3.1 INTERNATIONALISATION AS A STRATEGIC CHOICE
The aim of part 3 of the workbook is to help you, your colleagues and your regional and sectoral
partners to interpret international developments. By then linking these developments with each
person’s personal motivations and ambitions, the instrument can serve as a catalyst for innovation
in the field of learning.
It is often said that internationalisation is not an aim in itself. Internationalisation is a phenomenon
and we are living together in a globalised world whether we want it or not. International orientation
is now part of daily life. We share stories, photos and videos with friends and acquaintances from
all over the world via the Internet and social media. The country with the most English speakers is
China. We work internationally together with business and as a civil society. More and more people
are cooperating internationally in order to stand up for our human rights and take care for the
planet. These dynamic developments take place at great speed: if for example, you were born 50
years ago in a village in the Brazilian countryside, it is very unlikely that you would ever cross an international border.
As educational institution you can make the strategic choice as how to deal with this internationalisation. Internationalisation can – if properly organised –
make a positive contribution to education.
“International experience helps students to become critical and independently thinking people. People who dare to challenge the status quo and bring about
change through creativity, guts and ambition.”
●
Vision letter on internationalisation from the Ministry of Education, Culture and Science
The current internationalisation policy from your institution
To start with, consider this:
Is this reactive and do you allow international developments to wash over you?
or
do you proactively anticipate the developments in the wider context of your educational institution by giving this a meaning together with one
another and pragmatically using opportunities?
or
do you work in a (co-)creative manner where you and your partners allow one another to be inspired by internationalisation, bundling strengths for
educational innovation?
THE LINK BETWEEN CREATIVITY, INNOVATION AND INTERNATIONALISATION
Students and professionals who are internationally active often maintain that internationalisation gives them a “fresh perspective”. It is precisely this fresh
perspective that is essential for creativity and (educational) innovation according to known pioneers in this area:
“Creative thinking involves coming away from normal patterns to enable another way of looking.”
●
Edward de Bono, M.D., author of Lateral Thinking
"A barrier to creative thinking is that many people have no clear definition of creativity. Creativity means looking at the same information as everyone else and
seeing something different."
●
Michael Michalko
The biggest challenge for many international projects is however in the following step: how do you convert the inspiration that you experience with one another
internationally into usable improvements or renewal in one’s own education system. This relates to innovation and KIS part 3 envisages helping you here.
Innovation
= intelligent improvement or renewal (mainly) of (educational) methods, products, services, techniques and suchlike – through creativity
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INNOVATION THROUGH INTERNATIONALISATION
Part 3 of the KIS is built up around two change approaches with corresponding exercises.
The plan-based approach is based on intelligent improvement. You see a good practice abroad and are about to transfer this to the Dutch context. The
organic approach provides suggestions for the transition to an innovative learning environment of which internationalisation is an integral part.
Innovative approach
Planmatig
Organic
Planned change
Emergent change
Metaphor
The organised journey
The journey
Form
●
Impact
transfer of innovation.
●
development of innovation;
●
co-creation.
●
intelligent improvement;
●
renewal;
●
results broadly known in advance.
●
the process of learning and discovering is guiding.
emphasis on the basis of acquisition &
●
ownership derives from inspiration and participation.
●
being able to deal with uncertainty.
Involvement with
innovation
●
dissemination.
Project management
●
maintaining control.
Function of feedback
●
adjusting.
KIS point of view
making prototypes, based on the principle of failing early to
pass on what works wwell, not reinventing the
●
●
learn quickly.
●
facilitating self organisation by students, lecturers, partners.
wheel.
Planned and organic approaches in education
The classic (planned) approach is based on the prior setting of an objective and then examining what is missing or is needed in order to achieve
that objective, which results in an (action) plan or a blueprint that is introduced from outside and then implemented into the organisation.
In light of the presented vision of innovation by the Ministry of Education, Culture and Science (2010), principles from the more social and organic
school of thought would prevail. Principles that emphasise giving room to ambiguity and self organisation, placing responsibilities lower in the
organisation and integral management”.
Source: Modernisation from outside-in education – how can we support schools in increasing their innovative power. Ms E.H. Nabben, piece
commissioned by the Ministry of Education, Culture and Science, knowledge directorate.
WHO PARTICIPATES IN THIS INNOVATION?
Just like the process of giving meaning to internationalisation (KIS 2020, part 2), it is also necessary in the case of innovation to start with the “who” question.
