New accredited European school in Belgium

 

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The inauguration ceremony of ”Ecole européenne de Bruxelles-Argenteuil” (EEBA)

The inauguration ceremony of the ”Ecole européenne de Bruxelles-Argenteuil” (EEBA) took place on the 9th of September in the beautiful Château of Argenteuil, in Waterloo. The EEBA is a joint project of the Lycée Molière and the Scandinavian School of Brussels.

Mr Felix de Merode welcoming new pupils to the school
Mr Felix de Merode welcoming new pupils to the school with apples

The nursery and primary classes of the English section were opened in September 2016.  The three first years of the secondary school will open in September 2017 when, according to demand, the English, Swedish and French sections will have been established.

The central values of the EEBA are to promote a European ethos, true international understanding, multi-lingualism and life-long friendships whilst allowing pupils to be educated in their mother tongues and remain proud of their national cultures and identities. In this spirit, pupils and teachers will, together, engage in a personalized, child-centred proven learning program with a strong focus on art, sports and performing arts. Class sizes will be limited to 24 students.

Children of the Anglophone section
Children of the Anglophone section

The Direction of the school planted a gingo-biloba tree and berried a time-capsule in the garden of the Château! The capsule will be opened in 2036.

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I wish all the success for the pupils, staff and management of the new school!

Kari Kivinen

 

More information

EEBA site

Press release

 

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OPEN LETTER TO THE POPULATION OF EUROPEAN SCHOOLS

 

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Dear all,

The 2016-2017 school year starts with excellent news!

The European School family is expanding once again. I am really proud to announce that the Ecole Internationale de Differdange (www.eidd.lu) will hold its inauguration ceremony on 12 September in Luxembourg and that the European School Brussels-Argenteuil (www.eeba.be/) had its first day on 5 September in Waterloo, Belgium. Both schools are in the middle of their accreditation process. I wish to extend a warm welcome to the European School family to both new schools.

Renovation work on the Fabiola building of the Brussels I School has finally been completed and the nursery and first year primary classes can return to the main campus in Uccle. The Berkendael site will serve as an annexe to Brussels I to accommodate French, German and Slovak nursery and primary pupils.

During the summer, the Office of the Secretary-General moved to bigger and better premises. The new address is Rue de la Science 23, 1040 Brussels.

After 21 years’ service in the European School system, I will be returning to Finland on 30 September 2016. It has been a pure joy and a great pleasure to work in this truly multilingual and multicultural school community for all these years. I would like to thank you all for all these years of excellent collaboration. What a wonderful journey it has been!

At its last extraordinary meeting, the Board of Governors decided to appoint Mr Marcheggiano as the new Secretary-General, with effect from 1 October 2016. Congratulations! I am sure that he – supported by the German presidency – will continue to work on finalising the pedagogical and administrative reform processes that we have launched together over the past few years.

I wish all students, teachers, staff members and management teams an excellent school year!

 

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Chers tous,

L’année scolaire 2016-2017 commence avec d’excellentes nouvelles!

La famille des Ecoles européennes s’agrandit à nouveau. Je suis vraiment fier d’annoncer que l’Ecole Internationale de Differdange (www.eidd.lu) tiendra sa cérémonie d’inauguration le 12 Septembre au Luxembourg et que l’École européenne de Bruxelles-Argenteuil (www.eeba.be/) a ouvert ses portes le 5 Septembre à Waterloo, en Belgique. Les deux écoles sont à mi-chemin de leur processus d’accréditation.
Je leur souhaite une chaleureuse bienvenue dans la famille des Écoles européennes.

Les travaux de rénovation du bâtiment Fabiola de l’école de Bruxelles I sont finalement achevés, les classes du cycle maternel et les premières années du cycle primaire peuvent retourner dans le campus principal à Uccle. Le site de Berkendael servira d’annexe à l’EE de Bruxelles I pour accueillir les élèves de la maternelle et du primaire des sections linguistiques française, allemande et slovaque.

Pendant l’été, le Bureau du Secrétaire général a déménagé dans des locaux plus grands et mieux adaptés. La nouvelle adresse est rue de la Science 23, 1040 Bruxelles.

Après 21 ans de service dans le système scolaire européen, je vais retourner vivre en Finlande, le 30 Septembre 2016. Cela a été un pur bonheur et un grand plaisir de travailler dans cette communauté scolaire véritablement multilingue et multiculturelle pendant toutes ces années. Je voudrais tous vous remercier pour toutes ces années d’excellente collaboration. Quel merveilleux voyage ce fût!

