#FaktabaariEDU

#FaktabaariEDU – project brief 

The audience participated actively to the election panel discussion!

The basic idea of the project is to adapt the proved fact-checking approach and methods used by Faktabaari into the education field and to provide the pupils the necessary knowledge, skills and competences as well as self-confidence, so that they could actively and critically take part in the debates and discussions in the future coming communal, presidential and EU elections.

#FaktabaariEDU intends to develop awarded Faktabaari methodology to the use of medialiteracy learning for future voters – our youth. We invest to use our experience and networks for something sustaining. We build on the Faktabaari success combined with best expertise of the pedagogical network provided by the Finnish Society on Media Education and piloting platform provided by French-Finnish School (LFF).

Finnish school system curricula have recently directed towards multiliteracy and medialiteracy as part of it – but there is a lack of methods and materials. Schools become learning platforms and they need tools like #FaktabaariEDU for medialiteracy. The #medialiteracy with future voters-project pilots the #FaktabaariEDU multiliteracy approach and tools to educate active citizens capable of acting in complex societies.  A school culture that promotes participation, realises human rights and operates democratically, lays a foundation for the pupils’ growth into active citizens.

This pilot project is based on the close co-operation between Faktabaari experts, educators, journalists and students and it uses Faktabaari and Factbar.eu channels to ensure a lasting impact to the lives of the participants.

The project objectives are to:

  • Raise awareness of methods to fight election populism and pure disinformation by fact-checking tools adapted to future voters;
  • Offer pedagogical aids and web-based environment both directly to youngsters and indirectly to teachers and youth workers who can adapt it to their work;
  • Demonstrate that youth is capable to digest disinformation;
  • Raise awareness and attain publicity via social media of the empowered youth capable of holding politicians and media accountable by using transparent fact-checking tools and spreading factually corrected material in social media, and
  • Build up to the positive deterrent to candidates and media to base their arguments to facts, if available.
#FaktabaariEDU in action

In March 2017 the students of the 9th grade of LFF

  • Receive information about the Faktabaari fact-checking methods;
  • Explore the materials of all the parties of the communal election;
  • Practice question making and answering through a role game mock-interview panel;
  • Have an opportunity to participate the real election panel with real candidates;
  • Have a possibility to give their votes in a shadow-election, and
  • Practice fact-checking activities in real life situation!
LFF – the real election panel with real candidates

More information – see project plan!

http://hrsk.fi/fr/accueil/ @HRSK_LFF

www.faktabaari.fi & @faktabaari

http://www.mediaeducation.fi/ @mediakasvatus

Faktabaari #edu #medialiteracy

 

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KUTSU HRSK:N ALUMNIJUHLAAN

hrsk-60KUTSU HELSINGIN RANSKALAIS-SUOMALAISEN KOULUN ALUMNIJUHLAAN

Toivotan kaikki entiset oppilaat, opettajat ja ystävät tervetulleeksi koulun 60-vuotistapaamiseen perjantaina, 28.4.2017 klo 18.00 – 22.30!

Luvassa on vapaamuotoista ohjelmaa, musiikkia ja ennen muuta iloisia jälleennäkemisiä ja rentoa yhdessäoloa.

Jotta osaisimme varata oikean määrän ruokaa (20 euroa, AMICA) ja virvokkeita, pyydämme kaikkia ilmoittautumaan oheisen linkin kautta!

https://forms.office.com/Pages/ResponsePage.aspx?id=8OgKl8ZetUKrDvHt6lr4uUNRPnyB9j1NltG2i44UTkZUNVk1OExYUDdSVVc5SklYNUFTV0Q3MzRWQi4u

Tätä kutsua saa levittää eteenpäin!

Koululla tavataan!

Kari Kivinen

Rehtori

****

INVITATION À LA FÊTE DES ALUMNI DU LYCÉE FRANCO-FINLANDAIS D’HELSINKI

Je souhaite la bienvenue à tous les anciens élèves, professeurs et amis, à l’occasion du soixantenaire de l’école,  le vendredi 28.4.2017 de 18h00 à 22h30!

Il y aura un programme informel, de la musique et avant tout des retrouvailles joyeuses et une ambiance décontractée.