Diversity of contribution increases the adaptability to changing circumstances. Where there is real diversity in an organisation, innovative solutions are being
created all the time but only because different people do things differently. If the environment changes and requests a new solution, we can count on the fact
that someone has already discovered what is necessary. Often, we do not however know this from one another: this is why exchange in teams, networking
and strategic partnerships are essential.
The participants are in many cases allocated a formal role in the planned approach. The organic approach is slightly more “all-stick-together” and works
according to the consent principle: who should be involved or wants to be involved?
Involve students in any case!
The challenge for many of us is not to talk about students but with students. How you involve students is also essential. An interesting example is so-called
“reversed mentoring”: students teach their lecturers the constructive use of social media in the classroom.
National dialogue on the future of (primary and secondary) education
On 17 November 2014, Secretary of State Dekker commenced a national discussion on what should be in the curricula, in order to prepare pupils
for the future. “Similar initiatives in Finland, Norway and Scotland have shown that thinking about and forming of the curriculum are too important to
leave to one party. This is why close contact is maintained with teachers, pupils and parents in each phase. But also with business and
science”. http://onderwijs2032.nl
3.2 EXISTING PRACTICE AS A STARTING POINT
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Internationalisation is vulnerable when approached in an isolated manner. For both innovative approaches (para. 3.1), the idea is to integrate the international
dimension into (educational) practice and policy. The scope of the context can vary:
●
internationalisation of education and training;
●
cross-curricular initiatives;
●
cooperation with business;
●
the international dimension of regional innovation initiatives.
As the starting point of an innovation phase, it is therefore also good to start with appreciative questions, such as:
●
What works, what do we believe is good practice?
●
What things that we do give us energy?
●
What are we proud of?
The answers to these questions give an example of the existing building blocks or steppingstones for innovation. This also leads to a process in which
involvement arises.
INTERNATIONALISATION OF EDUCATION AND TRAINING
“We no longer talk of internationalisation but of education in an international context” >> Frans van Schaik, coordinator of internationalisation at Horizon
College.
International mobility enables students to work abroad on their professional competences, languages and intercultural skills. Innovative methods such as
EQF and ECVET enable students to make a conscious choice for a foreign learning environment where skills acquired can also be recognized. Building
sustainable partnerships with foreign schools can in time also lead to the development of flexible international learning phases. Examples and instruments
can be found in the tool kit: www.ecvet-toolkit.eu.
There is also an increase of, in the words of the EPNuffic colleagues, internationalisation at home. Think for example, of the giving of structural consideration
of world citizenship in citizenship lessons and the setting up of classical projects via eTwinning among others.
As well as this practical interpretation, you can also ask yourself a more strategic question: What is the effect of international developments on professions
and how can you anticipate this as an institution?
The answer to this question depends on your professionalisation policy. As well as individual professionalisation, via, for example, lecturing training abroad,
you can choose to proactively anticipate international developments together with an educational team.
ECBO-onderzoek naar leren in en tussen opleidingsteams
“The training team forms the basis as the organisational unit for (intermediate) vocational education. Vocational education institutions have in recent
years been organised in a team structure, aiming for more cooperation among professionals. This manner of working is characterised by a common
responsibility and mutual interaction and harmony. The work of teachers and trainers is therefore less and less isolated.
By working together in teams, teachers and trainers should be more able to deal with the complex nature of the work and with modern
developments in vocational education, for example, the threefold qualification, the introduction of competence-based learning and the delivery of
personalised education to participants.
Briefly: a lecturer can no longer fulfil all roles and tasks, for this, he or she must cooperate with colleague team members".
Read more about cooperating in and between teams
CROSS-CURRICULAR INITIATIVES
“Dynamic craftsmanship” ...... is characterised by an integrative, cross-subject approach”
Some questions, for example, concern sustainability and infrastructure are cross-subject and have an inherent international character.
The Creatief Recycle Centrum of ROC Midden Nederland
is a creative workplace where students from the Welzijn College can work with materials collected for free. This will not only enable them to develop their own
creativity, they will also learn how to apply this to their workplace, child care, primary school or care outside school. Thanks to the usual materials – clean
waste materials but also other normal residual materials that occur in any household – sustainability is the theme of the entire Recycle Center. Margreet de
Goei and Louise Lammers came up with the idea of their Recycle Center while on a working visit to Italy. They enthusiastically worked out their idea resulting
in a fantastic workplace. Modules were then developed for workshops via the Leonardo da Vinci-project “Sustainability through creativity”.
