proSTEAMkids Erasmus+ KA229 2020

 

PREČNE PREDNOSTNE NALOGE:

  • Podpora priložnostim za vse pri pridobivanju in razvoju ključnih kompetenc, vključno z osnovnimi znanji: da se spodbuja zaposljivost, socio-izobraževalni in osebni razvoj, kot tudi sodelovanje v državljanskem in družbenem življenju. Prednost bodo dobili projekti, ki spodbujajo in krepijo razvoj ključnih kompetenc za vse posameznike, od zgodnjega otroštva pa skozi vse življenje. V hitro spreminjajočem se svetu to med drugim vključuje večjezične kompetence, podjetniško miselnost, kritično mišljenje in kreativnost, sodelovanje na področju znanosti, tehnologije, inženiringa, umetnosti in matematike (STE(A)M, science, technology, engineering, arts and maths), pa tudi spretnosti na področjih, kot so podnebni ukrepi, umetna inteligenca, vendar tudi družabne kompetence in učenje, kako se učiti. To naj bi vključevalo dejanja sodelovanja z akterji na področju raziskav in inovacij, civilne družbe ter zasebnega in javnega sektorja.
  • Socialno vključevanje: socialno vključevanje je krovna prednost v vseh sektorjih programa. Spodbujanje – zlasti z inovativnimi in celostnimi pristopi – posvajanja skupnih vrednot, enakosti, socialnega vključevanja, raznolikosti in nediskriminacije. Prednost bodo dobili projekti, ki podpirajo in ocenjujejo nove pristope k zmanjševanju razlik pri dostopu in uporabi formalnega in neformalnega izobraževanja, pa tudi projekti, ki se ukvarjajo z diskriminacijo, segregacijo in rasizmom. Program bo podpiral integracijo ljudi z migrantsko preteklostjo, kar vključuje zbiranje in razširanje dobrih praks v zvezi s to temo. Prednost bodo dobili tudi projekti, ki spodbujajo vzpostavljanje trajnostnih povezav med organizacijami, ki delujejo na področju izobraževanja, usposabljanja, mladine in športa ter družbe nasploh, tudi na lokalnih in regijskih ravneh.
  • Skupne vrednote, angažiranost in sodelovanje državljanov: program bo podpiral aktivno državljanstvo in etiko pri vseživljenjskem učenju; gojil bo razvijanje socialnih ter medkulturnih kompetenc, kritičnega razmišljanja in medijske pismenosti. Prednost bodo dobili tudi projekti, ki nudijo priložnosti za sodelovanje ljudi v demokratičnem življenju, socialno in državljansko udeleževanje tako v formalnih kot neformalnih učnih aktivnostih. Pozornost bo predvsem usmerjena v ozaveščanje in razumevanje konteksta Evropske unije, zlasti v zvezi s skupnimi vrednotami EU, načeli enotnosti in raznolikosti, kot tudi z njeno družbeno, kulturno in zgodovinsko dediščino.
  • Okoljski in podnebni cilji: program ima namen v vseh sektorjih podpirati ozaveščanje o okoljskih izzivih in izzivih, povezanih s podnebnimi spremembami. Prednost bodo dobili projekti, ki so usmerjeni v razvijanje kompetenc v različnih sektorjih, relevantnih za trajnostnost, razvijanje zelenih sektorskih spretnosti, strategij in metodologij, pa tudi v prihodnost usmerjeni učni načrti, ki bolje izpolnjujejo potrebe posameznikov. Program bo podpiral tudi testiranje inovativnih praks, da pripravi učence, osebje in mladinske delavce na to, da postanejo resnični dejavniki sprememb (npr. varčevanje z viri, zmanjševanje porabe energije in potrate, nadomeščanje emisij ogljičnega odtisa, izbiranje trajnostne hrane in možnosti mobilnosti itd.). Prednost bodo dobili tudi projekti, ki s pomočjo izobraževanja, usposabljanja, mladinskih in športnih aktivnosti omogočajo spremembe vedenja pri prednostnih izbirah posameznikov, navadah potrošnikov in načinu življenja.
