- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
Background
In 2015, the Ministry of Education announced the Digital4Education strategy which focuses on developing skills and know-how responding to rapid and permanent changes.
Objectives
The objective is to provide teachers with a general framework for education on the subject of media and also on how to use media for educational purposes. Media skills are transversal skills to be acquired to take part fully in the digital society, at professional and personal level. Learners are enabled to respond, in a reflexive, responsible and creative way, to the requirements of the 21st century media.
Description
In 2016, the Education IT Management Centre (Centre de gestion informatique de l'éducation, CGIE) published a mobile learning guide to help school leaders and teaching staff in secondary education and training, use ICT in a targeted and systematic way. The guide drew on extensive research and consultation as well as national and international experience and practices.
The CGIE also organised in 2017, in cooperation with the Department for Coordination of Educational and Technological Research and Innovation (SCRIPT), a conference, 'high-level e-DUCATION'. This conference was targeted at decision-makers, to reflect on how synergies between pedagogy, didactics, mobile technologies and new learning strategies are likely to change teaching and learning.
In 2019 implementation continued.
On 10 March 2020, the Ministry of Education introduced a new reference framework, the Media compass (Medienkompass). This reference framework is part of the policy initiative ‘Simply digital - Competences of the future for strong children’ (einfach digital - Zukunftskompetenze fir stark Kanner) introduced by the Ministry of Education in February of 2020 and provides practical guidelines for digital education to teachers. The practical guide is available in both French and German and is based on the European digital competence framework for citizens. It comprises 16 competences that allow building and developing media skills across all educational pathways. The competences are grouped into five domains: Information and data, Communication and cooperation, Content creation (including coding), Data protection and security, and Digital environment. The responsibility for implementing these competences is with each teacher.
In 2021, the website dedicated to media education and giving access to Medienkompass was regularly updated with examples of good practice, projects and news.
Following the revision of the European Digital competence framework (DigComp 2.2 2022), Medienkompass was adapted to integrate the concepts of artificial intelligence and digital literacy. The guide is structured around 15 competences grouped under the five existing domains that take AI literacy and digital literacy more broadly into account. Each domain and competence are described in terms of knowledge, skills and attitude.
Bodies responsible
- Ministry of Education, Children and Youth
- Department for Coordination of Educational and Technological Research and Innovation (SCRIPT)
- Education IT Management Centre (CGIE)
Target groups
Education professionals
- Teachers
Thematic categories
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category is in line with the EU policy focus on the digital transition, and refers to professional development and other measures to prepare and support teachers and trainers in teaching their learners digital skills and competences. It also covers measures and support for them to increase their own digital skills and competences, including for teaching in virtual environments, working with digital tools and applying digital pedagogies. Emergency measures taken during the COVID-19 pandemic also fall into this sub-category.