2. 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
4. 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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5. 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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7. … 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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9. 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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10. 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
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17. Gisella Langé
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.
18. … 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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19. 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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20. 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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22. 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
•
• Gisella Langé
23. 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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24. A proposed extended version of
the CEFR illustrative descriptors
Council of Europe
Working group
led by
Brian North
2015 - 2018
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25. 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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26. 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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27. 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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29. Gisella Langé
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
30. Gisella Langé
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.
33. 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
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34. 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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35. 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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36. 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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37. 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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38. 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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