  • Inovativne prakse v digitalnem obdobju: program bo podpiral uvajanje digitalnih tennologij ter inovativne in odprte pedagogike na področju izobraževanja, usposabljanja, mladine in športa. Posebna pozornost bo namenjena promociji enakosti med spoloma ter razlikam v zvezi z dostopom in uporabo le-teh s strani nezadostno zastopanih skupin. Program bo podpiral tudi uporabo Evropskega okvira za digitalno kompetenco izobraževalnega osebja, državljanov in organizacij, vključno z razvojem in uporabo prosto dostopnih izobraževalnih virov, prosto dostopnih učbenikov ter brezplačnega in odprtokodnega izobraževalnega programja. Prednost bodo dobile aktivnosti, ki spodbujajo inovativne metode in orodja za poučevanje, usposabljanje, učenje in ocenjevanje kot gonilnih sil izboljšav pri vseživljenjskem učenju.
  • Podpora izobraževalnemu osebju, mladinskim delavcem, vodjem izobraževanja in podpornemu osebju: prednost bodo imeli ukrepi, ki utrjujejo angažiranje in profesionalni razvoj pedagogov (npr. učiteljev, vodij usposabljanj, profesorjev, tutorjev, mentorjev, trenerjev, osebja pri izobraževanju in skrbi v zgodnjem otroštvu), mladinskih delavcev, izobraževalnih vodij (npr. ravnateljev, rektorjev, vodij oddelkov) in podpornega osebja (npr. asistentov, kariernih svetovalcev, kadrovskih specialistov v podjetjih). Posebna pozornost bo namenjena ukrepom, ki omogočajo boljšo obravnavo pri vključevanju in raznolikosti, tudi kulturni in jezikovni raznolikosti, z uporabo bolj raznolikega in prilagojenega poučevanja, usposabljanja in načina dela z mladino.
  • Preglednost in priznavanje spretnosti in kvalifikacij: prednost bodo imeli ukrepi, ki spodbujajo učno mobilnost in mobilnost delovne sile, ter ukrepi, ki olajšujejo prehode med različnimi ravnmi in vrstami učenja, prehode v svet dela ter med različnimi zaposlitvami. Program bo zlasti podpiral boljše storitve in informacije ali usmerjanje za učence, raziskovanje potenciala digitalnih tehnologij za omogočanje samodejnega medsebojnega priznavanja in potrjevanja – na lokalni, regionalni, nacionalni, evropski ali mednarodni ravni – kompetenc, pridobljenih s priložnostnim in neformalnim učenjem. Program bo podpiral tudi učinkovito lansiranje in uvedbo novega okvira Europass ter dostopa do orodij in storitev za spretnosti in kvalifikacije.
  • Trajnostno vlaganje, kakovost in učinkovitost izobraževanja, usposabljanja in mladinskih sistemov: prednost bodo imeli ukrepi, ki podpirajo trajnostne modele financiranja, vključno z raziskovanjem inovativnih pristopov za zagotavljanje zadostnega in trajnostnega vlaganja v izobraževanje, usposabljanje in mladino, vključno s financiranjem in delitvijo stroškov na podlagi dosežkov, kot je to primerno.
  • Družbena in izobraževalna vrednost evropske kulturne dediščine ter njen prispevek k ustvarjanju delovnih mest, gospodarski rasti in socialni koheziji: prednost bodo imeli ukrepi, ki prispevajo k ozaveščanju o pomembnosti evropske kulturne dediščine prek izobraževanja, vseživljenjskega učenja, priložnostnega in neformalnega učenja, mladine in športa, vključno z ukrepi, ki podpirajo razvoj spretnosti, socialno vključevanje, kritično razmišljanje in udeležbo mladih. Spodbujali se bodo novi participativni in medkulturni pristopi k dediščini ter izobraževalne pobude za omogočanje medkulturnih dialogov med učitelji in učenci že od zgodnjih let.

