Supporting Key Competence Development: Learning approaches and environments in school education

12 - 13 November 2019

Brussels, Belgium

Learning approaches and environments in school education

This conference will discuss different learning approaches and environments in school education that support key competences development. Developing key competences for all is at the heart of the European Education Area which is a space where everyone should receive the best education, training and lifelong learning. In today's world, young people need a broad set of skills and competences to find fulfilling jobs and become independent, engaged citizens. This means the basic skills of reading, writing, maths and science but also digital skills, languages, entrepreneurship, citizenship, intercultural skills, critical thinking, collaboration and creativity.

The Council of the European Union adopted the Council Recommendation on Key Competences for Lifelong Learning on 22 May 2018.  The Recommendation sets out eight key competences that we all need for personal fulfilment and development, employability, active citizenship and social inclusion:

  • Literacy competence
  • Multilingual competence
  • Mathematical competence and competence in science, technology and engineering
  • Digital competence
  • Personal, social and learning to learn competence
  • Citizenship competence
  • Entrepreneurship competence
  • Cultural awareness and expression competence
See the Brochure on Key Competences for lifelong learning for more information.

Key competences are best developed in systems, which promote and use a variety of learning approaches and environments, support their teachers and assess and validate key competences.

Conference participants will discuss different learning approaches and environments in school education that support the development of these competences. Examples of such learning approaches and environments include project-based learning, cross-discipline learning or learning in collaboration with external stakeholders.  

The conference will bring together policymakers and stakeholders involved in preparation and implementation of school education policies and reforms. Participants will also have an opportunity to network and visit the conference exhibition where relevant Erasmus+, eTwinning, Horizon 2020 and national projects will be presented. At the end of the conference, we aim to have a set of concrete policy actions, which can be adapted at national level with the aim of introducing different learning approaches and environments in schools in Europe.

See the Conference Input Paper for more details.

Registration for this conference, which is now closed, is by invitation only.

  PROGRAMME

Day 1: 12 November 2019

09:00 09:30
Arrival and registration
09:3010:00
Welcome

Opening speech by the European Commission,

Themis Christophidou, Director General for Education, Youth, Sport and Culture.

10:0011:00
Competence based teaching and learning in today’s world - why, what and how?
  • Tiina Silander, Director of the Division for General Upper Secondary Education and Teacher Education, Department for Higher Education and Science Policy and General Upper Secondary Education of the Ministry of Education, Finland;
  • Alexandre Pachulski, Talentsoft: Talents of tomorrow.
11:0011:15
Project examples

Quick and dynamic presentations of exhibition projects.

11:1511:45
Coffee break
11:4512:45
Panel discussion: National educational reforms supporting key competences development in school education in Europe
  • Dr. Harold Hislop, Chief Inspector, Department of Education and Skills, Ireland;
  • Lidija Kralj, Assistant Minister, Croatia;
  • Margit Timakov, Head of Estonian Teacher Association, Estonia;
  • Kris van den Branden, KU Leuven, Belgium;
12:4513:00
Project examples

Quick and dynamic presentations of exhibition projects.

13:0014:00
Lunch break and projects exhibition
14:0015:30
Parallel workshops Part I – state of play
  • Whole School Approach to Learning – Schools cooperating with external organizations;
  • Whole School Approach to Learning  - Cross-discipline learning;
  • Supporting key competences through formative feedback and student reflection;
  • Digital technologies supporting key competence development;
  • Learning spaces: thinking out of the box;
  • Language aware schools: how languages shape learning.
15:3016:00
Coffee break
16:0017:30
Parallel workshops Part II– formulating policy recommendations
  • Whole School Approach to Learning – Schools cooperating with external organizations;
  • Whole School Approach to Learning  - Cross-discipline learning;
  • Supporting key competences through formative feedback and student reflection;
  • Digital technologies supporting key competence development;
  • Learning spaces: thinking out of the box;
  • Language aware schools: how languages shape learning.
17:3019:00
Walking dinner and cocktail in the project exhibition area
19:0020:00
The Story: Cultural heritage cinema room of the Le Plaza hotel

(optional activity)

Day 2: 13 November 2019

09:0009:15
Video message by Kenyan science teacher Peter Tabichi, winner of 2019 Global Teacher Prize
09:1509:45
Keynote speech

Cesar Bona, teacher and author, finalist of the Global Teacher Prize 2014, Spain.

09:4510:30
Taking the work forward

Capturing workshop outcomes and next steps.

10:3011:00
Coffee break
11:0012:30
'Pro-action café': Action planning and validation of policy recommendations

Participants interact and discuss future initiatives or ideas for reform and get peer advice/questions for future initiatives.

12:3013:00
Conclusions and closing

Closing speech by the European Commission,

Sophia Eriksson Waterschoot, Director - Youth, Education and Erasmus+.

 

  WORKSHOPS

Inclusion and high quality education and training are underlying concepts of the six workshops.

This workshop will look at how a Whole School Approach can create learning environments and contexts that foster competence development for all learners, valuing diversity amongst pupils, and taking into account disadvantaged pupils.

Participants will discuss collaboration with outside partners and stakeholders such as business, arts, sport and youth community, higher education or research institutes. The focus of the workshop will be on how such broad partnerships and networks can be built through a long-term strategy-based on trust and common objectives and how they contribute to key competence development.

The development of key competences is often facilitated by the provision of context from other disciplines. For example, teaching science in the context of the arts, humanities and social sciences is recognised as an important learning aid. This is known as STE(A)M approach to STEM education. Similarly, the infusion of science and maths into the learning of non-STEM disciplines could strengthen key-competence development in those disciplines.

