How can these skill needs be met?
“The EDINA (EDucation of International Newly Arrived migrant pupils) project brings together policy makers, schools and researchers from Finland, Belgium and the Netherlands to provide support to teachers in the reception and the integration of Newly Arrived Migrant pupils (NAMS) into the school system. It aims to strengthen the education and training paths of school staff, fostering collaboration between schools, municipalities, and researchers on national and international levels. The programme includes training modules to develop teachers’ competences and promote active differentiation within the classroom, along with a toolset and resource base to optimise the reception, observation and transition processes of NAMS. A particular strength of the programme is that it is developed by an interdisciplinary team including schoolteachers, school boards, municipalities, and researchers”.
Source: European Commission (2015) Schools, VET and Adult Education helping newly-arrived refugees in Europe. Challenges, ideas and inspiring practices.
- Reducing early school leaving is one of the goals of the ET2020 strategic framework 18. To achieve this goal, teachers should develop respective competencies in cooperation with a range of stakeholders in pupils’ education, and the ability to use learner-centred pedagogic techniques.
- Teaching professionals in early childhood education (ECEC) and care face a number of challenges as almost all European countries have reported a shortage of places in ECEC, which is putting pressure on service providers to increase access and quality of their services 19. The European Commission has identified the professionalisation of ECEC staff as a key area for improvement across Member States. Teaching professionals in ECEC must also be equipped with competences that will improve the access and quality for children of disadvantaged backgrounds. 20
Significant shifts in teaching and learning practices underline the need for updates in initial and continuous teacher-education across education levels. Education and training is necessary to tackle teachers’ future skills needs (i.e. adapting to technological advances). 21
Strengthening the support to teachers is also important to avoid attrition during the teacher training process.
Regardless the anticipated changes, education overall and schools in particular remain key reference points and vital elements of local communities. Thus teachers need to have competences pertinent to early school leaving prevention, helping learners with disabilities or from different social, ethnic or cultural backgrounds. To equip teachers with these skills, comprehensive approaches are needed to introduce diversity at all levels of education, whilst also reaching out to the wider community by engaging with parents, community groups and other stakeholders. 22