Lors de sa dernière réunion extraordinaire, le Conseil supérieur a décidé de nommer M. Marcheggiano comme étant le nouveau Secrétaire général,  à partir du 1er Octobre 2016. Félicitations! Soutenu par la présidence allemande, je suis sûr qu’il  va continuer à travailler sur la finalisation des processus de réforme pédagogique et administrative que nous avons lancé ensemble au cours des dernières années.

Je souhaite à tous les étudiants, les enseignants, les membres du personnel et des équipes de gestion d’une excellente année scolaire!

 

Kari Kivinen
Secrétaire général
BUREAU DU SECRETAIRE GENERAL
DES ECOLES EUROPEENNES

An updated message from the Secretary-General of the European schools regarding the referendum on Europe in the UK

EN

 

Dear all,

We are still absorbing the result of the UK referendum on EU membership in terms of its potential impact on our schools.  I would like to highlight:

Almost entirely without exception all our students have chosen English as L1, L2, L3 or L4 and all our schools have an Anglophone section. So, whatever happens, English language is, and will remain essential part of European schooling. We need Anglophone teachers – seconded and locally recruited –  now and in the future.

Pupils, parents and staff members who are Europeans with UK nationality are an integral part of our great European school community in which we foster values such as mutual respect, tolerance and open-mindedness. We should all do our outmost to continue to promote these values and to lead by our example.

It is for the UK Government to invoke Article 50 of the Lisbon Treaty to initiate the process of withdrawal from the EU. Only after this has been done, a two-year negotiation period would begin. It is far too early to speculate on how these negotiations will evolve as far as the European Schools are concerned.

In any event, over the summer break and beyond my team and myself as Secretary-General will be monitoring very closely the possible consequences of the UK referendum and we will of course keep you informed about any new developments.

As a Secretary-General and as soon as needed I will propose to the Board of Governors to create a dedicated Working Group involving all the relevant stakeholders to monitor developments.

I wish you all pleasant holidays,

Kari Kivinen

Secretary-General of the European schools

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FR

Chers amis,

Nous nous interrogeons encore sur l’impact que pourra avoir sur nos écoles le référendum organisé au Royaume-Uni au sujet de l’appartenance de cet État à l’Union européenne. J’aimerais insister sur quelques points :

Tous nos élèves, pratiquement sans la moindre exception, ont choisi l’anglais comme LI, LII, LIII ou LIV, et toutes nos écoles comportent une section anglophone. Quoi qu’il arrive, la langue anglaise est et demeurera donc un élément essentiel de l’enseignement européen. Nous avons aujourd’hui besoin d’enseignants anglophones, aussi bien détachés que chargés de cours, et nous aurons encore besoin d’eux à l’avenir.

Les élèves, les parents et les membres du personnel ressortissants du Royaume-Uni sont des Européens qui font partie intégrante de la grande communauté des Écoles européennes, au sein de laquelle nous défendons des valeurs telles que le respect mutuel, la tolérance et l’ouverture d’esprit. Nous devrions tous faire tout notre possible pour continuer à promouvoir ces valeurs et pour montrer l’exemple.

Il appartient au gouvernement du Royaume-Uni d’invoquer l’article 50 du traité de Lisbonne pour entamer le processus de retrait de l’UE. Ce n’est qu’alors que débutera une période de négociation de deux ans. Il est bien trop tôt pour spéculer sur la tournure que prendront ces négociations pour les Écoles européennes.

Quoi qu’il arrive, pendant les vacances d’été et par la suite, mon équipe et moi-même, en tant que Secrétaire général, resterons très attentifs aux conséquences que pourra avoir le référendum organisé au Royaume-Uni, et nous vous tiendrons bien évidemment informés de tout nouveau développement.

En tant que Secrétaire général, et dès le moment opportun, je vais proposer au Conseil supérieur de créer un groupe de travail consacré à cette question, auquel participeront tous les acteurs concernés, afin de suivre l’évolution de la situation.

Je vous souhaite à tous de bonnes vacances.

Kari Kivinen

Secrétaire général des Écoles européennes

 

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DE

Sehr geehrte Schüler, Eltern und Kollegen,

Wir sind immer noch dabei, das Ergebnis des Referendums über die Mitgliedschaft von Großbritannien in der Europäischen Union im Hinblick auf die potenziellen Auswirkungen auf unsere Schulen zu verarbeiten. Ich möchte Folgendes hervorheben:

Beinahe ausnahmslos alle unsere Schüler haben Englisch als L1, L2, L3 oder L4 gewählt und alle unsere Schulen haben eine englische Abteilung. Somit ist und bleibt Englisch ein grundlegender Bestandteil des Unterrichts- und Erziehungsmodells der Europäischen Schulen. Wir benötigen englischsprachige Lehrkräfte – abgeordnete Lehrkräfte und Ortslehrkräfte – jetzt und in Zukunft.