Another example is Content and language integrated learning (CLIL). The workshop will address the development of key competences in general through cross-disciplines learning. Participants will discuss innovative initiatives that have the potential to increase achievements in Key Competences, barriers for their implementations and ways to further up-scale them in different contexts. Cooperation amongst teachers is one of the key features of the Whole School Approach, which aims at creating inclusive learning environments that foster competence development for all learners.

This workshop will address development of key competences from the perspective of an individual learner and will link it to formative assessment. Participants will discuss processes of understanding and identifying learners’ competence development needs, setting learning targets, understanding one’s own progression as a learner and identifying future learning needs.

The workshop will present a concrete example from Ireland where a toolkit has been developed for schools to support the professional learning of teachers around formative assessment and feedback and on students reflecting on their learning. The toolkit has also been used to build understanding among key stakeholders: school leaders, inspectors, teacher educators and examiners about this important learning approach.

The increased use of digital technologies in education can enrich the learning experience and help students to learn how to use technology in creative, collaborative and proactive ways. Digital technologies can support innovative teaching and learning practices and provide new ways for teachers and students alike to collaborate, create, be informed, and share new knowledge.

Seamless integration of technologies require significant educational innovation and implies a process of planning for pedagogical, technological and organisational change. The workshop will explore how digital technologies can support and facilitate competence development. It will focus on approaches that facilitate the innovative use of digital technologies to foster a wide set of competences as for instance Future Classroom Labs and Makerspaces.

Outdoor learning and risky play, media centres, restructured libraries, science labs, flexible classrooms, inclusive playgrounds... It is increasingly recognised that learning can take place in many ways and places and that the acquisition of key competences can be enhanced by offering all children learning spaces which are more respectful of their active nature and offer greater well-being.

When creating new schools or renovating old ones, or simply when thinking about the organisation of a classroom and which pedagogies to use, thinking out of the box is the key to success. To inspire this thinking, this workshop will look at different examples and research findings which show the need to re-think schools' infrastructure to facilitate learning and well-being at school. It will look at how ministries and architects can inspire local policy-makers and school staff to imagine the schools of tomorrow. Finally, the workshop will seek to identify the key enablers to facilitate the development of such infrastructures, and will discuss in particular how policy-makers and head teachers can facilitate this process.

The workshop will discuss the concept of language awareness and its role in learning and competence development. The teaching of language is an important element across all subjects looking at the various ways language is used in the classroom and the vital role language plays in learning and understanding subject content. Acquiring a good command of academic language goes hand in hand with the development of subject knowledge and understanding.

Language awareness comprises the understanding that language learning is a dynamic process and a continuum — the acquisition of the first language and its different registers and styles continues and is deeply interlinked with the learning of other languages, in different levels of proficiency, corresponding to every learner's circumstances, needs and interests.

Language awareness is key to ensuring that every student reaches an excellent level of command of the language(s) of schooling, and ultimately has a good basis for further learning. The workshop will provide examples of successful approaches in this area, and make the link between different ways of expression. It will discuss the following questions: "What is language awareness and what is the relations between language and learning?" and "Why is it so important, for competence development, to have a language dimension across all subjects?"

Welcoming Statement by Sabine Verheyen

Chair of the Culture Committee in the European Parliament

School is perhaps the most formative time of one's entire life; each of you will remember stories from math lessons, French language homework or sports and art lessons. The European Union, as well, long ago recognized the great relevance of this chapter of life and manifested it in its fundamental rights through the right to education.

Nevertheless, access to lifelong learning alone is not enough; the EU has also committed itself to improving the quality of teaching. In addition to strengthening the teaching of basic skills such as reading and calculating, the EU identified other key competences relevant for promotion.
The discussions on key competences that have emerged in recent years show the immense importance of a broad concept of education. This concept includes the supplementation of the basic competences previously mentioned by further fields such as multilingual, digital or learning to learn competences as well as democracy education.

Therefore, within the framework of the Horizon 2020 programme, Erasmus+, eTwinning and other initiatives, the EU aims to support students and better train teachers as well as, for example, significantly improve the digital infrastructure. By exploiting the diverse dimensions of this broad concept of education, all learners shall have the chance to achieve their full potential.

To make these ambitious goals become reality, despite the EU's efforts, such important conferences as today's are in high demand. The development of further ideas on how to convey the many key competences of a broad concept of education is essential.

The European Parliament is working hard to implement a European Education Area and we are fighting for the tripling of the Erasmus+ budget. We count on your support as well. Let us continue working collectively to achieve our common goals. Education is more than just learning to read and write – it is about securing motivation, social inclusion, an informed society and democracy for the generations to come.

Speakers

Keynote and Panel Speakers

Themis Christophidou

Director-General, Directorate-General for Education, Youth, Sport and Culture (DG EAC), European Commission.

Biography

Cesar Bona

Teacher and author, finalist of the Global Teacher Prize 2014, Spain.

Biography

Harold Hislop

Chief Inspector, Department of Education and Skills, Ireland.

Biography

Lidija Kralj

Assistant Minister (Director General), Ministry of Science and Education, Croatia.

Biography

Alexandre Pachulski

Co-founder of Talentsoft, author of Unique(s), France.

Biography

Tiina Silander

Director, Department for Higher Education and Science Policy and General Upper Secondary Education of the Ministry of Education, Finland.

Biography

Peter Tabichi

Science teacher and Franciscan Brother, 2019 Global Teacher Prize winner.

Biography

Margit Timakov

Head of Estonian Teacher Association, Estonia.

Biography

Kris Van den Branden

Professor of linguistics, Katholieke Universiteit Leuven, Belgium.