Pour que nous puissions réserver une quantité suffisante de nourriture (20 euros, AMICA) et de rafraîchissements, nous demandons à tout le monde de s’inscrire par ce lien!

https://forms.office.com/Pages/ResponsePage.aspx?id=8OgKl8ZetUKrDvHt6lr4uUNRPnyB9j1NltG2i44UTkZUNVk1OExYUDdSVVc5SklYNUFTV0Q3MzRWQi4u

Vous pouvez  diffuser cette invitation!

On se verra au lycée!

Kari Kivinen

Le Proviseur

 

#medialiteracy project plan

medialiteracy

PROJECT PLAN

INTRODUCTION

According to the new core curriculum (see the end of this document), all the Finnish schools should provide their pupils basic competences to use information independently and in interaction with others for problem-solving, argumentation, reasoning, drawing of conclusions and invention and they should have opportunities to analyse the topic being discussed critically from different viewpoints.

The pupils should be able to know where and how to search information and they should be able to evaluate the usability and reliability of sources.

The schools should support the pupils’ growth into active, responsible, and enterprising citizens. The pupils should be guided to act in a pluralistic society that understands diversity and respects human rights and equality in accordance with the values and principles of democracy.

The goal is to provide the pupils with a knowledge base of how the society works and how citizens can be involved as well as to encourage pupils to become independent societal and economic actors.

BACKGROUND

The quantity of information has increased and the variety of sources has been diversified. The media landscape is re-shaping constantly.  It is more and more difficult to distinguish information from dis-information. The recent political campaigns have shown that we are entering to the post-factual era.

Schools and teachers need updated set of tools and methods in order to be able to meet the curricula goals and to provide support and encouragement for their pupils which are confronting and dealing with unclear and conflicting information.

IDEA & AIMS

The basic idea of this project is to adapt the proved fact-checking approach and methods used by Faktabaari into the education field. In order to do it properly, it is necessary to launch a pilot project to test how the adaptation could be done in the most effective way. The Finnish-French school of Helsinki will be an ideal test-bed for this purpose, because the school has a pupil population from pre-school to high school and it implements the new Finnish curricula (OPS 2016) since 1.8.2016. Therefore it will be possible to scale up the most effective methods and the best practices of the pilot project for all the Finnish schools.

 One of the practical aims of the project is to provide the pupils the necessary knowledge, skills and competences as well as self-confidence, so that they could take actively and critically part in the debates and discussions in the future coming communal, presidential and EU elections.

 SOME KEY DEFINITIONS

 Medialiteracy is a 21st century approach to education. It provides a framework to access, analyze, evaluate, create and participate with messages in a variety of forms — from print to video to the Internet. Medialiteracy builds an understanding of the role of media in society as well as essential skills of inquiry and self-expression necessary for citizens of a democracy. (http://www.medialit.org/media-literacy-definition-and-more).

 Multiliteracy is the competence to interpret, produce and make a value judgement across a variety of different texts, which will help the pupils to understand diverse modes of cultural communication and to build their personal identity. (OPS 2015)

 PROJECT ACTORS:

fb

 Faktabaari (FactBar) is web-based fact-checking service for more fact-based public debate.

It is a non-partisan project using web and social media for collecting and distributing factual information with crowds and to crowds by creating win-win situations.

Faktabaari is run by Avoin yhteiskunta ry (Open Society Association) which is a Finnish transparency NGO enhancing transparency in society in cooperation with like-minded actors. It participates with empowering concrete projects like Faktabaari.

Faktabaari EDU intends to develop awarded Faktabaari methodology to the use of medialiteracy learning for future voters – our youth. We believe this is the best investment to use our experience and networks for something sustaining. We build on the Faktabaari success combined with best expertise of the pedagogical network provided by the Finnish Society on Media Education and piloting platform provided by French-Finnish School.

mediakasvatusseura

Finnish Society on Media Education has produced a website for media educators, which caters to the needs of people interested in media education and provides support to media education professionals: teachers of children and youths of all ages, researchers, students, educators, and parents of children and young people. It provides also detailed information on Finnish media education for our international colleagues and people who are interested in the work done in Finland.

metka

METKA –  Finnish Media Education Organisation provides etc. media education workshops for children and adults. In this project the LFF will be the test-bed for their new online media education materials for primary pupils. The new application will be published in 2017.

hrsk-60

Lyceé franco-finlandais d’Helsinki (LFF – French-Finnish school of Helsinki) is state school situated in Munkkivuori.  It will celebrate its 60th anniversary next April.  LFF is relatively big school in the Finnish context – there are over 800 pupils from kindergarten to Baccalaureate level in the school. The LFF follows the new Finnish curriculum and it has strong emphasis on teaching languages – especially French.

