European Schools – updated facts and figures 2012

 European Schools – updated facts and figures 2012

New and updated version of the facts and figures (Document 2011-10-D-30-en-2) has been published!

This document contains a number of facts and figures, as at 15 October 2011, on the situation of the European Schools (type I) after the beginning of the 2011-2012 school year, in terms of  pupil population, of choices of languages by pupils and of staff (seconded, locally recruited
teachers and AAS).

This document also includes figures on pupils’ repeat rate for the 2010-2011 school year and the 2011 Baccalaureate results.

These facts and figures will subsequently be incorporated into the Secretary-General’s annual report, which will be presented to the Board of Governors in April 2012.

 

Have a look!

Read the pdf-file here!

Onko suomalaisesta koulusta vientituotteeksi?

Uutiset, 28.3.2011 – Suomen suurlähetystö, Bryssel

Kuva Juha Roininen

Markkinahenkinen kasvatustieteen asiantuntija saa paikan!

Suomalainen koulutusosaaminen kiinnostaa lähes kaikkialla maailmassa – kiitos Suomen erinomaisen Pisa-menestyksen. Onko suomalaisesta koulusta vientituotteeksi ja jos on, niin mitä erityisesti kannattaisi viedä maailmalle? Ohessa Eurooppa-koulujen apulaispääsihteeri Kari Kivisen ajatuksia koulutuksen tuotteistamisesta.

Lue artikkeli

On peut se demander si le système éducatif finlandais a vocation à s’exporter?

Actualités, 28/03/2011,  AMBASSADE DE FINLANDE, Bruxelles

« On recherche un expert en sciences de l’éducation doté d’aptitudes au marketing… »

L’expertise pédagogique finlandaise suscite de l’intérêt quasiment dans le monde entier, conséquence des excellents résultats de la Finlande mis en évidence par l’étude PISA (Programme international de l’OCDE pour le suivi des acquis des élèves). Dans ces conditions, on peut se demander si le système éducatif finlandais a vocation à s’exporter, et dans l’affirmative, quels en seraient les aspects plus particulièrement susceptibles d’intéresser à l’échelle internationale.

Article

The New Eurotrotters: Freedom to Work, Freedom to Learn

The New Eurotrotters: Freedom to Work, Freedom to Learn
the data line

5th Apr, 2009 | Source : Kevin Bartlett & Kari Kivinen  in NEWSWEEK

Embracing the New Europe

A United Europe provides its citizens with unprecedented freedom of movement. European universities compete for students. International companies compete for outstanding professionals. The recently founded and widespread European Union Agencies recruit new talent to staff their numerous posts.

The nature of assignments is changing too, with an increase in outsourcing in all sectors. The workplace is more mobile and project-oriented. People work on shorter contracts, work part-time, and change their place of work more frequently.

This increased flexibility is a positive element for the economy of the EU and provides possibilities for international organizations to plan their management futures. European citizens now have real choices on optimal location for their work and retirement. Taking advantage of this freedom is a new generation of ‘Eurotrotters’: young, smart professionals open to frequent changes of work, location and language.

But this freedom does come at a price. There is less job security, less ‘comfort’ in being able to map out a secure career until retirement, and less protectionism of jobs. There is also the real impact on the other critical elements in achieving a balanced, fulfilling, existence: the happiness, security and opportunities of both one’s partner and children. Success is not only about making a living. It’s also about making a life. The bottom line is that Eurotrotters will ‘trot’ if the move provides career opportunities for partners and a quality, transferable education for their children. Parents accepting a move for reasons of personal career will think long and hard if they feel they are jeopardizing their children’s futures.

The Educational Challenge

New levels of movement create new educational challenges in most European capitals: But how are we to meet the needs of the children of these mobile workers in a linguistically diversified Europe? What kind of international schooling should be offered in the European capitals to attract high level professionals? And what are we to say to those families that include children with ‘special educational needs’? We cannot simply continue to turn away students with anything more than mild learning disabilities. Our challenge is to serve these regionally mobile families and to provide access to an educational system that meets a wide variety of learning needs.

Read the whole article from NEWSWEEK

Academic dissertation

CoverKari Kivinen, Academic dissertation, University of Tampere, Finland, 2003

 

Education, pedagogy |

Kivinen Kari
Assessing motivation and the use of learning strategies by secondary students in three international schools
Acta Universitatis Tamperensis; 907
Acta Electronica Universitatis Tamperensis; 226

228 p.
2003
ISBN:951-44-5555-X
Language: eng
Publisher: Tampere University Press. TUP

You can order the book here or download it as pdf-file.

“Assessing Motivation and Use of Learning Strategies by Secondary School Students in Three International Schools” is a study to assess the motivational orientations and volitional strategy-use of  secondary school students at international schools in Europe.

The data for this study were gathered from a sample of 198 secondary students from Finland and Luxembourg in 1998­-99. Students answered the MSQL questionnaire, which was modified and translated into French, German and Finnish for this study. The cultural differences between the schools and language sections in this sample were not significant.

In the theoretical part of the study there is a synthesis of recent research into motivation and self-regulated learning, focusing especially on the volitional aspects of learning.

The MSLQ scales correlate significantly with the last grade obtained. They show clear predictive validity. The self-efficacy for learning and performance scale seems to be the most predictive scale (r with the grade = .45). High self-efficacy level, task orientation, intrinsic motivation and the use of cognitive and metacognitive learning strategies seem to be characteristic of skilful learners. Weaker students clearly suffer from test-anxiety.

The results of the additional volitional questionnaire made for this study suggest that at least three volitional factors are to be found in this material: attention control strategies, self-instruction strategies and self-help strategies. These three factors seem to be a logical part of the student’s personal action-control practice. These findings seem to support a model of self-regulated learning in which the students use attention control and self-help strategies to monitor and regulate the use of other strategies (e.g. motivation, cognitive learning and resource management) to complete an academic task.

In the non-linear Bayesian path analyses of this data four major interdependent relationship models were found. These models represent the underlying structures of the scales and factors found in this data. Students seem to have very different strategy when learning mathematics and mother tongue.

The content analysis revealed important differences in the strategy-use of successful and non-successful students. Students with high grades regulated their motivation much more than the less successful students. They also used more attention control strategies, encoding control strategies and cognitive learning strategies. The less successful students used more social control strategies, non-constructive strategies and self-instruction strategies.

The secondary school students, aged 15 to 20, did not have a clear picture of themselves, yet, as students or learners. Schools should offer possibilities for students to learn and practice diverse cross-curriculum competences, such as self-regulatory skills.