Biography

Sophia Eriksson Waterschoot

Director for Youth, Education and Erasmus+ at the European Commission's Directorate General for Education, Youth, Sport and Culture.

Biography

Workshop Speakers

Patricia Corieri

Coordinator, La Scientothèque ASBL, Brussels, Belgium.

Biography

Amparo Cortés Merenciano

Head of Studies, San Vicente Ferrer public school, Llíria, Valencia, Spain.

Biography

Maria João Horta

Deputy Director of the Directorate-General for Education of the Portuguese Ministry of Education.

Biography

Phytoula Neophytou

Headteacher, Whole Day Primary School, Cyprus.

Biography

Sandra Pinto

Portuguese teacher, Erasmus+ projects coordinator, participant of the Innovation Project and INCLUD-ED, Portugal.

Biography

Teresa Sordé Martí

Universitat Autònoma de Barcelona, Spain.

Biography

María Vieites Casado

Teacher and Educational Psychologist, Spain.

Biography

Franz Bogner

Full Professor (Chair of Biology Education), University of Bayreuth and Committee chairman of the M!ND-Center of the University of Würzburg, Germany.

Biography

Letizia Cinganotto

Full-time Researcher at the National Institute for Documentation, Innovation and Educational Research (INDIRE), Rome, Italy.

Biography

C. P. Constantinou

Professor in Science Education and Director of the Learning in Science Group at the University of Cyprus, President of the European Science Education Research Association (ESERA).

Biography

Marie Doyon

Manager of La Fabrique du Regard, LE BAL, Paris

Biography

Katja Maass

Researcher and educator, leader of international projects in mathematics and science education, Germany.

Biography

Annette Honan

Education Officer, National Council for Curriculum and Assessment, Ireland.

Biography

Janet Looney

Director, European Institute of Education and Social Policy (EIESP) and joint editor of the European Journal of Education.

Biography

Ben Murray

Post-Primary Director with the National Council for Curriculum and Assessment (NCCA), Dublin, Ireland.

Biography

Lise Dissing Møller

Biography

Lasse Remmer

EUN Lead Ambassador at Future Classroom Lab in Campus Carlsberg, Copenhagen, Denmark.

Biography

Karien Vermeulen

Head of Programme of Waag Society’s LEARN lab, Amsterdam, Netherlands.

Biography

Ellen Beate Hansen Sandseter

Queen Maud University College, Norway.

Biography

Alessandro Bortolotti

Researcher, University of Bologna, Italy.

Biography

Christophe Caron

Digital project manager, Ministry of education, France.

Biography

Susanne Hofmann

Architect, Die Baupiloten BDA, Germany.

Biography

David Landspersky

Jurta Nature Kindergarten, Czech Republic.

Biography

Julie Velissaratou

Consultant to the OECD on Effective Learning Environments, Greece.

Biography

Jenni Alisaari

Department of Teacher Education, University of Turku, Finland.

Biography

Sarah Breslin

Executive Director of the European Centre for Modern Languages, Austria.

Biography

Nell Foster

CLIL advisor at the Université libre de Bruxelles and PhD researcher at the Centre for Diversity and Learning, Ghent University

Biography

Graham Seed

Secretariat Manager, Association of Language Testers in Europe (ALTE).

Biography

Yves Punie

Deputy Head of Unit, European Commission Joint Research Centre in Seville, Unit Human Capital and Employment.

Biography

Marcelino Cabrera

Senior researcher, Human Capital and Employment Unit, Joint Research Centre, European Commission.

Biography

Themis Christophidou

Director-General, Directorate-General for Education, Youth, Sport and Culture (DG EAC), European Commission.

Biography

Themis Christophidou has been the Director-General for Education, Youth, Sport and Culture at the European Commission since March 2018. She is a civil engineer with 33 years of experience in private and public sector management.

Themis joined the European Commission in 2001 after having worked in the private sector for 15 years. Having held various positions in the Directorate-General for Regional and Urban Policy, she worked as the Deputy Head of the Cabinet of Androulla Vassiliou, the former Commissioner for Education, Culture, Multilingualism, Youth and Sport, from 2010 until 2011.

From 2011 to 2014, Themis was the Head of the Cabinet of Maria Damanaki, the former Commissioner for Maritime Affairs and Fisheries, and from 2014 to 2018, she held the role of the Head of the Cabinet of Christos Stylianides, the Commissioner for Humanitarian Aid and Crisis Management.


Twitter account

Cesar Bona

Teacher and author, finalist of the Global Teacher Prize 2014, Spain.

Biography

César holds a degree in English Philology and teaching (English as a foreign language), from the University of Zaragoza. He is a member of the jury responsible for awarding the 2017, 2018 and 2019 Princess of Asturias Award for Communication and Humanities. “The doors of the schools must be open, not only for the children to come in, but also for their ideas to go out and change the world”. Thoughts like this took him to the World Congress for Children’s Rights in Puebla, Mexico, and Malaga, Spain.

For his many projects related to children’s participation in society, he has been awarded international acknowledgement, being one of the top fifty teachers in the world in the Global Teacher Prize in 2014. Listening to children, respect, social commitment, environmental care or an education towards coexistence are the bases of his thoughts.

Harold Hislop

Chief Inspector, Department of Education and Skills, Ireland.

Biography

Dr. Harold Hislop is Chief Inspector and a member of the senior management team at Ireland’s Department of Education and Skills. He has led a series of reforms in the inspection and evaluation of schools in Ireland, including the introduction of school self-evaluation, the extension of inspections to early years’ settings, and the development of an approach to inspection in schools that combines both evaluative and advisory functions. He has lectured or advised about school evaluation in universities in Ireland and in several countries including Austria, France, Malta, the United Arab Emirates and Wales.

