BUU, Alm.del - 2012-13 - Bilag 255: Mødemateriale fra sessionen omkring uddannelse i forbindelse med EUs formandsskabsmøde i Dublin, d. 16.-17./6-13

I would like to thank the Chairpersons of theTransport, Communications and EducationCommittees for the invitation to address thismeeting.In Ireland we are embarking on a reform agendaacross the education sector. You cannot embark onreform in the 21stcentury without due regard totechnological and digital developments. Reforms inIreland are currently underway in our literacy andnumeracy strategy, transformation of lowersecondary education (junior cycle) and the creationof a new architecture for further education andtraining. Reforms must centre around the need toimprove learning outcomes and ensure our youngpeople develop the skills and competences they needto prepare for working life and I believe the digitalage facilitates these developments.

For example, in the context of the reform of juniorcycle, the use of e-portfolios will be explored. Theuse of digital portfolios by students will havemassive advantages, beyond the examinationsthemselves. It is designed to encourage innovation inschools and more creative teaching and learning inthe classroom.Junior Cycle reform will also see the development ofshort courses in programming/coding and digitalmedia literacy which will be available to schoolsfrom September 2014.In line with our Literacy and Numeracy Strategy, anew integrated curriculum for languages is currentlybeing developed. It will be available for juniorclasses (generally ages 4-8) from September 2014.The definition of text in the new curricula is inclusiveof digital literacy. Digital literacy is embedded in thelearning outcomes.This Strategy provides that the re re-configuration ofthe content of initial teacher education (ITE) coursesfor primary and post-primary teachers will ensurethe development of their skills in literacy andnumeracy teaching, including digital literacy andhow ICT may be used to support and enrich learningin literacy and numeracy. This is already in train:some reconfigured ITE programmes with renewedfocus on literacy and numeracy and ICT as teaching

and learning tool have started, the rest will followover the next number of years.The Strategy also emphasises the importance ofdigital literacy through assessment of students'ability to read digital material as part of the nationalassessments of English reading at primary and post-primary levels.Ireland is not alone in embarking on education formsat this time. We along with our European colleaguesface the same challenges in providing a qualityeducation for our young people. This is achallenging time for many countries as we try todeliver a more appropriate education for the 21stcentury student.The digital age facilitates the bringing together of ourEuropean neighbours so we can learn from eachother. My Department is represented on a number ofEuropean fora which explore the use and impact oftechnology in education. My Department iscurrently the lead partner in an EU Commissionfunded project which will pilot ePortfolio solutionsin post primary schools.I note that later today there will be a discussion onthe “Digital Agenda” for Europe. One of the actionsidentified in the Digital Agenda is “Member States tomainstream eLearning in national policies”. Weknow eLearning enables people to acquire skillsanywhere, anytime. It empowers teachers to adopt3

new practices. It allows for self-regulated andinformal learning. This is the way forward and we inIreland are increasing access to e-learning resourcesacross the education system.In Irish higher education, technology will be a keyenabler, facilitating collaboration and the sharing ofresources, and creating a virtual academiccommunity. The National Forum for theEnhancement of Teaching and Learning, which Ilaunched last November, is a key system-levelinfrastructure. Through the establishment of anational digital platform for teaching and learningresources, as well as for professional networking, theNational Forum will build on the key online teachingand research resources that have been developed forthe third level sector in recent years, and on thecollegiality that has supported these.