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COOPERATION WITH BUSINESS
The European Commission says: “We have seen the last years that there is a clear appetite for sectoral cooperation throughout Europe. Economic sectors do
not think in national terms, but in supply chains that run across borders”.
The Netherlands top sector policy is set up from a comparable presumption: “It is important to cooperate with foreign parties in international knowledge and
innovation clusters. This brings new knowledge, prevents double research and offers opportunities for new export possibilities”.
Recent research shows that also regional business benefits from internationalisation.
SMEs: international activities balanced against the level of innovation
Import
Export
Foreign investment
Foreign cooperation*
Leaders 5%
59
56
27
56
Developers 17%
39
44
9
34
Adopters 19%
23
32
4
17
Followers 33%
15
25
2
14
Non-innovative 27%
11
17
1
6
*Details are only available for 2011. Source: Panteia, Monitor Determinanten Bedrijfsprestaties 2011-2013.
Regional SMEs are therefore important partners for intermediate vocational education institutions also regarding internationalisation. This is one of the
reasons why we as a POST intermediate vocational institution encourage lecturers to include practical trainers and entrepreneurs in training and study visits
abroad. The Erasmus+ programme offers a subsidy for this.
THE INTERNATIONAL DIMENSION OF REGIONAL INNOVATION INITIATIVES
The “golden triangle”, cooperation takes place on a regional level between government, education and entrepreneurs. Cooperation takes place internationally
from a shared vision seen as a force from the Netherlands. Regional learning infrastructure offers a great foundation for exploiting innovative international
initiatives as seen from the following examples.
BrainportRegio Eindhoven
Its strength lies in an internationally unique “innovative ecosystem”. Businesses and knowledge institutions in the spearhead clusters and mainly SMEs
within BrainportRegio are internationalising fast. The region has a good track record in attracting foreign talent and businesses.
The need to strengthen our international position also comes to the fore in the Brainport 2020 strategy and implementation programme. International
cooperation in the field of talent, R&D cooperation and value creation in supply chains is very important for the further strengthening of the region.
TOI-project Connection To Care and Career
The aim of this Leonardo da Vinci project was transferring and developing a Finnish regional model for reducing early school leaving. Vulnerable youths will
receive better support through intensive cooperation between ROC Noorderpoort, the regional community and other (aid) organisations. More youths are
leaving training with qualifications and find suitable work on the labour market.
The teaching/learning Euroregion has nominated some general Euroregional themes. These are bilingual and intercultural competences. Educational
partners in the teaching/learning Euroregion offer special programmes for preparing (future) employees for an international job or contact with customers
from neighbouring countries These include Euroregional competences such as international culture, politics, economic and social structure of the
Euroregion, communication with customers and managing the (specialist) language.
3.3 TRANSFER OF INNOVATION
“The real voyage of discovery consists not in seeking new landscapes, but in having new eyes" >> Marcel Proust
“You don’t see it until you’ve got it” >> Johan Cruijff
Not reinventing the wheel
By looking around, we often discover that what we need is already available. Transfer of innovation means that you do not start with developing something
completely new but use already existing innovations and solutions for the problem you are dealing with. This may be the result from another project or a
solution that you have found elsewhere. The added value within the new context must be clear.
Existing innovations do not normally fit in precisely with your own context or that of your partners. You should adjust, test and implement this innovation in a
new context (for example, country but also economic sector, type of education and type of organisation).
Lessons from 7 years of Leonardo da Vinci programme
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Leonardo da Vinci was part of the European Lifelong Learning Programme - LLP (2007-2013). This programme was an umbrella programme for education
and learning under which all European programmes operated throughout all education sectors.
An overview of innovative projects, which are developed for direct use within businesses and education and training institutions, you will find in:
●
ADAM
●
EST
To get an idea what it’s about, read the publication Leonardo da Vinci, a bird’s-eye view, 2007-2013.
Erasmus+ is the next European subsidy programme which started in 2014. Do you want to work on the development of an innovative project? Check the
following points:
●
Always start with a needs check.
●
Do not just consider the partners’ expertise but also the personal competences of a (international) project team.
●
Technical transfer is normally not so complicated. The challenge lies in implementing a product/innovation in another (educational) culture.
Support development and dissemination start in advance of a project and the idea is to actively involve potential users and ask for feedback
●
during the project.
●
A new concept has a protective environment in order to grow. So start small via a pilot before scaling up.
Is your initiative in line with the flow of national and European policy? This makes implementation a bit more likely although this is not a
condition in itself. It is therefore advisable for you to go into depth into the policy context: where will you find space and backing for your idea?