As Chief Inspector, Harold is responsible for the policy advice that the Irish Inspectorate provides to Ministers for Education and officials on a range of issues, including teacher education policy, school leadership, and curriculum and assessment policy. He helped to shape Ireland’s successful National Literacy and Numeracy Policy 2011-2020, and the Irish government’s work to reform curriculum and assessment arrangements at lower secondary level. Most recently, he led the development and implementation of a targeted policy for educational improvement for young people in Ireland’s Gaeltacht (Irish-speaking) population.

Harold is currently a member of the Governing Board and the Central Bureau of the Centre for Educational Research and Innovation at the OECD.

Lidija Kralj

Assistant Minister (Director General), Ministry of Science and Education, Croatia.

Biography

Lidija Kralj is the Assistant Minister (Director General) in the department for support and improvement of the Education System in the Croatian Ministry of Science and Education. She is leading the comprehensive curriculum reform “School for life” for general education and several policy reforms and EU funded projects.

Lidija is a member of expert workgroups for development of national Strategy for Education, curriculum for primary education, cross-curricular topic "Use of ICT and subject Computer Science". She is an expert with hands on experience in large-scale national education reform who can provide information on the implementation of the Curriculum reform and development of the key competences.

Teacher of Mathematics and Computer science with 26 years of teaching experience, author of Mathematics and Computer Science textbooks and digital learning resources. Lidija has been eTwinning ambassador and project leader for national campaigns about better internet and e-safety for pupils and youth.

Alexandre Pachulski

Co-founder of Talentsoft, author of Unique(s), France.

Biography

After a doctoral degree in Artificial Intelligence, Alexander decided to put his expertise at the service of the business world and ran a management-consulting firm for eight years. In 2007, he co-founded the start-up Talentsoft, which currently employs 600 people, serves 9 million users and offers software dedicated to talent management within organizations.

Convinced that the combination of school and technology can change the world, he participated in the creation of L'Autre école in order to foster the talent development of children. He is also the author of the book Unique(s), published by EPA Publishing in 2018.

Tiina Silander

Director, Department for Higher Education and Science Policy and General Upper Secondary Education of the Ministry of Education, Finland.

Biography

Dr. Silander is the Director of the Division for General Upper Secondary Education and Teacher Education at the Department for Higher Education and Science Policy and General Upper Secondary Education. She is responsible for the guidance and development of general upper secondary education and teacher training. Dr. Silander has previously worked as a project manager for the reform of general upper secondary education and for the Teacher Training Forum.

Dr. Silander holds a Doctorate in Education and a Master of Philosophy and is a qualified biology teacher. In addition to teaching biology in general upper secondary education, she has been a researcher and a teacher educator, and served as the Head of the Department of Teacher Education at University of Jyväskylä. Her research interests involve the learning process in natural sciences, the development of schools and teacher education, and the assessment of learning outcomes.

Peter Tabichi

Science teacher and Franciscan Brother, 2019 Global Teacher Prize winner.

Biography

Peter Tabichi is a science teacher and Franciscan Brother, and 2019 Global Teacher Prize winner. He teaches at Keriko Mixed Day Secondary School in Pwani Village, situated in a remote, semi-arid part of Kenya’s Rift Valley. His dedication, hard work and passionate belief in his student’s talent has led his poorly-resourced school in remote rural Kenya to emerge victorious after taking on the country’s best schools in national science competitions.

Margit Timakov

Head of Estonian Teacher Association, Estonia.

Biography

Margit Timakov, Master teacher (EQF Level 8), started teaching children and youth in 2004, since then she became the vice principal in a school in Tallinn, Estonia. She participated in several projects and working groups on schools, at national and international level, and cooperated with students, teachers, schoolheads, school owners, and policy makers.

Margit is the head of teachers´ national occupational qualification committee. She has organized discussions, seminars, and conferences on teacher-related topics. She encourages teachers´ individual professional development, based on thorough self-analysis and reflection for better supporting each student.

Margit is a member of the council of the Science Centre Ahhaa in Tartu, and the board of governors of Tallinn University.

Kris Van den Branden

Professor of linguistics, Katholieke Universiteit Leuven, Belgium.

Biography

Kris Van den Branden is a professor of linguistics and teacher educator at the Faculty of Arts at the University of Leuven. He is also the academic promoter of the Centre for Language and Education of the University. Kris Van den Branden has published several books and articles on education for the 21st century.

Sophia Eriksson Waterschoot

Director for Youth, Education and Erasmus+ at the European Commission's Directorate General for Education, Youth, Sport and Culture.

Biography

Sophia Eriksson Waterschoot is in charge of Europe's flagship programme Erasmus+ , the newly launched European Solidarity Corps initiative, as well as European cooperation on schools, higher education and youth policy.

She has previously held various positions within the Commission in the field of strategy and investment in education, employment policy and the European structural and investment funds.

She studied international economics and political science at Uppsala University in Sweden; she did an Erasmus student exchange at University of Montpellier in France. She is an Eisenhower Fellow.

Patricia Corieri

Coordinator, La Scientothèque ASBL, Brussels, Belgium.

Biography

Patricia Corieri has a Phd in applied Sciences from the Free University of Brussels (ULB), a Diploma in Physics Education (ULB) and she is trained in psycho-motricity. She coordinates “la Scientothèque”, which is a non-profit organisation, dedicated to develop STEAM (Science, Technology, Engineering, Art, and Math) activities for kids in deprived areas of Brussels. La Scientothèque is based at ULB.