Schüler, Eltern und Personalmitglieder mit britischer Staatsbürgerschaft sind Teil unserer großen europäischen Schulgemeinschaft, in der wir Werte wie gegenseitiger Respekt, Toleranz und Offenheit fördern. Wir sollten alle unser Äußerstes geben, um diese Werte weiterhin zu fördern und mit gutem Beispiel voranzugehen.

Die britische Regierung muss Artikel 50 des Lissabon-Vertrags aktivieren, um den EU-Austrittsprozess in die Wege zu leiten. Erst nachdem dies geschehen ist, beginnt eine zweijährige Verhandlungsphase. Es ist noch viel zu früh, Vermutungen darüber anzustellen, wie sich diese Verhandlungen in Bezug auf die Europäischen Schulen entwickeln werden.

In jedem Fall werden mein Team und ich selbst als Generalsekretär während der Sommerpause und darüber hinaus die möglichen Konsequenzen des britischen Referendums äußerst genau prüfen und werden Sie selbstverständlich über jegliche neuen Entwicklungen auf dem Laufenden halten.

In meiner Funktion als Generalsekretär und sobald es erforderlich ist, werde ich zwecks Weiterverfolgung der Entwicklungen dem Obersten Rat die Schaffung einer Arbeitsgruppe vorschlagen, die sich aus Vertretern aller maßgeblichen Interessensgruppen  zusammensetzen wird.

Ich wünsche Ihnen allen angenehme Ferien.

Kari Kivinen

Generalsekretär der Europäischen Schulen

 

 

 

 

United Kingdom European Union membership referendum communication

EN

 

Dear all,

One of the fundamental values of the European Union is democracy.

Under Article 50 of the Treaty on European Union, any Member State may decide to withdraw from the Union in accordance with its own constitutional requirements.

The outcome of the UK referendum has been a sad piece of news for Europe and for the European School community.

The UK Government has to invoke Article 50 of the Lisbon Treaty to start the process of EU exit. Once this has been done, a two-year negotiation period will begin. It is far too early to speculate on how these negotiations will evolve as far as the European Schools are concerned.

In my estimation, the UK referendum will not have any immediate major impact on the daily operation of the European Schools.

We monitor closely the development of the situation and we are ready and willing to launch discussions in order to safeguard the smooth functioning of our schools in the forthcoming years.

Kari Kivinen

Secretary-General of the European schools

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FR

Madame, Monsieur,

La démocratie est une des valeurs fondamentales de l’Union européenne.

En vertu de l’article 50 du traité sur l’Union européenne, tout État membre peut décider de se retirer de l’Union conformément à ses propres règles constitutionnelles.

L’issue du référendum au Royaume-Uni est une triste nouvelle pour l’Europe et pour la communauté des Écoles européennes.

Le gouvernement du Royaume-Uni doit invoquer l’article 50 du traité de Lisbonne pour entamer le processus de sortie de l’UE. Une période de négociation de deux ans débutera alors. Il est bien trop tôt pour spéculer sur la tournure que prendront ces négociations pour les Écoles européennes.

D’après mes estimations, le référendum au Royaume-Uni n’aura pas d’incidences immédiates importantes sur le fonctionnement quotidien des Écoles européennes.

Nous suivons la situation de près, et nous sommes prêts et disposés à entamer des discussions afin de préserver le bon fonctionnement de nos écoles dans les années à venir.

Kari Kivinen

Secrétaire général des Écoles européennes

 

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DE

Sehr geehrte Damen und Herren,

zu den grundlegenden Werten der Europäischen Union gehört die Demokratie.

Entsprechend dem Artikel 50 des EU-Vertrags steht es jedem Mitgliedsstaat frei, zu beschließen, unter Beachtung seiner eigenen Verfassungsbestimmungen aus der EU auszutreten.

Das Ergebnis des Referendums im Vereinigten Königreich stellt für Europa und für die Europäischen Schulen eine ausgesprochen schlechte Nachricht dar.

