Wandel und Pluralität als positive Herausforderung zu gestalten, andererseits hierin „Konsistenz“, und das kann nur heißen, Verbindlichkeit, Sinnhaftigkeit und Werteorientierung zu schaffen. Klare Tatsachen und Worte beim 1. Kongress dieser Art in Österreich, der mit großem Beifall und Zustimmung angekommen ist. Im Rahmen der aktuellen politischen Diskussion um die Mittelschule und Neuerungen im Bildungssystem, gehen diese Themen wie gewohnt unter und verloren. Jeder einzelne ist aufgefordert zu handeln und die Agenda (s.o.) voranzutreiben.
10月18日 Moving Young Minds (09.01.2007)Opening Speech at Moving Young Minds Conference by Alan Johnson,
(UK Secretary of State for Education and Skills 2006 - 2007)
Over sixty nations are represented here today: comprising almost 3 billion people and generating more than half of global GDP.
Amongst this staggering array of countries, many are facing a multitude of differing challenges.
Some are coping with the pressures of an increasingly young population. Others are wrestling with the prospect of a rapidly ageing population. In Sierra Leone, almost half of the population is under the age of fourteen, whereas, in Ireland, it is less than a fifth.
Some countries have well developed schools, with advanced social and economic infrastructures to support them, whereas others are just securing the investment necessary to achieve such improvements.
What unites us all is our passion for education and our belief that technology will play an increasingly important role in our schools.
We know that we will only equip children for the technologically advanced world of tomorrow by supplying our schools with vital computer equipment today.
This seminar provides us with an unparalleled opportunity to think about how we might do this, by sharing experiences, exchanging knowledge and improving understanding from around the world.
In recent years, the pace of technological advance has been startling.
A sixteen year old child in London going to school on the Underground today might easily witness a passenger listening to a podcast on their IPOD, someone else drafting an email on their blackberry and another person editing a photograph on a laptop. All on their way to work. None of this would have been possible just ten years ago, when that child was beginning their education.
In Africa, change has been particularly evident: with internet cafes springing up in once isolated villages, and a rapid growth in mobile phone usage, as many communities bypass land-line use completely.
These new technologies are making transactions and processes which were once long, cumbersome and awkward - quick, cheap and easy.
It once took three months for a letter from London to reach Australia. Today, we can communicate in real time – and often for free using messenger or SKYPE.
The complexity of transacting business globally in the past would frequently negate any possible saving. But today such commerce can be effortlessly completed in the click of a mouse, as people zap ideas and capital from one side of the planet to the other.
The internet is levelling out the opportunities for entrepreneurs to do business and compete, whether they are in America, Armenia or Argentina.
Increasingly, yesterday’s science fiction becomes today’s reality.
We can’t know exactly what tomorrow’s world will look like, but we can safely predict it will be very different to today’s. And, if a country doesn’t want to be left behind in this brave new world, it has to change.
In England, we have invested around five billion pounds in technology in schools in the last ten years, increasing spending seven fold from £112 million to £800 million a year.
The ratio of computers to pupils in primary schools has trebled. We are well on the way to having an interactive whiteboard in every classroom. And nearly all of our schools are linked through broadband.
All this has enormous power to drive up standards. Using a computer in design and technology can add half a grade to a pupil’s GCSE results. Using computers in Science and English can save teachers and pupils as much as a term’s work.
Hundreds of schools in Britain are using current technology well, but we want more schools to reach this standard.
It’s not good enough to simply use computers as word processors. We must unleash their full potential, putting them
at the service of our prime educational objectives.
First, we must use technology to help to give each and every child a personalised education.
19th Century teaching techniques will not equip children for the challenges of the 21st Century.
We need to recognise that children develop at different paces. Instead of a rigid, uniform, one size fits all system, we need a more flexible approach – accepting that children have different aptitudes and needs, and ensuring that children progress at every stage.
Technology can help to make this happen.
