The ELOS network,Europe as a Learning Environment in Schools;Geographical approach.

Author(s):

MAGALI HARDOUIN

Conference:

ECER 2009

Network:

15. Research Partnerships in Education

Format:

Paper

Session Information

15 SES 07 A,

Paper Session

Time:

2009-09-29

15:30-17:00

Room:

JUR, HS 16

Chair:

Philippe Masson

Contribution

The Elos network is a platform which ensures a reliable and sustainable cooperation among educative bodies of the partner countries. It provides a common European space for debates on European integration, on the European content of school curriculum, and on a European trans-disciplinary education. Elos stresses the importance of developing Europe Competencies so that students experience Europe in their daily life and become active European citizens. The Elos network partner countries are : France; Austria, Slovakia, Germany, Ireland, Italy, Lithuania, Estonia, Sweden, The Netherlands, Norway, Poland, Portugal, Spain, the United Kingdom and Turkey. ELOS wants : - To prepare the pupils to become European citizens, - To enhance the European dimension in schools, build a true European dynamic and promote the European cooperation, - To promote the linguistic diversity in Europe, - To foster innovation and best practices, disseminate the results and the pedagogical material made within the Elos network. Elos aims at high quality education which gives an enlightening perspective and a concrete approach to European integration and international relations as a whole. The project is based on the concept of “European and International Orientation” which places the European Union and Europe in a broader international and intercultural context. Elos is based on some of the key competences identified in the “Lisbon Strategy” of the European Ministers of Education (for a competitive Europe in Education) and the “Bologna Strategy” (for a European educative space for higher education). Elos aims at developing a common standard, based on a Europe competence approach, and at preparing pupils effectively for their role as European citizens. The aims of the consortium are : - to adapt, roadly dissminate and multiply common standards and tools developped by the previous ELOS network; - to mainstream the “Framework for Europe Competence” by linking it to the European tool “Europass” (especially mobility supplement) and other European initiatives in the thematic field; - to explore a continuous learning line with representatives from vocational and tertiary institutions, and start gaining recognition across the educational sectors and in the work environment; - to build and expand accessible and sustainable consortium structures (with a legal entity and a brand); - overall, to enhance visibility by adequate publicity actions. The communication will review the structure of the network, the key points and the weak points of this original device.

Method

This work joins in a perspective of understanding a network dimension. The analysis leans as well on a quantitative approach as a qualitative approach. A methodology of social geography will be also used ans the communication integrate concepts from social geography. The methodological corpus sought for the analysis is multi-field. If the geographic approach is central, the contributions of the sociology and the political sciences are essential in the analysis of the actors to determine their nature, logics and strategies. The network will be analyzed through the constituent elements of the space, their locations, the type of spatial influence, through the nature and through the intensity of the relations which connect them, of the nature and the role of the actors. The network is shaped by knots and these knots are organized according to a hierarchy.

Expected Outcomes

Results them waited is numerous and various. We want to know how such network can work while the scholastic systems represented by the partners so differ. It is also a question of wondering about complete application or not of program ELOS in countries concerned owing to the variety of the instructive systems. We also want to measure the degree of contentment and action of each of the partners while every partner meets elements within this maladjusted network in comparison with his own network. Finally, it is a question of studying the functioning of this network and measure the degree of incorporation of each partner.

References

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Author Information

MAGALI HARDOUIN

IUFM de Bretagne

Pocé les Bois

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