EU: Hur skall våra skolor se ut i framtiden?

Europeiska kommissionen önskar att medlemsstaterna ska samarbeta mer för att bättre anpassa skolsystemen till elevernas och arbetsgivarnas behov i framtidens kunskapsbaserade Europa. I kommissionens meddelande "Förbättrad kompetens för framtiden: En agenda för europeiskt samarbete om skolor", konstateras att Europas skolor måste förändras, ibland till och med på ett radikalt vis, om vi ska kunna rusta ungdomarna för livet i detta århundrade.

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I sin rapport (Improving competences for the 21st Century:  An Agenda for European Cooperation on Schools), skriver kommisionen om Literacy and Numeracy:

2.6 Literacy and numeracy are essential components of key competences. They are fundamental for further learning, but performance in the EU is deteriorating. The EU benchmark is by 2010 to decrease the proportion of 15-year-olds who are low-achievers in reading literacy to 17%. However, the rate actually increased from 21.3% in 2000 to 24.1% in 2006. Moreover, almost twice as many boys as girls have low reading skills: 17.6% of 15 year old girls and 30.4 % of 15 year old boys. The decline in reading literacy must urgently be reversed. This represents one of the key challenges currently facing Europe's schools.

2.7 Reading literacy depends on diverse factors: family reading culture, home language, choice of parental and school pedagogies, and the impact of an image-based multimedia culture. Good policy practices include family literacy policies; early specialist support from pre-primary onwards; national literacy strategies and targets; and improvements in literacy infrastructure (libraries, classroom material).

2.8 Numeracy, mathematical and digital competences and an understanding of science are also vital for full participation in the knowledge society and for the competitiveness of modern economies. Children's first experiences are crucial, but students are too often anxious about maths and some distort their learning choices to avoid it. Different teaching approaches can improve attitudes, raise attainment levels, and open up new learning possibilities.

I ett av förarbetena till kommissionens rapport, "Schools for the 21st Century", Improving competences for the 21st Century:  An Agenda for European Cooperation on Schools" refererar man till en rapport (s 12) från ett möte på NCM för ett år sedan med EU:s Clustergrupp "Maths, science and technology":

As far as numeracy skills are concerned, the Cluster 'Maths, Science and Technology' has concluded that 'proficiency in mathematics is today not mainly an affair about counting correctly; it is a multifarious general competence including problem solving and modelling, concept understanding, reasoning and communication, procedural efficiency, and appreciation of the role of mathematics in history, science, culture, work and society. A broad mathematical knowledge is in this aspect a part of a great cultural heritage, essential for both personal and societal self-esteem, creativity and growth.