Die Regierung des Vereinigten Königreichs muss sich auf den Artikel 50 des Vertrags von Lissabon berufen, um den Beginn des EU-Austrittsverfahrens in Gang zu setzen. Sobald dies geschehen ist, beginnt ein zweijähriger Verhandlungszeitraum. Es ist für Spekulationen, wie diese Verhandlungen sich – im Hinblick auf die Europäischen Schulen – gestalten werden, noch viel zu früh.

Meiner Einschätzung nach wird das Ergebnis des Referendums des Vereinigten Königreichs für die Arbeitsweise der Europäischen Schulen kurzfristig keine großen Folgen zeitigen.

Wir beobachten die Entwicklung der Lage sehr genau und wir sind bereit und willens, die Gespräche zu beginnen, um die problemlose Fortführung unserer Schulen in den kommenden Jahren zu gewährleisten.

Kari Kivinen

Generalsekretär der Europäischen Schulen

 

Report of the Secretary-General of the European Schools for the year 2015

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Report of the Secretary-General to the Board of Governors of the European Schools for the year 2015

 

The objective of the report is to provide the members of the Board of Governors and all our other stakeholders with consolidated facts and figures on the European School system as a whole and to inform it about the main developments which occurred in the different areas of activity of the General Secretariat and about the situation of the schools. All suggestions as to how to improve the quality or the content of the report are welcome.

Download the PDF-version of the whole report here: SG report in English and RAPPORT SG FR en français!

 

Short introduction

The year 2015 was a very special one for the European Schools in many respects.

In the pedagogical field the secondary school curricula reform was discussed in all the forums. On the basis of the recommendations in the External Evaluation report produced by the Institute of Education, UCL (http://www.eursc.eu/getfile/2030/2), the Board of Governors endorsed the proposal to set up a ‘Pedagogical Reform’ Task Force in order to reflect on possible reform of the entire school system.

At its April meeting, the Board of Governors decided to approve the new marking scale for the secondary cycle with a view to its gradual entry into force as from the 2020 Baccalaureate session.

The Board of Governors decided to open new language sections in Brussels. In September 2016 an Estonian language section will open at Brussels IV and Latvian and Slovakian language sections will open at the Berkendael site.

From the administrative and financial perspective, the year 2015 marked a turning point. The new Financial Regulation entered into force on 1 January 2015 at the same time as the ‘GO LIVE’ of the new SAP accountancy software.

The Board of Governors gave a mandate to the Secretary-General to sign a Contribution Agreement on the financing of the Luxembourg I and Luxembourg II European Schools with the European Investment Bank, the European Investment Fund and the European Stability Mechanism. The Secretary-General is in the process of negotiating with other major stakeholders in order to set up similar types of contribution agreements in 2016.

Finally, the 2015-2016 school year will be remembered for the tragic attacks in Paris and in Brussels. Following those events, the Secretary-General requested Directors in all the European Schools to pay special attention to security measures and to raise the alert level in their schools. Thanks to the close and very professional support and guidance of the Commission’s Security Directorate, the Directors have been able to heighten security on their premises.

The students and staff   of EEB1 paid tribute to Brussels attack victims on the 8th of April.
The students and staff of EEB1 paid tribute to Brussels attack victims on the 8th of April.

The mission of our Schools has always been to provide a broad education of high quality, from nursery level to university entrance, and to offer an opportunity for pupils to stay connected with their mother tongue, whilst being educated in a multilingual and multicultural environment, to become open-minded European citizens. I am convinced that with the pedagogical reform in progress, with implementation of a competence-based assessment system and with the newly approved teaching and learning standards we can carry out our mission and meet our ambitious objectives.

The European School family is growing every year.  Next September the Berkendael School will open as an annexe to Brussels I. There is also great interest amongst many Member States in providing multilingual and multicultural education. I have been in contact with several Ministries of Education which firmly intend to open an Accredited European School in their territory in the near future. Two very different, but conceptually interesting new Accredited Schools will open next September, one in Luxembourg, the other in the Brussels Region. Both schools are still in the process of accreditation. The future of European schooling appears to be guaranteed.

 

Kari Kivinen

 

 

Information about the security meeting concerning the European Schools in Belgium

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After the tragic attacks in Belgium, the Brussels European Schools have resumed their activities on the 4th  April.

The Secretary-General invited all the Brussels European school Directors and  parent representatives, as well as the representatives from the Commission Security Directorate’s Taskforce for Enhanced Security Measures  for a security meeting.