During the last years, she has developed experience working with vulnerable groups of children and adolescents. She has also experience with new technologies, developing activities around digital schools and Fablabs (fabrication laboratories). She has participated in different European STEM projects (Fibonacci, Pollen) and has coordinated the project RESTARTS which was dedicated to develop didactical resources around aeronautical activities. She also takes part in the Erasmus+ project "Communauté d'Apprentissage de l'Informatique".

Amparo Cortés Merenciano

Head of Studies, San Vicente Ferrer public school, Llíria, Valencia, Spain.

Biography

Amparo Cortés Merenciano has been a primary school teacher for more than fifteen years. For the past four years, she has been the Head of studies at San Vicente Ferrer public school in Llíria- Valencia, Spain. She is very concerned about not only integrating, but also empowering disadvantaged pupils. For this reason, her school has developed successful educational activities involving families, external partners and volunteers. One of these successful educational activities is ‘Interactive Groups’. Through this activity, conversations and exchanges have multiplied, not only among students but also among adults.

Maria João Horta

Deputy Director of the Directorate-General for Education of the Portuguese Ministry of Education.

Biography

Maria João Horta is a science and ICT teacher and she is currently Deputy Director of the Directorate-General for Education of the Portuguese Ministry of Education. She has been developing several tasks as a teacher trainer and as a researcher in the domain of educational technology, as well as a consultant in the area of ICT for teaching and learning purposes.

She integrates the Digital Citizenship WG at European Schoolnet, the BIK Advisory Board, and the DELTA European Commission WG for Digital Education: Learning, Teaching and Assessment.

She has a Master degree in Science Teaching and a PhD in ICT and Education. Her main research fields are teachers’ professional training and ICT; teachers’ training and the ICT use in education; ICT in the educational curricular system; science teaching and learning.

Phytoula Neophytou

Headteacher, Whole Day Primary School, Cyprus.

Biography

Phytoula Neophytou is a Headteacher of a Whole Day Primary School in a rural area in Cyprus. She studied Education at Pedagogical Academy of Cyprus and at National and Kapodistrian University of Athens. She got her MSc in Leadership and Management from the Open University of the United Kingdom.

Sandra Pinto

Portuguese teacher, Erasmus+ projects coordinator, participant of the Innovation Project and INCLUD-ED, Portugal.

Biography

Sandra Pinto is a Portuguese and EFL teacher with 22 years of experience. For a number of years, she has worked with delinquent minors and disruptive students at a Portuguese penal institution.

In 2009, Sandra joined the Agrupamento de Escolas de Cristelo, Portugal, and became the coordinator of several Erasmus+ projects. She has been a participant in the implementation of the Innovation Project and INCLUD-ED – the work she continues to this day.

Teresa Sordé Martí

Universitat Autònoma de Barcelona, Spain.

Biography

Harvard University doctorate holder Teresa Sordé Martí is a Serra Húnter Associate Professor of Sociology at the Universitat Autònoma de Barcelona. Dr. Sordé has participated in different EC projects like WORKALO (FP5, 2001-2004) dedicated to Roma labour inclusion and INCLUD-ED (FP6, 2006-2011) centred on strategies for social cohesion from education, and IMPACT-EV (FP7, 2014-2017), on assessing social impact of research.

Her work has been published in journals like Qualitative Inquiry, Harvard Educational Review, Journal of Interpersonal Violence and more recently in Nature or PLOSONE. She was appointed expert of the European Education and Training Expert Panel.

María Vieites Casado

Teacher and Educational Psychologist, Spain.

Biography

María is teacher and Educational Psychologist with a post-graduation in Management. She worked for the Ministry of Education in Spain as an Advisor for the Education Secretary of State. At that time, she was Member of the State Scholar Council, the Higher Council for Artistic Education, and the Inclusive Education Forum.

She was Manager for Latino America at Natura Institute in Sao Paulo, Brazil. Her main task was to implement and expand the Learning Communities Project across all six countries in which Natura works: Brazil, Mexico, Colombia, Peru, Argentina, and Chile.

In the past four years, she has managed the SEAS4ALL, STEP4SEAS, EnlargeSEAS Projects and Erasmus+ projects that aim to extend the Successful Educational Actions researched in INCLUD-ED to seven countries in Europe: Spain, Malta, Italy, Cyprus, United Kingdom, Portugal and the Czech Republic.

Franz Bogner

Full Professor (Chair of Biology Education), University of Bayreuth and Committee chairman of the M!ND-Center of the University of Würzburg, Germany.

Biography

Franz Bogner is Full Professor at the University of Bayreuth (Chair of Biology Education). He is also Committee chairman of the M!ND-Center (University of Würzburg), Head of SI-Environmental Education (German Society for Ecology) and Coordinator of Horizon2020 projects CREATIONS, STORIES.

Letizia Cinganotto

Full-time Researcher at the National Institute for Documentation, Innovation and Educational Research (INDIRE), Rome, Italy.

Biography

Letizia Cinganotto is a full time Researcher at INDIRE (National Institute for Documentation, Innovation and Educational Research), Rome, Italy. She holds a BA in foreign languages, MA in ELT, in e-Learning and multimedia Learning and a PhD in synchronic, diachronic and applied Linguistics. She has far-reaching experience in continuous professional development for teachers, teacher trainers, head teachers.

She is a member of different working groups and scientific committees on CLIL and languages both at national and international level. Her main research areas are language learning/teaching, CLIL, Technology-Enhanced Language Learning, school innovation, teacher training.