Many schools in Britain are already using sophisticated computer software to analyse the individual progress of pupils: quickly identifying when children are racing ahead and in need of more challenges; but also spotting when they are falling behind, sounding an alarm bell and prompting an intervention.
The software might not just identify the need for an intervention, it may also provide the means to supply it, with many programmes now enabling the offer of one to one tuition and catch up.
Computers are also a valuable way of engaging pupils. Turning a computer on can prevent
a pupil from mentally switching off.
For instance, we’re developing new maths software aimed at children in the crucial early teen years, when many pupils can lose interest for good.
By asking pupils to apply their mathematical ability to analysing the curvature of a David Beckham free kick or the cut of a Stella McCartney dress we can help to hold their interest, by getting them working on subjects they’re interested in.
Technology can also help to strengthen the links between the school and parents.
The role of parents in a child’s education is crucial, having far greater influence on a child’s results than any other factor. Social class, income, ethnicity and disability are all subservient to parental involvement as a contribution towards a child’s success or failure.
We need to ensure that parents work seamlessly with schools, so that there is mutual re-enforcement, and learning extends beyond the school gate. Technology provides the means to achieve this.
It’s sometimes a curse that we are all pretty much contactable 24 hours a day, but this provides us with a great opportunity to keep up with what’s going on at our child’s school.
Some schools already use electronic first day contact systems, which generate SMS text messages and emails on the first day of a pupil’s absence until the parents respond.
This must be far more effective than the traditional “letter home”, which any miscreant pupil worth their salt could intercept.
In addition, many parents now use the internet for all sorts of things – keeping in touch with family, or friends, planning holidays and so on. Checking their child’s progress at school should be added to this list.
Many schools already have secure online boards which show how well children are doing: whether they have turned up to school, what homework they’ve been sent and whether their course work is on track.
This is much more immediate and up to date than an end of term report. The parent can see all the positive comments that have been made on their child’s work; as well as those areas where they might need more support.
So the potential of technology is huge, and we need to harness it so more schools follow the example of the best. Still, only one in five schools are using email to communicate with parents. I’m determined to raise this so that every school in the country uses information and communications technology in all aspects of school life.
Technology must deliver improvements for everyone in the education system. If it only brings advantages for a small elite, then it has failed to reach its potential, and we must recognise that there is a risk that technology might open a gap, rather than close it.
This is particularly dangerous at a global level – which is why these seminars are so valuable.
Technology has huge power to equalise educational opportunities across the planet – just as technology has helped to create a more level playing field for businesses, regardless of their geographical location.
Jimmy Wales from Wikipedia is speaking next. I don’t want to steal his thunder, but Wikipedia is an amazing example of how technology can make information available across the world, so that everyone has access to the kind of knowledge bank which was once the preserve of a few.
We must also ensure that technology does not exacerbate social divisions at home.
At the moment, many children in Britain have access to computers and the internet. But a million children do not currently have access to a computer at home. (...)
In conclusion, technological advance and educational improvements are not new – they have moved together hand in hand throughout the course of recent history, pulling one another along. But today’s relentless advance of technology presents a much bigger challenge for those of us involved in education policy as we seek to keep up and edge ahead.
These are not easy issues to address, but with gatherings like this, bringing together so many of the key players in this field, we can make enormous progress in our noble quest to ensure that every child gets the very best start in life and reaches their true potential.
10月17日 Education at a Glance (OECD Report)Lehrer und Lehrerinnen sind die "Architekten der Zukunft" und nehmen eine Schlüsselposition ein, da sie unsere Kinder auf die spätere Berufs- und Arbeitswelt vorbereiten. Nur in Österreich ist das Thema Bildung noch nicht ganz dort wo es sein könnte. Auch der Beruf Lehrer ist in anderen Ländern besser honoriert und höher gewertschätzt.
Aus der letzten OECD Studie - Education at a Glance wird für Österreich zunächst folgender Schluss gezogen:
Low-lights:
Budget und Effizienz:
Zur Studie selbst gehts hier |
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