OPS 2016 – THE NEW FINNISH CORE CURRICULUM

The national core curriculum was issued by the Finnish National Board of Education in 2014. Based on that all the Finnish school providers have been obliged to draw up the local curricula during the school year 2015-2016. These local curricula have been implemented since 1.8.2016 in almost all the Finnish schools.

The purpose of the core curriculum has been to provide a common ground for the local curricula and thus promote equality and equity in education and the rights of the pupils within the whole country.  The core curriculum supports and steers the provision and implementation of basic education.

Like all the schools in Finland, the LFF has adapted the core curriculum to meet the local needs and the local curricula has been implemented since 1.8.2016.

The LFF operates as a learning community and encourages all of its members to learn. A learning community develops in dialogue. The community is strengthened by working together and through participation together with external actors.

A school culture that promotes participation, realises human rights and operates democratically, lays a foundation for the pupils’ growth into active citizens.

PILOT PROJECT #medialiteracy with future voters

Faktabaari medialiteracy work towards future voters has this far been an important track, but now it is time for a next step. With the relatively advanced Finnish School system curricula recently directed towards multiliteracy and medialiteracy as part of it, the momentum is there for tools to get make it to the grass root level to the youth seen in this project context as “future voters”. The school reform system raises multiliteracy as one of the core elements in order to educate active citizens capable of acting in our complex societies. Schools become learning platforms and they need tools like Faktabaari EDU for medialiteracy.

 This pilot project build a pedagogical material with educators, journalists and students and uses Faktabaari and Factbar.eu channels to ensure a lasting impact to the lives of the participants while getting others interested via wide publicity expected for a very topical project.

Faktabaari as active member of the international fact-checking movement can guarantee a well-informed picture on the state of play of the media landscape and disinformation while it’s partners can ensure pedagogical approach to attain the youth. Journalism students carrying out most of the fact-checking with Faktabaari can also act as important mediators.

PROJECT OBJECTIVES & MILESTONES

  • Produce materials to adapt Faktabaari methodology and forthcoming (10/2016) manual to youth (future voters) eg. under Faktabaari EDU – brand;
  • Simultaneously enforce co-operation with The Finnish Society on Media Education to adapt proven Faktabaari methodology and manuals to materials helping educators and future voters to resist disinformation and factually inaccurate (election) statements with pilot case on Finnish presidential election 2018;
  • Engage us to co-operation and pilot with Helsinki Finnish French School  for testing and further developing the materials for wider use;
  • Distribution of the materials and model to Finnish schools and youth workers with potential to spread the model with FSME, LFF principal Kari Kivinen and factbar.eu work to European audiences

More general objectives:

  • Raise awareness of methods to fight election populism and pure disinformation by fact-checking tools adapted to future voters
  • Offer pedagogical aids and web-based environment both directly to youngsters and indirectly to teachers and youth workers who can adapt it to their work
  • Demonstrate that youth is capable to digest disinformation. Raise awareness and attain publicity via social media of the empowered youth capable of holding politicians and media accountable by using transparent fact-checking tools and spreading factually corrected material in social media
  • Build up to the positive deterrent to candidates and media to base their arguments to facts, if available.

In regards the impact the experiences the model could be spread to European scale with Evens foundation and Finnish Society on Media Education in view of the 2019 EP elections Faktabaari plans to carry out with min. 10 European journalism schools (preparations have already been started).