●
IMPLEMENTATION: STRATEGIC, TACTICAL, OPERATIONAL
The impact of a transferred innovation depends greatly on the harmony on a strategic, tactical and operational level.
Example: transferring an e-learning application
●
STRATEGIC: why learn online?
●
TACTICAL: how should this be organised?
●
OPERATIONAL: what do we need?
Parallel worlds
“The educational culture has a strong hierarchical (or positional) organisation. Inherent to education is emphasising the difference between master
and pupil or those 'who know better and those who know less', which also continues to work in the organisation hierarchy. The gap between
professionals and managers in education just seems to be getting bigger. Teachers are withdrawing in the classroom, innovation is the
responsibility of management, administration and control are the responsibility of staff and management. The division between 'tasks' in the primary
process (teaching) and the secondary process (organising teaching) has created two worlds from which people disqualify, challenge or tutor one
another. This means we have lost a great deal of 'time with one another' in education. The re-valuation for the passion, drive and competence of
teachers is justified but this does in practice also appear to lead to overprotection of personal and local visions and perspectives of reality without
testing these for perspectives from the whole (the school) from which an educational institution must justify itself regarding its added value in the
social context and for external performance criteria”.
Source: Modernisation from outside education – how can we support schools in increasing their innovative power. Ms E.H. Nabben, piece
commissioned by the Ministry of Education, Culture and Science, knowledge directorate.
BACKGROUND: THE SHADOW SIDE OF INTERNATIONALISATION
Critical reflection is important, the transfer side of internationalisation not only offers opportunities but can also be a threat.
1. Ancient futures – learning from Ladakh
An example in a study book of pupils in the Indian Himalayan mountains deals with the building of a ship.
Cause: a British educational system has been transferred to India without an eye for the context. Ladakhi have for centuries learned how to live (survive) in an
extremely dry mountain climate among other things, by way of clever irrigation techniques. This sort of essential knowledge is in danger of being lost.
2. The transition to learning results, the foundations under the Europe-wide course of vocational education offers many opportunities.
Learning results serve among other things as a common language between national educational systems and between (vocational) education and business.
Limiting ourselves to predefined learning results will however lead to the deterioration of education as it leaves no room for creativity and an enterprising spirit
among students. You can never formulate all learning results from, for example, training abroad.
Cause
thinking in a managerial, mechanical manner Testing will then be made more important than the actual learning process.
Solution
organic thinking.
3.4 DEVELOPMENT OF INNOVATION
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International megatrends
“The challenge facing us in these ‘modern’ times is: how do we organise small within large? How do we link the benefits of globalisation to the human
dimension”?
Jaap Peters and Matthieu Weggeman Het Rijnland Boekje.
In 2014 internationalisation includes much more than training abroad or cooperation projects. Not only education but also the lives of students
internationalise fast.
There are some so-called megatrends that will in some way also have an impact on our lives in the coming years. The Dutch megatrends are not isolated.
They are to be fitted in with international megatrends that will not fail to influence the Netherlands in the coming century.
The EU Espas report identifies several global trends that will shape the world in 2030.
They include:
•
The empowerment of the individual, which may contribute to a growing sense of belonging to a single human community;
••
Greater stress on sustainable development against a backdrop of greater resource scarcity and persistent poverty, compounded by the
consequences of climate change;
••• The emergence of a more polycentric world characterised by a shift of power away from states, and growing governance gaps as the
mechanisms for inter-state relations fail to respond adequately to global public demands.
Fresh impulse: Friesland College: realisation of globalisation
TRENDS IN EDUCATION AND TRAINING
These megatrends lead to a changing landscape of education and learning. They influence education. You should however give a meaning with one another
before being able to translate this into daily educational practice. This involves continuous dialogue with the context.
●
MOOC’s & Lifelong Learning: any place, any time, anywhere.
Example:
Ubiquity University: “From their very first course onwards, students will be grouped in “pods” that will be designed to create global classrooms in which they will
interact with peers all over the world. They will learn their lessons, engage in personal development and participate in real life missions with other students from
around the world supported by trained teacher assistants and a coaching and mentoring program. By the time they graduate, they will have engaged in a
range of entrepreneurial activities with a network of people and organisations all over the world. They will graduate from Ubiquity as global citizens for the
challenges they face are all global in scope”.
●
Chain cooperation in which intermediate vocational educational schools are partners.
Example: Vocational education institution Groenhorst College and some higher education institutions are knowledge partners in sustainable food chains.