The HR.DS experts gave an overview of the security situation in Brussels. They confirmed, that they and the Belgian authorities are not aware of any specific threats to the European Institutions, to schools generally in Belgium or to European Schools. On the other hand they pointed out, that it is not possible to rule out that something could happen. Therefore the Belgian authorities have confirmed that the threat level is high (level 3 of 4) throughout Belgium. The yellow alert level is in place in the European Institutions, and the Secretary-General of the European Schools has requested the Belgium schools to have a raised alert level in place.

The HR.DS experts have made several security audits in the five Brussels school sites. They have issued guidance and recommendations.  The priority has been given to the four main fields:

  • Training (awareness, lock down procedures, evacuations);
  • Reinforcement of the guards;
  • Reinforcement of the physical security of the sites, and
  • Reinforcement of the perimeter fence around the school premises.

The Secretary-General has requested an amending security budget for 2016 to enhance the security of the sites based on these recommendations. The budget proposal covers the following priority needs of all the 14 schools:

  • Priority physical security installations;
  • Reinforcement of guards;
  • Security training, and
  • Security audits.

The Internal Audit Service of the Commission has launched a limited review of governance of security in the European schools in order to provide assurance in the field of security. The objective of the review is to assess whether the management of security in the European schools is adequately set up and effectively and efficiently implemented.

The parent representatives of the four schools called for greater communication regarding HR.DS security support for the European Schools.

SCHOOL LEVEL MEASURES

A heightened alert level means in practice stricter access controls and the putting in place of a wider set of security measures. There are many measures in place which are not visible and which we will not detail for obvious reasons. Nevertheless, in the yellow alert level activities within the confines of the school campus may continue as usual:

  • Strict access control is in place for all the visitors coming to the school premises (badge system for all the staff members will be completed)
  • No access or limited access of vehicles to the school premises
  • Control of deliveries to the school premises

The four Brussels Directors have agreed, that

  • Pupils are not allowed to leave the school campuses during the school day with the exception of the years 6 and 7 to whom each school will issue special arrangements subject to the approval of their parents.
  • It is possible to organise events in the school premises, only if the access information of all the participants can be controlled and verified.
  • School trips can be organized subject to a careful risk assessment. If the risks cannot be mitigated, the trip/voyage has to be canceled.

NEXT STEPS

The Secretary-General will continue the close collaboration with the Commission’s Taskforce for Enhanced Security Measures in order to strengthen security of the Schools and to improve communication, whilst acknowledging that the Directors, and not the Commission, are legally responsible for security in the European Schools.

The Board of Governors will discuss security issues in its Copenhagen meeting on the 12-14th of April. It is proposed to create a post of Security Officer for the Belgium schools. Recruitment will be launched at the end of April subject to the BoG approval. A similar type of development is proposed for the schools in Luxembourg and Germany.

In addition, the following actions are in progress:

  • DS is extending its security inspections to all European Schools. Their experts will visit Luxembourg schools this week.
  • DS will organise appropriate security training for Directors, Bursars and Prevention agents of the European Schools in June. This training will be followed by security awareness training in all the schools.
  • Each school has contact with the local police. Some activities and trainings have already been planned in collaboration with their experts.
  • A written procedure of the Amending Security 2016 Budget will be launched subject to the discussion taking place in the Commission
  • The negotiations with the Régie des Bâtiments are taking place to reinforce the perimeter fences, and
  • The Internal Audit Service will carry out its on-site inspections during spring 2016 and they will issue their draft report as soon as possible.

It was decided to organise a follow-up meeting in May.

Brussels, 4th of April,

Kari Kivinen

Secretary-General of the European schools.

 

Informations relatives à la réunion du 4 avril 2016 consacrée à la sécurité

Intellectual Property Education in Europe

Intellectual Property and Education Workshop, 8 – 9 March, OHIM, Alicante, Spain

A workshop report by Kari Kivinen

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Introduction

According to WIPO, “Intellectual Property (IP)“refers to creations of the mind: inventions, literary and artistic works and symbols, names and images used in commerce”

IP is traditionally divided in:

  • Industrial property (inventions, patents, trade marks, designs)
  • Artistic work protected by copyright (original literary or artistic works, music, TV broadcasting, software..)
  • Commercial strategies (trade secrets, know-how)

According to the OHIM Observatory, the counterfeit goods cost legitimate industry in EU approximately €59 billion per year in lost market share. This has an important impact to the jobs in EU. Intellectual Property Rights-intensive industries as a whole support directly or indirectly 35% of jobs, almost 39% of the EU’s GDP and 90% of external trade. Mr. Campinos, the president of OHIM declared that this means in practice that 650.000 jobs in Europe are lost, at present.