Na področju šolskega izobraževanja bodo imeli prednost naslednji ukrepi:

  • Krepitev razvoja ključnih kompetenc (skladno s priporočilom Sveta o ključnih kompetencah za vseživljenjsko učenje), na primer s spodbujanjem medsebojnega sodelovanja med različnimi učnimi načrti, spodbujanjem kreativnosti in inovativnih pristopov k učenju, inovativnih učnih okolij, sodelovanja z deležniki v lokalnih skupnostih in v tujini, podpiranjem učiteljev pri poučevanju na osnovi kompetenc in razvijanju ocenjevanja in preverjanja ključnih kompetenc.
  • Krepitev profilov učiteljskih poklicev, vključno z učitelji, vodstvenimi delavci in izobraževalci učiteljev, na primer z ukrepi: narediti poklic privlačnejši in bolj raznolik; okrepiti izbor, zaposlovanje in ocenjevanje (modeli ovrednotenja zaposlenih, ocenjevanja in povratnih informacij); okrepiti začetno izobraževanje ter nadaljnji poklicni razvoj učiteljev in njegove različne faze neprekinjeno povezati; omogočanje in znatno povečanje mobilnosti učiteljev, vključno s premagovanjem preostalih ovir; podpora učiteljem pri razvijanju inovativnih praks poučevanja ter novih metod ocenjevanja, zlasti za podpiranje učenja in poučevanja, ki je usmerjeno v kompetence; krepitev vodenja v izobraževanju, vključno s porazdeljenim vodenjem na šoli in vodenjem učiteljev.
  • Spodbujanje celostnega pristopa pri poučevanju in učenju jezikov (skladno s priporočilom Sveta o učenju in poučevanju jezikov), oblikovanje večje jezikovne raznolikosti v šolah, na primer prek: spodbujanja zgodnjega učenja jezika in zavedanja jezika; možnosti dvojezičnega poučevanja, še posebej na mejnih območjih in/ali na območjih, kjer prebivalci uporabljajo več kot en jezik; prevladujoče usmeritve v uporabo novih tehnologij kot podpore učenja jezikov; podpiranje integracije učenja jezikov v učne načrte s poudarkom na doseganju zadostne ravni kompetence do konca obveznega izobraževanja; podpiranje ustvarjanja šol z zavedanjem jezika.
  • Doseganje višje ravni dosežkov in zanimanja za znanost, tehnologijo, inženirstvo in matematiko (STEM). Ta prednostna naloga bo med drugim vključevala: spodbujanje razvoja nacionalnih strategij za STEM; razvijanje partnerstev med šolami, podjetji, visokošolskimi institucijami, raziskovalnimi institucijami in širšo družbo; spodbujanje učinkovitega in inovativnega pedagoškega pristopa in ocenjevanja; spodbujanje pristopa STE(A)M k izobraževanju s pomočjo interdisciplinarnega poučevanja predmetov STEM v kulturnem, okoljskem, ekonomskem, oblikovalnem kontekstu in drugih kontekstih, z udeležbo vseh akademskih disciplin.
  • Obravnavanje zgodnjega opuščanja šolanja in prikrajšanosti ter omogočanje uspeha vsem učencem, vključno z otroki z migrantskim ozadjem, na primer prek: krepitve sodelovanja med vsemi akterji v šolah ter z družinami in drugimi zunanjimi deležniki; izboljšanja prehodov med različnimi ravnmi izobraževanja; gojenja preventivnih pristopov in zgodnjega posredovanja; podpiranja mreženja šol, ki spodbujajo sodelovalne in celovite pristope k poučevanju in učenju; izboljšanja evalvacije in zagotavljanja kakovosti.
  • Razvijanje visoko kakovostnega zgodnjega izobraževanja in sistemov nege (skladno s priporočilom sveta ECEC), na primer: podpiranje začetnega in nadaljnjega poklicnega razvoja vsega osebja, ki sodeluje pri organiziranju, vodenju in nudenju zgodnjega izobraževanja in nege; ustvarjanje, testiranje ali uvajanje strategij in praks za spodbujanje sodelovanja vseh otrok v zgodnjem izobraževanju in negi, vključno z otroki, ki potrebujejo posebno podporo (npr. invalidni otroci ali otroci iz socialno in ekonomsko depriviligiranih okolij, otroci migrantov); podpiranje uvajanja okvira EU za kakovost zgodnjega izobraževanja in nege.
  • Oblikovanje kapacitet za spodbujanje in omogočanje priznavanja obdobij učenja v tujini (vključno z vključevanjem priporočil Sveta v zvezi s samodejnim medsebojnim priznavanjem), vključno s spodbujanjem priznavanja formalne izobrazbe in prečnih kompetenc, ki se razvijajo prek neformalnega in priložnostnega učenja, na primer prek: oblikovanja administrativnih kapacitet šol v podporo sodelovanju učencev v mednarodnih projektih in vrstniških izmenjavah, vključno z raziskovanjem potenciala posredniških organov, ki združujejo kapaciteto več šol; vzpostavljanje trajnih partnerstev med organizacijami, ki postavljajo čezmejne izobraževalne izmenjave v splošnem izobraževanju; spodbujanje vdelanih razrednih izmenjav ali programov mobilnosti učencev kot del šolskih programov; razvijanje in razširanje orodij in mehanizmov za pripravo, spremljanje in priznavanje obdobij v tujini; ter deljenje in podpora dobrim praksam.
  • Razvijanje močnih sistemov za zagotavljanje kakovosti za doseganje visokokakovostnega vključujočega izobraževanja ter povečanje zaupanja med državami glede kakovosti njihovih posameznih šolskih izobraževalnih sistemov, na primer s podpiranjem držav pri razvijanju sinergij med notranjimi in zunanjimi ocenjevanji, pri angažiranju deležnikov v procesi zagotavljanja kakovosti ali pri oblikovanju njihovih strategij zagotavljanja kakovosti tako, da podpirajo širši razvoj kompetenc