Project milestones for the school year 2016-2017:

11/2016

Workshop with LFF (Kari Kivinen), Finnish Society on Media Education (Isabella Holm), Faktabaari (Mikko Salo, Tuomas Muraja)

1.12.2016

Kick-off meeting linked to major seminar on disinformation organized by Finnish Society on Media Education http://www.mediakasvatus.fi/tapahtuma/disinformaatioseminaari/

02/2017

Workshop on adapting the Faktabaari manual to web-based materials for educators and youth

14.2.2017

Tuomas Muraja will give a work-shop for the LFF students about the “Journalism Ethics and Standards” based on his new book “Faktat tiskiin”, which will be published this spring.

muraja-hrsk

03/2017

Teacher training session for the grade 3-6 teachers of LFF organized by METKA

03/2017

A well prepared question-answer session between the communal election candidates of all parties and the upper secondary school students of LFF.

03-05/2017

Developing the Faktabaari material with MSFE and LFF

08/2017

Launch of Faktabaari EDU toolkit with Finnish Society on Media Education

Project milestones for school year 2017-2018:

  • Educators would be provided August 2017 Faktabaari EDU fact-checker manuals and supportive web-material and example cases for “how to build up your own Faktabaari EDU”
  • “Faktabaari EDU” –project bars could make fact-checks related to January 2018 presidential elections in their schools (tbc)
  • The raw material tested could be further developed to media-literacy pedagogical tool to be used in schools etc. according to the new Finnish School curricula

10/2017

Launching a competition of the biggest impact fact-check by “future voter” as part of Faktabaari national competition for best fact-checks

10/2017

First pilot Faktabaari EDU course/workshop in a school or youth Organisation/association. LFF would be one of the pilot school – secondary school/high-school (Kari Kivinen)

01/2018

Possible participation to Presidential election Faktabaari project next to professionals

03/2018

Evaluation and potential to link to Factbar.eu project (Mikko Salo)

national-core-curriculum

 If you want to read more about the Finnish national core curriculum & multiliteracy click the following PDF compilation document: 

finnish-national-core-curriculum-multiliteracy

Source:

National Core Curriculum for Basic Education 2014, Finnish National Board of Education, Publications 2016:5, Helsinki

Konferenssi kielten oppimisen tärkeydestä

kielten-oppimisen-tarkeydesta

 

Suomen Goethe instituutti järjesti konferenssin “Kielten oppimisen tärkeydestä” Kulttuuritalon Alvar-auditoriossa perjantaina 18.11.2016.

Päivän ohjelma oli erittäin monipuolinen: Klikkaa: 2016-konferenssi-kielten-oppimisen-tarkeydesta

Seminaarissa keskusteltiin monikielisyydestä, kielten oppimisesta ja opetuksesta, alan tutkimuksesta, itsearvioinnista ja yhteistyöstä eri toimijoiden välillä.

Pidin seminaarissa kaksi esitystä:

“Kaksikielinen opetus Helsingin ranskalais-suomalaisessa koulussa” –  hrsk-goethe-institut-esitys

“European school language teaching” – european-schools-language-teaching

Yleisesti oltiin huolestuneita siitä, että uuden opetussuunnitelman myötä koulujen kielivalikoima on kaventunut ja kouluissa opiskellaan vähemmän kieliä kuin aiemmin. Erityisen valitettavaa on ranskan ja saksan kielten opiskelijoiden määrän väheneminen.

Seminaarissa pohdittiin, miten kieliä voisi markkinoida ja miten innostaa ja motivoida oppilaita valitsemaan ”harvinaisempia” kieliä.

Sekä Goethe Instituutti että Ranskan kulttuuri-instituutti esittelivät monipuolista tarjontaansa kouluille, opettajille ja nuorille. Kannattaa käydä heidän sivuillaan katsomassa, mitä kaikkea toimintaa heillä on tämän lukuvuoden aikana!

Kari Kivinen

Rehtori

Helsingin ranskalais-suomalainen koulu

geothe

 

logo-if

IP in Education – October 2016 meeting

Ip in education EUIPO
IP in Education EUIPO

 

Intellectual Property in Education Network

The second meeting of the IP in Education Network took place on the 25th of October in EUIPO offices in Alicante. The representatives of EUIPO, WIPO, European Commission, various copyright and anti-piracy organisations, and experts from 22 Ministries of Education participated the meeting. The objective of the IP in Education project is to facilitate implementation of Intellectual Property Education in Europe providing stakeholders with IP guidelines, data and tools.