IP rights are meant to help ordinary businesses, entrepreneurs, inventors, designers, authors and innovators to get on with their job of being innovative and IP rights encourage creative activity.

Unfortunately, this message is not well understood, or even believed – especially by the younger generations. Mr. Campinos reported that according to a recent on-line study , the attitudes and behavior of  15-24 years olds show, that

  • there is a lack of information to understand the facts
  • youngsters do not really care about copyright limitations
  • there is a lack of legal alternatives, and
  • for 66 % of youngsters the price is the most important factor when purchasing goods.

One of the key objectives of the Digital Single Market in EU is to boost digital skills and learning.

Education seems to be one of the key instruments to raise understanding and respect for Intellectual Property. The question of the day was:  what path should the EU  follow?

The recently published “Intellectual Property and Education in Europe ” study notes that the most innovative non-EU countries or regions already teach IP related issues at primary level and place IP more commonly as a part of citizenship education, focusing on morals and ethics.

Education is, of course, a national competence inside of the EU. The role of the OHIM and EPO should be that of a facilitator, supporter and resources provider in issues related to the IP education in several levels.

The challenge of the IP Education Workshop was to find ways to promote IP education in the 28 Member States, and reflect what would be the most efficient strategy and methods to do so.

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Intellectual Property and Education in Europe study 2016

The study on IP education in school curricula in the EU Member States is an excellent starting point and benchmark! The main findings were:

  • IP is not a stand-alone subject in any MS
  • Aspects of IP are mentioned in 33 curricula of EU countries/regions
  • IP connected learning areas mentioned in the curricula of 33 EU countries/regions
  • Good practices are identified

IP Curricula jpg

 

The study concluded that

  • IP has the potential to be integrated into mainstream subjects of all educational levels,
  • IP can easily be adapted to cross-curricula teaching
  • Provision of relevant and up-to-date professional resources to empower teachers is recommended
  • Innovation, creativity and entrepreneurship could be fostered

According to the study the objective of the IP Education could be formulated in a following way:

“IP education should include references to skills and competences that young people can be expected to acquire in the classroom that enable them to become familiar with IP, understand its potential to generate income and economic growth and lead them to respect IP rights, whether their own or those of others”

In the meeting additional and completing objectives were identified. IP education should

  • raise IP awareness
  • promote innovation
  • fight against piracy and counterfeits
  • support pupils to become responsible consumers

IP Kivinen jpg

Next steps

In my presentation “Intellectual Property Education in Europe” (download here the “intellectual property education” PDF file ) I tried to explore who are the key stakeholders, which are the main objectives, obstacles and challenges, and I made some proposals to tackle the issues.

I proposed to take concrete  “top down” and “down up” actions which should be carefully planned and prepared by the Task Force. The mandate of the Task Force could be as follows:

  • Produce facts and figures of the IP impact for educational leaders
  • Produce relevant IP contents for various subjects (simple, positive, benefit-orientated, objective and factual (public domain, open source)
  • Develop a set of curricula learning outcomes/standards/competences for syllabuses of various subjects
  • Formulate ethical standards and guidelines for schools
  • Map and collect good IP education practice recourses from member states and non EU-countries
  • Prepare training concept for educational leaders, Principals & teachers
  • Initiate positive campaigns, competitions and events to promote innovation
  • Propose partnerships and synergies ( artist, designers, creators, ambassadors..)
  • Launch a pilot projects to test & validate the educational program materials in some schools

I shared  a good practice example from Finland in the meeting.

Finnish Kopiosto is an umbrella organisation for associations representing performing art­ists, authors and publishers. In February 2016,  they negotiated a license deal with the Finnish Ministry of Education. The licence covers all free-of-charge education and photocopies delivered to the pupils and students of comprehen­sive schools, gymnasiums, vocational insti­tutions and universities.

Kopiosto also provides educational institutions with licences for the digital use of material. Kopiosto’s Digital licence enables the scanning of publications, copy­ing them from open Internet sites, remote education and sharing copies through school intranets.

In addition they have publish an excellent and clear worded ABC-guide for students, teachers and parents concerning all the key questions and areas related to the IP rights ( see kopiraitti.fi). This type of approach will create a safe and sound legal framework for positive collaboration between IP officers and educators!

In Brussels, 13.3.2016, Kari Kivinen

PS. See also the EURYDICE report about Entrepreneurship Education at School in Europe

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