Specifically for vocational education
There are also some specific trends to be mentioned with respect to vocational education. Some have already been mentioned under policy-rich
interpretation. But other examples include:
New skills & key-skills: the content of vocational educational qualification standards offer a framework but is not sufficient for anticipating
dynamic developments in some business sectors. These standards are a result of a consultation process between education, business and
social partners (via joint commissions) and are then frozen for at least three years in order to give lecturers the opportunity to adopt the
content and to seize upon this in an educational and didactic manner.
In addition to this however, it will be possible via joint ventures between education and business to be able to continuously anticipate
●
innovations on the shop floor.
Example:
Toyota provides part of the production process of a new car model to an intermediate vocational educational school (ROC West-Brabant) and all parties
benefit from this: graduates who are better prepared for their future work, lecturers who continue learning and regional SMEs (the Netherlands has no
manufacturing industry in the automobile sector but it does have chain partners active in, among others, after-sales) receive competent personnel.
PARTICIPATING IN THE PROCESS OF MEANING MAKING
Only when we make a theme personal can we however really connect with it. It otherwise is and remains one of the many points on the agenda, we approach
it as an object – something outside ourselves. Making space for the process of signification can lead to a better understanding of each other’s motives and
reasons.
Innovation can begin with inspiration or simply by increasing frustration with the current system or the daily teaching practice.
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Inspiration, which literally means “in contact with the spirit” is recognised as the flow feeling. Our work gives us energy and everything then seems to go by
itself. Synergy can occur naturally in a team of inspired colleagues.
Synergy means that the whole (the innovation) is more than the total of the parts. This is a key principle of innovation. People can do things themselves that no
one would predict based on individual qualities. We find examples of synergy all around us:
A musical chord consists of various notes that are played at the same time. The notes do not lose their individual character but together
●
create a synergy – harmony – which individual notes cannot produce.
●
The performance of a good sports team exceeds the sum of the individual skills of the players: this is a kind of flow.
●
Giant sequoia trees entwine their roots in order to be able to withstand the wind and be able to grow to unimaginable heights.
Birds in V-formation can fly almost twice as high as one bird alone. This is due to the upward flow that they create collectively with their
●
wings.
Frustration
can however also light up the fire in us. If we have the courage to make contact with the pain in ourselves and with our disappointments, then we often also
discover the underlying passion.
“The wound is the place where Light enters you” >> Rumi poem
Passion – pp. stem of patī suffer (Concise Oxford Dictionary of English Etymology)
Passion emerges from pain. Pain comes from a realisation of separation and split. Passion is our yearning for wholeness that looks to transcend the
separation and heal the pain.
Dialogue
is a suitable practice for this. Crucial for the aforementioned “fresh perspective” is the skill of listening to one another with an open spirit: not hearing what we
want to hear but postponing judgement and allowing surprise.
EXERCISE C: DIALOGUE ABOUT INTERNATIONALISATION
EXERCISE G: PROTOTYPING
BACKGROUND: LEARNING FROM THE EMERGING FUTURE
“What the caterpillar calls the end, the rest of the world calls a butterfly” >> Unknown
The organic approach of innovation is like a voyage of discovery. The results cannot be predicted. It is a challenge to bear the uncertainty that this entails.
These are essentially individual and collective learning processes that arise from a continuous dialogue with the context. Theory U shows that deeper levels
of learning go hand-in-hand with an increasing conscience of the greater whole.
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Seen in this way, internationalisation can have a catalyst effect on learning and educational innovation as this contributes to an increasing conscience of the
whole.
3.5 CONTINUOUS INNOVATION
“Innovation must be invasive and perpetual: everyone, everywhere, all the time" >> The business book: big ideas simply explained.
STUDENTS AND TEACHERS AT THE HELM
With the so-called New Organising , the primary process is central. The primary process involves the specialist who requires the expertise and the regulatory
framework give an adequate interpretation to his/her function. Within intermediate vocational education, the students and the lecturer or placement trainer are
the specialists, learning is the primary process. Students and teachers can contribute to innovation from daily teaching practice.
Establishing ownership in the case of students and teacher(team)s means allowing them to take responsibility from an intrinsic choice in order to dedicate
themselves to improving or modernising education. Without ownership, there will be no real change or only temporary movement. Ownership can be
stimulated by:
●
an eye for talent and the unique contribution from all parties concerned;
●
shared responsibility for the end result;
●
an open, honest and curious attitude to one another.
