Quality and Language Education

Gisella Langé

Florence, 18th November 2016

www.eaquals.org

www.eaquals.org Gisella Langé

Three strands

1. Quality in General Education

2. Language Education:

Frameworks / Tools of Reference

3. Quality implementation areas: Continuous

Professional Development

1. QUALITY IN GENERAL EDUCATION

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Quality and world organizations

OECD

Starting strong III: A quality toolbox for early

childhood education and care (2012)

International surveys: PISA, TIMMS, PIRLS

UNESCO / UNICEF

Defining quality in Education (2000)

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Unicef:

Past century: to provide quality basic education for

children, an obligation for the Convention on the

Rights of the Child.

This century: a broader perspective for quality in

education: programmes must encompass a broader

definition involving learners, content, processes,

environments and outcomes.

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6

OECD

A quality toolbox for early

childhood education and care

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… it focuses on quality issues

… it aims to define quality and outlines

five policy levers that can enhance it in

ECEC.

… it provides practical tools such as

research briefs, international comparisons,

country examples, self-reflection sheets,

etc. in order to successfully implement

these policy levers.

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8 Gisella Langé 2015

ECEC Quality Framework (European Commission)

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Quality informed by

high expectations

Access: available, affordable for all;

encourages participation and

strengthens inclusion;

embraces diversity

Workforce: professional and well-

qualified; strong leadership; supportive

working conditions

Evaluation and

Monitoring: regular and transparent; in the best interest of the

child; effective use for policy development

Governance and funding:

coordinated legislation and funding;

responsibilities clear; collaboration encouraged;

progress towards universal legal entitlement

Curriculum: holistic; flexible;

requires collaboration;

improved/revised regularly

Structure of the Key Principles for a Quality Framework

Image and Voice of the Child

Partnership

Process Quality

Competent System

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European Union

EU aims Citizenship, common values of freedom, tolerance and non-

discrimination through education.

EU policies and strategic objectives for

education competence based approaches

standard setting and benchmarking

innovative methodologies

student centered activities

ET 2020 Improving quality is one of the four major objectives for

education systems in the strategic framework for European

cooperation in education and training Gisella Langé

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MARS 2016

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2. LANGUAGE EDUCATION:

FRAMEWORKS / TOOLS OF REFERENCE

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Eurydice Report 2015

Assuring Quality in Education: Policies and

Approaches to School Evaluation in Europe.

School evaluation is an important way to improve

school organisation and functioning as well as to

enhance the quality of education provision.

External evaluation, conducted by evaluators who

are not directly involved in school activities

Internal evaluation, where most evaluators are

members of the examined school's staff.

The report contains both country-specific and comparative reviews of school

evaluation and refers to the year 2013/14.

… importance of frameworks/tools

of reference that help in defining

content (materials, curriculum, learning

outcomes,...)

environment

processes that involve learners, teachers and

administrators.

• Research briefs, international comparisons, country

examples, self-reflection worksheets, etc. are tools

which can be used in implementing quality policy

levers.

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European Commission

• The European Survey on Language

Competences

• The role of the CEFR

• International collaboration on

assessment

Setting the standards for languages

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Guiding principles

Quality assuring the ECML Programme (European Centre for Modern Languages – GRAZ)

• Published programme

evaluation framework,

combining internal and

external elements

• Ongoing – at every stage of

programme cycle

• Systematic collection and

analysis of qualitative and

quantitative data via, for

example:

planning and reporting

tools

questionnaires to teams,

workshop participants,

local coordinators

series of feedback loops

ECML programme activity must: • be democratic: project and training

content negotiated with

participants

• be plurilingual, intercultural,

inclusive

• respond to European priorities and

be adaptable to different

learning/national contexts

• build on existing resources

Project outputs must: • be produced in at least 2 languages

• be freely available

• be research-informed, user-friendly

and practical

Mechanisms

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2010

Council of Europe

2015

• Les dimensions linguistiques de toutes

les matières scolaires

Un Guide pour l’élaboration des curriculums et

pour la formation des enseignants

• THE LANGUAGE DIMENSION IN ALL

SUBJECTS

A Handbook for curriculum development and

teacher training

www.coe.int/lang •

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Traduzione a cura di Edoardo Lugarini – UNIMI Italiano LinguaDue

