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Transforming Austrian Educational Development: A Decade of Language Competence Innovations

The Austrian Centre for Language Competence (ACLC/ÖSZ) plays a crucial role in innovating school development and language education. Initially a branch of the School Development Centre, ACLC/ÖSZ now focuses on autonomous school development through trial projects. This includes creating exemplary materials, organizing international networks, and providing training for vulnerable groups. With a budget of approximately €1 million, the centre engages in 20-25 projects annually, facilitating the transfer of theory into practice. Its strategic role bridges policy, theory, and practice in language education.

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Transforming Austrian Educational Development: A Decade of Language Competence Innovations

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  1. Austrian Centrefor Language Competence

  2. ACLC/ÖSZ: Development • Originally a branchof a School developmentCentre, implementedbythe Educational Ministry • School development = totrialschoolinnovationprojects • on a large scale, • for a certainperiodof time • with a large quantityofschools/ teachers • After theevaluationoftriallingphase: innovationcouldbecome integral partoftheeducationalsystem, or not. • Example: singleschool type für lowersecondary (ISCED 2)

  3. Change in theview on schooldevelopment FROM: • Centralised School Development • Implementation ofinnovation (putintothe „system“) by School Law after extensive trialandevaluation TO: • Autonomous School development (Individual developments in regions, schooltypes, curricula,.) • School Law: (Framework/ Monitoring)

  4. Development of ACLC/ÖSZ From: To:

  5. ACLC/ÖSZ today: Facts andFigures

  6. ACLC/ÖSZ today: Facts & Figures • Staff:8 Operative2 Administrative • Premises:Graz, 260 m2 • Budget (approx): € 1.000.000 (Ministry + EU + others) • Projects/ Tasks:Around 20-25/ year, of different size! • Output: • Publications • Networks • Data bases • Contests/ Events • Trialling/evalua-tion • Counselling

  7. ACLC/ÖSZ: Webranch out wide … International Policy Work Practicaldevelopments Networking and Events Dissemination

  8. International work INNLAC was founded in closeco-operation withNorwaytonetworkandexchangeideas in thefieldoflanguageinnovation. Members/Partners from HU, SE, FI, UK, IE, PL, ES, CH ACLC/ÖSZ analyses international developmentsanddisseminates ECML workresults in Austria

  9. National work: Transfer fromtheoryintopractice In thisbranchwedeviseandproduce all kindsofexemplarymaterials (print, audio, video …) Examples: • CEFR-orientedteaching:European Language Portfolios, Training materials für Educational Standards • Language-sensitive materialsfor „vulnerable groups“ (e.g. migrants) European Language Portfolio in Primary Classes

  10. National work: Dissemination, Networking, Implementation „SPrachenInnovationsNetzwerk“- databasehelpsschoolstolearnfromotherschools. Targetedschooldevelopmenttakesplace in smallregions. In the National Language Committee, languagepolicynetworking & developmentisinitiated. New ideasaregenerated, waysofimplementationaresought.

  11. Position in the Educational field

  12. National languagestrategy: Usingthe Language PolicyProfiling Programme (LEPP) • LEPP is a strategicpolicydevelopmentschemeofferedbythe Council of Europe, following 4 steps: • Selfreflectionandinsideviewofthe „targetcountry“ ( „Country report“) • Experts‘ studyvisit (1 week) toprovide outside view on thebasisofthe Country report + studyvisit (Experts‘ report) • Round Table Discussiontodeepenreflectionandexchangeofviewsandtodevelop a commonposition • Productionofthe „Country Profile“ bythe expert group in verycloseco-operation withthe national authorities. • ÖSZ was commissionedbytheMinistryto plan, organise, monitoranddocumentthefull LEPP process.

  13. FIGURES and RESULTS Duration: 2006 – 2008 Involvement:150 – 200 Experts, Ministryof Education + Ministryof Science Definition ofweaknessesanddesiderata „LEPP- Conference“ in 2008 Action plansdefined Continuouswork on weaknesses Follow-upconference in 2013 („Whathasbeenachieved?“)

  14. Conclusions • ACLC/ÖSZ as a changeagent • Clear mandateandsupportfromtheMinistryof Education • Limited resourcescompensatedforbyco-operation & networkingwithotherexperts • Mediator betweenpolicy – theory – practice • Most widelyknownbyteachers • Ongoingchanges in education newrole, workingmoredirectlywith/ fortheMinistry

  15. Mange tak!Thankyouforyourattention! Gunther Abuja abuja@oesz.at www.oesz.at

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