Let

1
Lets abolish schools

• Schooling for tomorrow, what schools for the
  future?

2
In a world where learning takes place all the
time and everywhere one must constantly ask
oneself Why do we have schools and what can
schools provide best? What are the
characteristics of a good school?
3
Individual reflection for Portfolio

• Why do children have to go to school?
• What do children have to learn?

4
Imagine ..
5
People of Europe! I have an important
announcement to make
6
Yesterday, our Commission took a decision a
decision that will save our Community a
tremèndous amount of money
7
and whats more a decision that will make
our youth EXTREMELY happy
8
As from tomorrow ALL schools in Europe
will be closed down
9
The reason is simple we all know, schools are
an utter waste of time for the greater part
of what you learn in school, can be far more
effectively learnt in the REAL world
10
and whats worse schools are boring and
kill creativity
11
So, the Commission trusts, this decison will be
met by general approval in all countries of
Europe
12
I thank you for your attention
13
End of Press Conference
14
Small group discussion 1

• Do we need schools?
• What can schools provide best?
• What are the characteristics of a school that
  does well?

15

• Are we doing that, are we living up to our
  ideals?

16

• Schools cannot decide entirely on their own what
  the why is.
• Because schools are an integral part of society,
  external stakeholders - the environment, society
  etc. - should be involved.
• So, changes in society should be reflected
  (mirrored ) in schools.

17
Salamanca Declaration and Framework for Action
(UNESCO 1994)

• The importance of including children with
  disabilities was strongly reaffirmed at the
  UNESCO World Conference on Special Needs
  Education in Salamanca (UNESCO 1994). This
  conference has been very influential in
  encouraging governments to adopt inclusive
  policies and in giving examples of progress in
  reforming schools to respond to a much greater
  diversity of need in their local communities.

18
EUROPEAN COMMISSIONDirectorate-General for
Education and Culture. Brussels, June
2002EUROPEAN REPORT ONQUALITY INDICATORS
OFLIFELONG LEARNING
Overall goal for schools i EuropeThe European
Council sets the objective to make Europes
education and training systems a world quality
reference by 2010
19
Small group discussion 2

• Is there a gap between my beliefs and demands
  from society?
• Is it a problem?
• How can we avoid it?

20
Points of attention

• From passive to active
• Need for external orientation
• Learning community

21
Books of interest

• Fullan, Michael The new meaning of educational
  change, 2001
• Antonovsky, Aaron Unravelling the mystery of
  helth, 1987
• OECD-Report Schooling for tomorrow, what schools
  for the future?

22
Future scenarios for schooling

• A work by OECD

23
Status quo extrapolated

• Scenario 1 Robust bureaucratic school systems
• Strong bureacracies and robust institutions
• Vested interests resist fundamental change
• Continuing problems of school image and
  resourcing
• Scenario 2 Extending the market model
• Widespread dissatisfaction leads to re-shaping
  public funding and school systems
• Rapid growth of demand-driven market
  currencies, indicators and accreditations
• Greater diversity of providers and professionals,
  greater inequality.

24
The de-schooling scenarios

• Scenario 3 Learner networks and the network
  society
• Widespread dissatisfaction with/rejection of
  organised school systems
• Non-formal learning using ICT potential, reflect
  the network society
• Communities of interest, potentially serious
  equity problems
• Scenario 4 Teacher exodus the meltdown
  scenario
• Severe teacher shortages do not respond to policy
  action
• Retrenchment, conflict, and falling standards
  leading to areas of meltdown or
• Crisis provides spur to widespread innovation but
  future still uncertain

25
The re-schooling scenarios

• Scenario 5 Schools as core social centers
• High level of public trust and funding
• Schools as centres of community and social
  capital formation
• Greater organisational/professional diversity,
  greater social equity
• Scenario 6 Schools as focused learning
  organisations
• High level of public trust and funding
• Schools and teachers network widely in learning
  organisations
• Strong quality and equity features