She has presented papers at national and international conferences and published articles and chapters in peer-reviewed journals and recently three volumes in Italian on CLIL. She is a reviewer and a member of the Editorial Board of different peer-reviewed journals. She is a member of the ECML "Pluriliteracies" consultancy team.

C. P. Constantinou

Professor in Science Education and Director of the Learning in Science Group at the University of Cyprus, President of the European Science Education Research Association (ESERA).

Biography

Dr. Constantinou has published extensively on curriculum design, research-validation of teaching-learning innovations, assessment for learning and the development of transversal competences.
He holds a PhD in Physics from the University of Cambridge and he worked at Washington State University and the University of Washington. He is a member of the editorial boards of the International Journal of Science Education, the Educational Research Review and the journal Learning, Culture and Social Interaction.

He has over 25 years of experience in international educational research focusing on learning and teaching of science. The Learning in Science Group uses the results of this research in the development of online learning environments and research-based teaching-learning sequences to promote conceptual understanding, evidence-informed reasoning and scientific thinking.

Dr. Constantinou has co-ordinated a number of projects funded by the European Commission and the Cyprus Research Promotion Foundation. He participated in the High Level Expert Groups that authored the reports Science Education for Responsible Citizenship in 2015 and Europe needs more Scientists! in 2004. He is currently President of the European Science Education Research Association (ESERA).

Marie Doyon

Manager of La Fabrique du Regard, LE BAL, Paris

Biography

Marie Doyon has been working at LE BAL, an independent venue in Paris for exhibitions, publications, ideas, and education. LE BAL centres its work on the contemporary image in all its forms – photography, video, film, and the new media.

Marie is in charge of La Fabrique du Regard, LE BAL’s educational platform. Since September 2008, La Fabrique du Regard has been working in-depth with school students. Every year 2,000 young people mainly from underprivileged areas learn about the different facets of images. The aim of this centre is to train active, concerned observers to help them become critical thinkers and better citizens.

Since 2006, Marie Doyon has also supported several contemporary artists in the development and the distribution of their projects (exhibition, publications and coproduction) in galleries or as an independent curator.

Katja Maass

Researcher and educator, leader of international projects in mathematics and science education, Germany.

Biography

Katja is a researcher, educator and leader of international projects in mathematics and science education. She holds a master’s degree in mathematics and biology and PhD in mathematics education. Her main professional interests are modelling, applications and inquiry-based science teaching. Her work is characterised by a strong practical and melioristic concern towards advancing science teaching.

Katja has successfully coordinated numerous large-scale European projects to foster innovation in STEM (science, technology, engineering and mathematics) education, including award-winning projects like PRIMAS, mascil or COMPASS. She participated in the European Commission working group on science and mathematics education, focusing on low achieving students and co-initiated the European STEM Professional Development Centre Network.

Katja is also a professional development course instructor of in-service teachers and facilitators in the German-speaking countries. As the founding director of International Centre for STEM Education at the University of Education in Freiburg, she aims to take European collaboration in STEM education to a next level to maximise quality, equality and innovation in day-to-day STEM teaching.

Annette Honan

Education Officer, National Council for Curriculum and Assessment, Ireland.

Biography

Annette is an Education Officer with the National Council for Curriculum and Assessment (NCCA). Her particular areas of curriculum expertise are Wellbeing, intercultural education, global citizenship education and Religious Education.

Since 2006, Annette has pioneered much of the development work related to embedding key skills in the post primary curriculum in Ireland and worked closely with teachers in developing collaborative practice and resources to support better teaching and learning. Amongst these resources is a toolkit of methodologies to support teachers in developing students’ key skills and a toolkit to support formative assessment practices.

Janet Looney

Director, European Institute of Education and Social Policy (EIESP) and joint editor of the European Journal of Education.

Biography

Janet has over 25 years’ experience in policy studies and programme implementation and evaluation for a range of education and training issues. Recent projects include a study for the European Commission on incentives and support measures to support teacher quality. Since 2016, she has served as a consultant to the European Commission’s Working Group “Schools, focusing on quality assurance at system and school levels”, with a focus on support for student mobility across Europe. She has worked on issues related to formative and summative student assessment since 2002.

Ben Murray

Post-Primary Director with the National Council for Curriculum and Assessment (NCCA), Dublin, Ireland.

Biography

Ben has 25 years teaching experience in both the primary and the post-primary sectors in Ireland, as a Music, a Classics and an ICT teacher. Over the course of those 25 years, Ben has coordinated a thriving music department, enjoyed a few years as a Deputy Principal.

He acted as mentor and adviser for ITE students. He has been also involved in the design and deployment of teacher professional learning. Ben is currently a Post-Primary Director with the NCCA, with responsibility for curriculum and assessment design at junior cycle and senior cycle levels.

Lise Dissing Møller

Biography

Lise studied Nordic literature and art history in Denmark and Great Britain. She is currently leading Denmark's only technology toned teacher education Future Classroom Teacher in Future Classroom Lab at University College Copenhagen.

Throughout her 20 years in the field, she has worked with building professional technology competences among students, co-workers, in Danish municipalities and with teachers in the field. In the last 5 years, she has focused on technology comprehension and mastering, abductive thinking and technology embedded in school subjects - mainly language and arts.

She is working with ‘hacking' exam forms in higher education and is currently developing new methods to evaluate technology comprehension and school subjects across modalities.

Lasse Remmer

EUN Lead Ambassador at Future Classroom Lab in Campus Carlsberg, Copenhagen, Denmark.

Biography

Lasse works with new methods of using technologies in teaching. He works at Future Classroom Lab as an impartial consultant for everyone, be it schools or foreign delegations, which want guidance on how to work with technology and the skills of the future in school.