 

Juha Rislakki from Finnish antipiracy organisation
Juha Rislakki from Finnish Anti-piracy centre

 

The agenda of the meeting: ip-in-education-agenda

My  presentation: IP in Education Network Kivinen
The main conclusions of the meeting were as follows:

  1. The European Commission Key Competence Framework team expressed their readiness to consult the IP in Education project group next Spring.
  2. It was decided to make case studies on the national curriculums in the countries which have revised their national curriculum recently.
  3. It was agreed to collect good practice IP campaign materials from Member States in order to share it with other stakeholders. European schools or some National schools will be used as testbed for these materials.
  4. It was decided to launch a project to provide decision makers with the updated data concerning IP related matters.
  5. IP in Education Task Force will prepare the March 2017 meeting agenda issues.

Kari Kivinen

euipo-project-approach-jpg

New accredited European school in Belgium

 

EE_Logo_def

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.

img_1204

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

Kari Kivinen

 

More information

EEBA site

Press release

 

l’Ecole Internationale de Differdange

Inauguration ceremony 12.9.2016, Differdange, Luxembourg

l’Ecole Internationale de Differdange  – EIDD – International school of Differdange

 

The choir of the European School, Luxembourg I
The choir of the European School, Luxembourg I

 

Monsieur le ministres, Excellences, Mesdames les Directrices et Messieurs les Directeurs, Mesdames et Messieurs,

Au nom du Conseil supérieur des Ecoles européennes, je souhaite féliciter l’Ecole Internationale de Differdange aujourd’hui.

Après plusieurs l’années de préparation, le grand jour est arrivé avec l’ouverture le première l’école agrée dans la territoire Luxembourgeois. Vous pouvez être très fier du travail accompli.

Une école européenne agréée est une école nationale reconnue par les pouvoirs publics et qui s’engage à répondre à certains critères imposés par le système des écoles européennes. A cette condition, les élèves peuvent passer le baccalauréat européen.

I would like to express my admiration for the Luxembourgish Ministry of Education in the way the new school project has been prepared, planned – and how the information about the new project has been distributed.

I would like to also share with you my high respect to the management team which has worked over two years to make this project a success!

And finally, I would like to express my gratitude to the Luxembourgish delegation in the Board of Governors for excellent collaboration.

When the European Parliament made a recommendation to open the European Baccalaureate to the larger public, they most probably had this type of school project in their mind.

The first wave of accredited Europeans schools was opened to offer multilingual schooling mainly for the children of staff of decentralised agencies of the European Commission. The second wave of the accredited European schools consisted of self-funding private national schools which serve the educational needs of their region.

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The International school of Differdange belongs to the third wave of accredited European schools. This type of schools are local, public and free schools, which meet the language teaching needs of the local population.

The objective of all the European schools is to provide all the pupils with the broad set of skills and competences in the academic areas in a genuine multicultural educational framework.

The purpose is not only to develop high standards in mother tongue and in foreign languages, but also foster tolerance, co-operation and concern for others throughout the school community and beyond.

It is important to develop mathematics and scientific skills, but it is as important to cultivate pupil’s personal and social development, and respect for others, respect for diversity, and respect for the environment.

Normally in the inauguration ceremonies, the famous statement of Jean Monnet is shared with the public. It is very beautifully written complex piece of literature, which does not really open easily – at least for the non-native audience. Here is a slightly simplified version of it.

“Because pupils of different nationalities are educated alongside one another from an early age, they are not affected by prejudices that can be divisive. 

The children are familiar with all the great and good aspects of the different European cultures.

This means that as they get older, they realise that they somehow belong together.

They are still proud of their own countries and love them, but mentally they feel European and their education has taught them that their job now is to complete and build on the work of earlier generations, with the aim of creating a united and thriving Europe.

I wish success to all the present and the future pupils and staff of the of the International School of Differdange every success!

 

Kari Kivinen

Secretary-General of the European Schools

 

More information:

www.eidd.lu

Article in Wort in English

Le Quotidien 

 

ouverture Ecole Internationale de Differdange - Differdange - 12.09.2016 © claude piscitelli
ouverture Ecole Internationale de Differdange – Differdange – 12.09.2016 © claude piscitelli