HORIZONTAL PRIORITIES

  • Supporting opportunities for all in acquiring and developing key competences, including basic skills: In order to foster employability, socio-educational and personal development, as well as participation in civic and social life. Priority will be given to projects that support and reinforce the development of key competences for all individuals from early childhood and throughout life. In a fast-changing world, this includes multilingual competences, entrepreneurial mindset, critical thinking and creativity, cooperation in science, technology, engineering, arts and mathematics (STE(A)M)  fields, as well as skills in fields such as climate action, artificial intelligence, but also social and learning-to-learn competences. This would include actions of cooperation with players in the research and innovation sector, civil society as well as in the private and public sector.
  • Social inclusion: Social inclusion is an overarching priority across all sectors of the programme. Promote – in particular through innovative and integrated approaches – ownership of shared values, equality, social inclusion, diversity and non-discrimination. Priority will be given to projects that support and assess new approaches to reducing disparities in accessing and engaging with formal and non-formal education, as well as projects that tackle discrimination, segregation and racism. The programme will support the integration of people with migrant backgrounds, including gathering and disseminating good practices on the issue. Priority will also be given to projects that encourage the establishment of sustainable links between organisations active in education, training, youth and sport and the society at large, including at local and regional level.
  • Common values, civic engagement and participation: The Programme will support active citizenship and ethics in lifelong learning; it will foster the development of social and intercultural competences, critical thinking and media literacy. Priority will also be given to projects that offer opportunities for people’s participation in democratic life, social and civic engagement through formal or non-formal learning activities. The focus will also be on raising awareness on and understanding the European Union context, notably as regards the common EU values, the principles of unity and diversity, as well as their social, cultural and historical heritage.
  • Environmental and climate goals: the programme aims to support, across all sectors, awareness-raising about environmental and climate-change challenges. Priority will be given to projects aimed at developing competences in various sustainability-relevant sectors, developing green sectorial skills strategies and methodologies, as well as futureoriented curricula that better meet the needs of individuals. The programme will also support the testing of innovative practices to prepare learners, staff and youth workers to become true factors of change (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). Priority will also be given to projects that – through education, training, youth and sport activities – enable behavioural changes for individual preferences, consumption habits, and lifestyles.
  • Innovative practices in a digital era: The Programme will support the taking up of digital technologies and of innovative and open pedagogies in education, training, youth and sport. Particular attention will be given to promoting gender equality and addressing differences in relation to the access and use by underrepresented groups. The Programme will also support the use of the European frameworks on digital competences of educators, citizens and organisations, including the development and use of open educational resources, open textbooks, and free and open source educational software. Priority will be given to actions that promote innovative methods and tools for teaching, training, learning and assessment as drivers of improvements in lifelong learning.
  • Supporting educators, youth workers, educational leaders and support staff: Priority will be given to actions that strengthen the recruitment and professional development of educators (e.g. teachers, trainers, professors, tutors, mentors, coaches, staff in early childhood education and care), youth workers, educational leaders (e.g. school heads, rectors, department heads) and support staff (e.g. teaching assistants, career counsellors, human resource specialists in companies). Particular attention will be given to actions that allow to better deal with inclusion and diversity, including cultural and linguistic, through the use of more diverse and more adapted teaching, training and youth work styles.
  • Transparency and recognition of skills and qualifications: Priority will be given to actions that support learning and labour mobility; actions that facilitate transitions between different levels and types of learning, transitions to the world of work as well as transitions between different jobs. The programme will support in particular better services and information or guidance for learners, exploring the potential of digital technologies to facilitate automatic mutual recognition and the validation – at local, regional, national, European or international level – of competences acquired through informal and non-formal learning. The programme will also support the effective launch and implementation of the new Europass framework and the access to tools and services for skills and qualifications.
  • Sustainable investment, quality and efficiency of education, training and youth systems: Priority will be given to actions that promote sustainable funding models, including exploring innovative approaches, to ensure adequate and sustainable investment in education, training and youth, including performance-based funding and cost-sharing, where
    appropriate.
  • Social and educational value of European cultural heritage, its contribution to job creation, economic growth and social cohesion: priority will be given to actions contributing to raising awareness of the importance of Europe’s cultural heritage through education, lifelong learning, informal and non-formal learning, youth as well as sport, including actions to support skills development, social inclusion, critical thinking and youth engagement. New participatory and intercultural approaches to heritage, as well as educational initiatives aimed at fostering intercultural dialogue involving teachers and pupils from an early age will be promoted.