He also provides in-service teacher training through the teacher-training program, Future Classroom Teacher at Campus Carlsberg.

Lasse is involved in MOE development of a new mandatory K9 subject and curriculum “Technology comprehension” in Denmark in Denmark.

Karien Vermeulen

Head of Programme of Waag Society’s LEARN lab, Amsterdam, Netherlands.

Biography

Karien develops programs and projects on playful learning, citizen science, embodied learning and maker education. Teacher and Librarian Maker Camps and Amsterdam Maakplaats 021 are such projects, in which an infrastructure of 10 maker spaces in public libraries is being created and librarians are trained to become maker educators.

Waag operates at the intersection of science, technology and the arts, focusing on technology as an instrument of social change, and guided by the values of fairness, openness and inclusivity. Public research, learning by making, co-creation and art science practices are its core methodologies.

LEARN develops contemporary, exciting educational formats with experts from education, the maker movement, arts and new media. It enables children to develop their creative and technical skills, to gain sensory (learning) experiences and to express themselves.

Ellen Beate Hansen Sandseter

Queen Maud University College, Norway.

Biography

Ellen is a professor of educational science with a focus on early childhood education research. She works in the Department of Physical Education and Health at Queen Maud University College of Early Childhood Education in Trondheim, Norway. Her primary research focus is on children’s play in general, physical active play and outdoor play, and particularly children’s risky play.

Currently she manages a research project on how to develop optimal physical environments for children’s play, development and learning. She is also involved in research on children’s participation and well-being in ECEC institutions in Norway and other European countries, a European project on societal barriers for children’s outdoor play, and projects about safety work, child injuries and injury prevention in Norwegian ECEC institutions.

Alessandro Bortolotti

Researcher, University of Bologna, Italy.

Biography

Alessandro is a researcher at the University of Bologna.  His work focuses on Inclusive Education in both formal and non-formal educational settings. He is currently involved in the Erasmus+ project GOaL (Go Out and Learn), that is meant to deliver guidelines for inclusive and innovative Outdoor Learning activities across European Primary Schools.

Christophe Caron

Digital project manager, Ministry of education, France.

Biography

Christophe was a primary school teacher from 1995 until 2015 and then a teacher trainer for 10 years. He first joined the Directorate of Digital Education as a part time expert for the Department of Primary Education where he worked for 5 years.

Christophe became a digital project manager for education in 2015 and developed the Archiclasse project, a device that supports local authorities and school stakeholders in defining their school construction or renovation project. The Archiclasse website offers help and advice, fuelled by tangible tools so that the stakeholders should confer and include users in the co-construction of renewed learning spaces.

Susanne Hofmann

Architect, Die Baupiloten BDA, Germany.

Biography

Susanne Hofmann created the Architecture practice Die Baupiloten in 2001. The practice specializes in public clients and educational buildings. Its award winning and widely published projects, many of which are transformations of existing buildings, include Universities, Schools, Kindergartens and Housing.

Her work focuses on innovative experimental design that is driven by both a social and ecological agenda. The foundation of each project is defined by intensive user participation that is integral to the design process.

David Landspersky

Jurta Nature Kindergarten, Czech Republic.

Biography

David Landspersky (Czech Republic) is Director of NGO Jurta, which focus on innovative solutions for child-care, education and community based social services. Since 1996, Jurta built strong expertise on deinstitutionalization of social services and on delivering just adequate support to people with disabilities to enter the labour market and start their own household. In 2010 Jurta founded Nature Kindergarten, which later developed to a primary school.

Educational framework and curriculum of the Nature Kindergarten stems from being outside rather than staying inside, no matter what the weather is. Jurta Primary School curriculum utilizes the environment it is located in – beautiful nature of the surrounding rural area, based on an organic farm enriched with various facilities ranging from carpentry and pottery workshops to eco-design accommodation, organic cafeteria and more.

In 2014-15 thanks to the international Erasmus+ research project, Jurta and three international partners shared their best practice and delivered training to the staff of ordinary kindergartens.

Julie Velissaratou

Consultant to the OECD on Effective Learning Environments, Greece.

Biography

Julie Velissaratou is a consultant to the OECD on Effective Learning Environments since 2018. She was the Project Manager of the Learning Environments Evaluation Programme (LEEP) of the OECD until December 2017.

Before joining the OECD in 2016, Julie was the Vice-Chair of the Group of National Experts of the LEEP programme of OECD, as a representative of Greece (2010-2016). Between 2010 and 2016 Julie was the Director General for Planning & Operations in the Greek public sector agencies “Buildings Infrastructure” and “School Buildings Organisation”.

She was responsible for the PPP projects, the EIB and EU financing, the strategic and financial planning of the agencies. Julie has extensive experience in project management and business development, through various roles in the Athens 2004 Organising Committee and News International UK.

Julie Velissaratou holds an MBA from the London Business School and is a chartered architect from the National Technical University of Athens. She is fluent in English and Greek and she also speaks Spanish and French.

Jenni Alisaari

Department of Teacher Education, University of Turku, Finland.

Biography

Jenni Alisaari has been working in the Department of Teacher Education at the University of Turku, Finland since fall 2013. She teaches pre-service and in-service teachers on linguistically and culturally diverse education. Her main areas of research and teacher training include linguistically and culturally responsive teaching, advocating multilingualism, language learning, and especially language learning by singing, the method that can be used especially with illiterate immigrants.

Sarah Breslin

Executive Director of the European Centre for Modern Languages, Austria.

