Learner-centered education policy in the digital age

Előadó: Dr. Köpeczi-Bócz Tamás

He works as an associate professor at the Corvinus University of Budapest. He obtained his PhD degree from examining the context of vocational training and employment policy. He obtained his habilitation from the social and economic examination of adult skills and literacy. He worked as an expert at ETF and CEDEFOP institutions. He has worked as an administrative manager in the field of vocational and adult education and EU development policy.

Előadás absztrakt:

One of the new phenomena of the 21st century is the global structural shortage of labor force.
The professions concerned are mostly developed by digital technology. To address the problem of global shortages, employers have initiated global education policies in several attempts. These initiatives have yielded partial successes in the field of vocational and adult education. Nevertheless, the diversity of school systems in individual countries does not allow the education systems of different countries to be standardized. The organization of the school, the duration, the content of the curriculum and the teaching methods are different and will remain in the future. Therefore, international recommendations do not necessarily deal with school as organization. Most of educational policies and development approaches focus on the individual students rather than the school. (2016, Chaplain, Roland) Experts are looking at what are the most essential personal competences that can be understood in most countries for a balanced, happy and creative life.

In the education systems of the developed countries, the "successful learner" is defined as a partner.

In these school concepts, the partnership is not only for the actual school period (compulsory lessons, years of education), but also for non-school activities and adult age following completion of the school. Yes, the new type of school concept is based on the fact that people of nearly the same learning purpose form "learning circles" for their adult age. (2017, Truong, Huong May) Groups of people of nearly the same age and interest can later share their problems and goals more easily. They also form common learning platforms in an on-line environment.

In this school concept, competences can not be described with objective knowledge (the numeracy skills can not be measured by the effectiveness of mathematics subject matter) but rather by attributes. By developing behavior that needs to be constantly developed. It is not enough to perform well on a single exam, it is a constant collection of behaviors and habits and values that can be used to solve the challenge of later life situations.

It is no coincidence that in April 2018, the European Commission reinforcing the European dimension of education and launches Future Learning package, which after 12 years rethink the paradigm of lifelong learning, reflecting on and updating key competences.

During the lecture we will examine the components of learner-centered education policy. By analyzing the educational environment, educational content, and teachers as a triple unit change.