In the field of school education, priority will be given to:

  • Reinforcing the development of key competences (in line with the Council Recommendation on key competences for lifelong learning) for example by promoting cross-curricular collaboration, creativity and innovative learning approaches and environments, cooperating with stakeholders in local communities and abroad, supporting teachers in delivering competence based teaching and developing assessment and validation of key competences.
  • Strengthening the profile of the teaching professions, including teachers, school leaders and teacher educators, for example by: making careers more attractive and diverse; strengthening selection, recruitment and evaluations (models of staff appraisal, assessment and feedback); enhancing teachers’ initial education and continuous professional development and linking its different phases; facilitating and significantly increasing teacher mobility, including by overcoming remaining obstacles; supporting teachers in developing innovative teaching and
    assessment methods, especially to promote competence-oriented teaching and learning; strengthening leadership in education, including distributed leadership and teacher leadership.
  • Promoting a comprehensive approach to language teaching and learning (in line with the Council Recommendation on language teaching and learning), building on the increasing linguistic diversity in schools, for example by: encouraging early language learning and awareness; developing bilingual teaching options, especially for border regions and/or in areas where inhabitants use more than one language; mainstreaming the use of new technologies to support language learning; supporting the integration of the language dimension across the
    curricula; focusing on reaching adequate competence levels by the end of compulsory education; promoting the creation of language aware schools.
  • Increasing the levels of achievement and interest in science, technology, engineering, and mathematics (STEM). This priority will include, among others: promoting the development of national STEM strategies; developing partnerships between schools, businesses, higher education institutions, research institutions, and wider society; promoting effective and innovative pedagogies and assessment; promoting the STE(A)M approach to education through interdisciplinary teaching of STEM in cultural, environmental, economic, design and other contexts, with the involvement of all academic disciplines.
  • Tackling early school leaving and disadvantage, enabling success for all learners, including children with a migrant background, for example by: strengthening collaboration among all actors within schools, as well as with families, and other external stakeholders; improving transitions between different stages of education; fostering preventive and early intervention approaches; supporting networking of schools which promote collaborative and holistic approaches to teaching and learning; improving evaluation and quality assurance.
  • Developing high quality early childhood education and care systems (in line with the ECEC Council Recommendation), for example by: supporting initial and continuing professional development of all staff involved in organising, leading and providing early childhood education and care; creating, testing or implementing strategies and practices to foster participation of all children in early childhood education and care, including children in need of special support (e.g. children with disabilities, or children from disadvantaged socioeconomic backgrounds, children from a migrant background); promoting the implementation of the EU quality framework for quality early childhood education and care.
  • Building capacity for promoting and facilitating recognition of learning periods abroad (including follow-up to the Council Recommendation on automatic mutual recognition), including promoting recognition of formal education and transversal competences developed through non-formal and informal learning, for example by building administrative capacity of schools to support participation of pupils in transnational projects and peer exchanges, including by exploring the potential of intermediary bodies pooling the capacity of several schools; establishing sustainable partnerships between organisations setting cross-border learning exchanges in general education; promoting embedded class exchanges or pupil mobility in school programmes; ensuring appropriate safety standards for pupils participating in transnational mobility; developing and disseminating tools and mechanisms for the preparation, monitoring and recognition of periods abroad; and sharing and promoting good practices.
  • Developing strong quality assurance systems to achieve high-quality inclusive education and enhance trust among countries in relation to the quality of their respective school education systems, for example by: supporting countries in developing synergies between internal and external evaluations, in engaging stakeholders in quality assurance processes, or in designing their quality assurance strategies in ways to support broad competence development.