NEW

Settembre 2016

http://riviste.unimi.it/index.php/promoitals/arti

cle/view/7579/7352

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A proposed extended version of the CEFR illustrative descriptors

Council of Europe

Working group

led by

Brian North

2015 - 2018

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Piloting new descriptor scales of the CEFR

The areas for which new descriptor scales have been developed are the following:

a) phonological control (an analytic scale replacing the 2001 one)

b) online interaction (2 scales), + using telecommunications: total 3 scales

c) interaction strategies (2 scales)

d) mediation activities (15 scales) and mediation strategies (5 scales)

e) reading as a leisure activity, + two scales on reactions to literature (total: 3 scales)

f) plurilingual/pluricultural competences (3 scales, plus a scale included under mediation “Creating pluricultural space:” total 4 scales)

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Ministero dell‘Istruzione, dell’Università e della Ricerca

Direzione Generale per gli Ordinamenti e la Valutazione del

Sistema Nazionale

Attestato di eccellenza per competenze plurilingui

e competenze europee/internazionali

rilasciato a studenti

CERTILINGUA®

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CERTILINGUA – DOCUMENTATION AND CERTIFICATION

OF EXISTING EDUCATIONAL OFFERS

CertiLingua Label of

Excellence for Plurilingual,

European and International

Competences

Foreign Language

Competences:

2 FL Level B2

Bilingual Competences

(CLIL / EMILE) European and

International

Competences

International recognition of excellence in public schools

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3. QUALITY IMPLEMENTATION AREAS: Continuous Professional

Development

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NEW School Education Reform

(Law n. 107 / 2015)

•real development of school autonomy

(flexibity in school organization, curriculum, innovation, …)

• new responsibilities for headteachers

• reorganization of teacher recruitment procedures

• teacher continuos professional development (teacher card

500 euros …) and teacher evaluation (involving parents and

students…)

• real implementation of school assessment

and evaluation system: first national tests for English

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FOCUS on innovative teaching :

a) Languages and CLIL methodology

b) New technologies (National digital plan, use

of different media, ecc,)

c) Development of new ideas in methodology

c) Reorganisation of timetable and space.

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Le priorità per la formazione nel triennio (2016-2019) (legge 107/2015) 1. Autonomia organizzativa, didattica e curricolare 2. Didattica per competenze e innovazione metodologica 3. Competenze digitali e nuovi ambienti per l’apprendimento 4. Competenze di lingua straniera 5. Inclusione e disabilità 6. Coesione sociale e prevenzione del disagio giovanile 7. Integrazione e competenze di cittadinanza globale 8. Scuola e lavoro 9. Valutazione e miglioramento Gisella Langé

Piano Nazionale di Formazione 2016-2018 • Continuos Professional Development

professional standards for teachers

digital portfolio for each teacher

Starting point: skills audit / bilancio delle competenze

quality criteria and indicative descriptors

Launch event in Rome on October 3, 2016

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SKILLS AUDIT • analysis of knowledge, skills and competences of

individuals,including their aptitudes and motivations to

define a career

• project and/or plan professional reorientation or a

training project.

A skills audit aims to help individuals:

• analyse their career backgrounds;

• self-assess their position in the labour environment;

• prepare themselves for validation of non-formal or

informal learning outcomes;

• plan career pathways.

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Elevare la qualità dei percorsi formativi

• Standard per la qualità delle iniziative formative

• Una banca dei migliori modelli di attività formative

• Una strategia per avere i migliori formatori e per premiare la collaborazione a scuola

• Premialità e fondi a impatto per chi dimostra efficacia delle azioni formative

• Rafforzare la formazione all’estero e la collaborazione internazionale per il personale scolastico

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LINGUE STRANIERE 2016-2019 Definire profili - formatori/tutor - docenti LS scuola secondaria 1° e 2° grado - docenti CLIL primaria - docenti CLIL scuola sec. 1°

Pag. 35 -36 -37

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If an education system has a few

elite schools and higher education

institutions but does not provide

adequate opportunities for all its

students, it cannot be considered

a high quality system.

From CoE Recommendation Ensuring quality

education 2012

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gisella.lange@istruzione.it