Biography

Since October 2013, Sarah Breslin has been the Executive Director of the European Centre for Modern Languages, an institution of the Council of Europe, based in Graz, Austria. A passionate linguist with a thorough understanding of both policy and practice in language education and general education, Sarah has worked in a range of sectors and countries since she graduated with first class Honours in French and German from the University of Glasgow in 1986.

After training to become a language teacher, Sarah worked for 15 years in Catalonia as an EFL teacher and became first Director of Studies and then Director of a prestigious language school in Tarragona. She then moved into Higher Education, where she was Head of Modern Languages in the Faculty of Tourism and teacher of English and German. On returning to the UK, she worked for 4 years in further education, teaching English for Speakers of Other Languages (ESOL) and Spanish, before becoming Head of International and EU programmes.

Before taking up post as Director at SCILT, Scotland’s National Centre for Languages at the University of Strathclyde, Sarah worked for the Scottish Qualifications Authority (SQA) where her focus was on education policy both at UK and EU level, as well as cross-border qualification recognition.  Sarah is currently studying for her Doctorate where her research focus is on the contribution of the ECML to the professional growth of language teacher educators.

Nell Foster

CLIL advisor at the Université libre de Bruxelles and PhD researcher at the Centre for Diversity and Learning, Ghent University

Biography

Nell Foster qualified as a primary teacher at the University of Sussex. Since then he has taught in primary schools around the world (UK, France, Sri Lanka, Belgium).

She holds a Masters in Education from the University of Cumbria and is currently a doctoral student at the University of Ghent where her research focuses on functional multilingual learning in linguistically diverse classrooms.

Her work explores the use of home languages in primary school contexts and in particular, how teachers and pupils co-create and establish new multilingual norms and expectations.
She also works at the Université Libre de Bruxelles where she runs the TEA Project (Teaching in English for Academics) a CLIL support programme for university teachers who deliver their courses in English.

Graham Seed

Secretariat Manager, Association of Language Testers in Europe (ALTE).

Biography

Graham Seed is Secretariat Manager of the Association of Language Testers in Europe (ALTE).

ALTE works with organisations across Europe to promote multilingualism and ensure quality in language education and assessment. His current professional interests include plurilingualism and multilingualism, especially in assessment contexts as well as the operationalisation of the Common European Framework of Reference for Languages (CEFR) in language assessment.

He holds a Masters in Language Testing from Lancaster University, United Kingdom and previously taught English as a Foreign Language in Bosnia, Russia and the United Kingdom.

Yves Punie

Deputy Head of Unit, European Commission Joint Research Centre in Seville, Unit Human Capital and Employment.

Biography

Yves Punie is senior scientist and Deputy Head of Unit at the European Commission Joint Research Centre in Seville, Unit Human Capital and Employment. He is leading the Centre’s research and policy activities on "ICT for Learning and Skills". The research area started in 2005 with the aim to provide evidence-based policy support to the European Commission on harnessing the potential of digital technologies to innovate education and training practices, improve access to lifelong learning and to deal with the rise of new (digital) skills and competences needed for employment, personal development and social inclusion.

Yves’ recent work has focussed on the development of digital competence frameworks for citizens, educators, educational organisations and consumers. He also published a framework paper for opening-up Higher Education Institutions in 2016, along with a competence framework for entrepreneurship.

Before joining the IPTS in 2001, he was interim Assistant Professor at the Free University of Brussels (VUB). He holds a Ph.D. in Social Sciences.

Marcelino Cabrera

Senior researcher, Human Capital and Employment Unit, Joint Research Centre, European Commission.

Biography

Mr Cabrera is currently in charge of studies on Key Competences for Lifelong learning and Artificial Intelligence in Education. He has extensive research experience on the Cohesion policies and Smart Specialisation, eHealth, eGovernment, and digital technologies for social inclusion as well as the communication of such policies.
Marcelino Cabrera holds degrees in Mathematics, Computer Science, and Psychology.

Practical information

Date

12 - 13 November 2019

Location

Boulevard Adolphe Max 118-126, 1000, Brussels, Belgium

Contact

EAC-KC-CONFERENCE-2019@ec.europa.eu

How to reach the conference venue?

From the airport

Hôtel Le Plaza is located about 30 minutes from Brussels airport.

  • By train: the airport train station is located below the terminal (level -1). Connections to Brussels North station.

From the Midi train station

  • By metro: take the line 2 or 6 to the Rogier station (direction Simonis or Elisabeth). Get off at Rogier station.

From the North train station

  • By tram: take the line 3 or 4 (direction Churchill or Stalle). Get off at Rogier station.
  • By foot: take the rue du Progrès down to Place Rogier. Hôtel Le Plaza is on the right side of the boulevard Adolphe Max. (10 minutes walk).

From the Central train station

  • By metro: take the line 1 or 5 (direction Gare de l’Ouest or Erasme). Get off at De Brouckère station and walk towards Hôtel Le Plaza.

By Car

Important information: most GPS are not up to date. To reach the hotel, take the Boulevard Emile Jacqmain, rue du Pont Neuf to go up on Adolphe Max. The hotel has a secure parking with valet service.

For more information, please check
Website of the Brussels Public Transport.

Conference Language

The conference language will be English.

Online registration

Registration for this conference is by invitation only.
The deadline for registration was 25 October 2019.

Travel and Accommodation

Travel and accommodation is organized by CECOFORMA.

Catering

Two coffee breaks, buffet lunch and cocktail dinner are provided on the first day of the conference, 12 November. Morning coffee break is provided on the second day of the conference, 13 November.

Contact

For further questions related to the event, please contact:
EAC-KC-CONFERENCE-2019.