But how can you hold a diverse group of inspired participants together without formal powers of control? A striking participation metaphor is the “swarm”. This
is a group of birds or in the case of an organisation: individuals who appear to move as a whole. In his book “De kracht van de zwerm: zelfsturing in
organisaties” (2009), Jaap van Ginneken describes the most important characteristics of a swarm:
●
involves a large number of similar and freely moving entities;
●
that strive for a common purpose;
●
that can react entirely independently and quickly to one another and to the environment;
●
that are aware of their mutual dependence and therefore wish to remain together.
The advantage of a swarm is that it can adapt continually to new and unexpected circumstances and has a great capacity for self-organisation, innovation and
creativity that far exceeds the advantages of central control.
THE WORLD IN THE CLASSROOM
As well as mobility, there are several other ways of developing internationalisation in an innovative manner
eTwinning
A platform for (primary education, secondary education and intermediate vocational education) teachers to cooperate with foreign specialist
●
colleagues and to develop projects in a classical context.
●
Lessons on global citizenship
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MovieLearning
Internationally-renowned films are used for creative forms of exchange and storytelling. This form of learning is innovative: it not only
●
stimulates intellect but also appeals to the feeling and the will.
PROFESSIONALISATION AND THE SCHOOL AS A LEARNING ORGANISATION
“Any colleague who has been internationally active for five years or more can take any position in the organisation” >> Ronald Kloeg, coordinator of
internationalisation at ROC of Tilburg
It is a challenge to give internationalisation a structural place within professionalisation. Knowledge is not a thing but comes about in relationships and gets a
meaning within a context.
Stimulating a Community of Professionals (see KIS part 2) helps lecturers who embark on internationalisation on their own initiative to connect with
colleagues within their own institution and outside. Experience shows that one sometimes feels isolated/misunderstood or not supported by managers. One
can therefore react collectively to developments in their specialist field/business practice.
Via a Community of Professionals, learning together can become sustainably viable:
●
beginners can learn from more experienced practitioners (buddy system);
●
not reinventing the wheel but using the material and the experience with applying this and that has already been developed by colleagues.
●
(…)
An actual example:
Coordination internationalisation of intermediate vocational education institutions state that these have difficulty in explaining concisely the added value of
ECVET to their lecturers/international POT supervisors. One way of tackling this is inviting teachers to practice with learning outcomes. Not once but
continually, preferably with colleagues and in contact with foreign partner businesses. This is why the national team of ECVET experts developed the ECVET
Experience workshops.
The principle of synchronicity
Synchronicity means significant coincidence. Professionals who are active in an innovative way sometimes discover during a project that other
pioneers are working on similar innovations. You could see this as a threat from a competitive point of view.
You can however – thinking in terms of cooperation – also choose to join forces. Synchronicity is a natural principle, it shows that you are providing
for a new or growing need and so you are on the right path.
BACKGROUND: DEVELOPING INNOVATION-RELATED COMPETENCES
Known learning benefits from international cooperation are an increase in language skills, intercultural sensitivity and tolerance. What are the other
competences to which the Minister is referring in her vision letter on internationalisation of intermediate vocational education and secondary education?
The impact survey 2012, which was distributed to participants in all subprogrammes of the Lifelong Learning Programme shows that the benefits of training
abroad for more than 90% of the participants in intermediate vocational education are an increase in self confidence, independence, communicative and
social skills and being proactive/enterprising. These are competences that can contribute to acquiring an innovative attitude but also to the school’s capacity
as a learning institution.
Recent research among Finnish companies has also found three “hidden competences”:
●
productivity;
●
resilience;
●
curiosity.
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Strikingly enough however, this same research shows that there are few contractors and HR staff who consciously select based on this. Could this possibly
have anything to do with a lack of cooperation in the aforementioned (regional) partnerships?
Source: www.cimo.fi/hidden_competences
The Triple Focus: A New Approach to Education
Peter Senge’s book (known for Schools as learning organisations) and Daiel Goleman (known for Emotional Intelligence) place three key skills for students
central:
●
self-consciousness;
●
empathy;
●
insight into our relationship with the world around us.
“To help students navigate a fast-paced world of increasing distraction and better understand the interconnections between people, ideas and the planet”.
Nationaal Agentschap Erasmus+ mbo-ve
Postbus 1585, 5200 BP ’s-Hertogenbosch
T 073 6800 762
E [email protected]
© Nationaal Agentschap Erasmus+ mbo-ve | KIS 2020 Connected Learning
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