Education and the European Social Contract

A European social contract is possible—if the discussion shifts from who has the right to act to who can help. Education is a striking example of Europe’s paradox: the areas that interest its citizens most—education, health, social protection—are those where EU institutions have the least competence. Yet while the main policy responsibility and funding instruments are at national or regional level, the key global trends in education and the reforms they require call for a strong effort from both the EU and its member countries: an extraordinary expansion of the demand for higher education and new skills; a renewed interest in the interaction between technology, education, and society, driven by the advancement of data analysis and artificial intelligence; and a growing concern about the role of education in reducing inequality and social exclusion. Education has a great future—but it will not be education as we know it; the credibility of Europe’s social contract will rest on its capacity to build and communicate the case for change and to articulate a guiding vision for twenty-first-century learning.

The Spirit of ‘WE’ in the Learning Environment: ‘WE LEaRN’—A Space for Students and Teachers to Become

This chapter advances the idea that in order to improve twenty-first-century learning environments for students and particularly for teachers, it is necessary to enhance the spirit of collective culture, called ‘WE’, versus the spirit of individualism, called ‘I’, and provides an example of how this is reflected in the design of learning spaces. Both of these cohorts use learning, working and doing processes, and face major changes from educational mandates. A ‘WE’ cultural environment will be discussed in order to support multiple aspects of collaboration and creativity, where hub-specific solutions empower the two groups as collectives, supporting a ‘WE LEaRN HUB’ setting. Connecting practice to research, a process of change in school design related to the ‘WE’ culture is presented through an academic park built in Israel. This academic park uses an introductory design of the hub’s setting approach, supporting the ‘WE’ of both communities and reflecting new approaches in learning processes.

Senter Faraday sebagai Proyek Inovasi dalam Pembelajaran Elektromagnetik Project Based Learning berbasis Science, Technology, Engineering, and Mathematic

<p><strong>Abstract:</strong> Learning inovation needed to prepare the next generation to compety in twenty first century. Learning trend nowdays is integrating the ability of scientists and engineers to develop technology. One of goverment effort is determine basic competence. Students need understand the electromagnetic as basic technology development, espcially faraday induction in faraday flshlight. The aim of this paper to describe the gap between real condition, the characteristic of electromagnetic material and basic competence. This paper give solution by lesson plan. Data collected by survey. The result showed that electromagnetic learning still unreach the basic competence because less of engagement between students, learning media and time constraint. Students wish for the next learning can engage technology and project. Learning inovation which appropiate to solve this gap is project based learning (PjBL) based science, technology, engineering and mathematic (STEM).</p><strong>Abstrak:</strong> Inovasi pembelajaran dibutuhkan untuk mempersiapkan generasi siap saing di abad 21. Tren pembelajaran saat ini mengintegrasikan kemampuan saintis dan <em>engineer</em> dalam mengembangkan teknologi. Salah satu upaya pemerintah menentukan kompetensi dasar. Elektromagnetik sebagai basis perkembangan teknologi perlu dipahami siswa, salah satunya senter faraday. Artikel ini bertujuan mendeskripsikan kesenjangan antara kondisi nyata, karakteristik materi dan tuntutan KD. Disajikan inovasi solusi dalam bentuk rancangan pembelajaran. Data dikumpulkan melalui survei. Hasil penelitian menunjukkan pembelajaran elektromagnetik belum mencapai KD karena kurang melibatkan antar siswa maupun media pembelajaran dan kendala waktu. Siswa berharap pembelajaran melibatkan teknologi dan proyek. Inovasi pembelajaran yang sesuai adalah PjBL berbasis STEM.