AEDE-France is a French association founded in 1957 to promote European Literacy and citizenship education; to develop intercultural understanding among Europeans and to work towards high quality education for all. Its members are either individual people: teachers, school-heads, inspectors, educators, researchers, experts in education and in evaluation - or schools and teacher education - university institutes and professional organisations. Since its establishment, AEDE-France has been involved in various European project within ERASMUS and, now ERASMUS+. It is currently a member of the management team of ELICIT-PLUS (European Literacy and Citizenship Education). The 23 partner organisations are now offering training courses in a dozen different EU countries to develop a better knowledge of our complex histories and cultures and to foster a common understanding of our shared future.
AEDE-France has been recognised by the French Ministry of Education as “association complémentaire de l’enseignement”, which is a national agreement to cooperate with schools on matters related to European education, including STEM, and the broader topics of skills mismatch and youth unemployment. AEDE-France joined the EU STEM Coalition in 2015.
This report highlights innovative technology-supported pedagogic models in science, technology, engineering and mathematics (STEM) education, explores what to expect from collaboration in a designed network, and, thereafter, sketches lessons for promoting educational innovation through collaboration.
How can technology-supported learning help to move beyond content delivery and truly enhance STEM education so that students develop a broad mix of skills? How can collaboration be encouraged and used to help develop, spread, accelerate and sustain innovation in education? The HP Catalyst Initiative – an education grant programme by the Hewlett Packard (HP) Sustainability and Social Innovation team – is used as a case study to answer these questions.
First, five technology-supported pedagogic models emerging from the Initiative are highlighted: gaming, virtual laboratories, international collaborative projects, real-time formative assessment and skills-based assessment. These models have the potential to improve students’ learning outcomes, including development of higher-order thinking skills, and to expand the range of learning opportunities made available to students.
Second, the report explores the value of collaboration and support for innovation and outlines lessons for policy-makers and other stakeholders promoting educational innovation through collaboration. It shows that collaboration, especially international collaboration, can be an effective means to foster knowledge flows, new ideas and peer learning.
The results presented in the report are based on a mix of quantitative monitoring and qualitative case study methodology.
inGenious was a multi-stakeholder initiative in STEM education launched by European Schoolnet and the European Roundtable of Industrialists (ERT) with an aim of increasing the links between science education and careers. This €8 million European programme in STEM education involved more than 40 partner organisations representing European industry, policy makers and STEM educators and was jointly funded by the grant from the European Commission's 7th Framework Programme and by project industry partners.
The project, which overarching aim was to foster young people’s interest in STEM education and careers, was launched in spring 2011 and finished in autumn 2014. To this purpose inGenious facilitated existing school-industry partnerships and supported the development and dissemination throughout Europe of innovative STEM educational practices designed by industry partners.
The value proposition was a tool used in the development of new STEM platforms and approaches.