On October 31 and November 1, 2024, Dr. Okada from The Open University UK and representatives from Brazil’s CONNECT 2030 participated in UNESCO’s Global Education Meeting (GEM) in Fortaleza. This high-level event brought together ministers of education, government representatives, and international organizations, with attendees from 194 UNESCO member countries. The GEM served as a crucial forum for discussing inclusive and equitable education policies, reflecting UNESCO’s mission for sustainable development and aligning with Brazil’s G20 presidency focus on equity and inclusion.
Photo: CONNECT2030 – Recognized by UNESCO as one of the top 3 initiatives for Global Education and Digital Transformation
Relevance for Open Schooling
The GEM underscored the role of education as a social equalizer and catalyst for sustainable development, resonating strongly with the goals of Open Schooling. Open Schooling connects students to real-world challenges by linking curriculum with SDG-driven projects that engage communities and experts. The emphasis on multilateral dialogue at GEM highlights the value of collaborative, community-centered learning approaches—an essential feature of Open Schooling that empowers students to address pressing social and environmental issues.
CONNECT 2030: A Model for Digital Transformation in Open Schooling
Recognized by UNESCO as one of the top 3 global initiatives on Global Education for digital transformation, CONNECT 2030, led by Dr. Okada, exemplifies the Open Schooling approach. This network, which includes diverse organizations such as Anjos Digitais, Ceará’s Department of Education (SEDUC), and universities (UFSC, UFCA, UNEB), demonstrated Open Schooling in action at GEM. CONNECT 2030 initiatives empower youth by integrating real-world problem-solving with digital skills, fostering SDG-focused learning experiences that extend beyond the classroom.
Key Open Schooling Initiatives Presented by CONNECT 2030
Photo3: Partners of CONNECT2030 from Federal University of Santa Catarina (Brazil South); Federal University of Cariri; University of Bahia State; Brazil Government IBICT; Anjos Digitais and The Open University.
At GEM, CONNECT 2030 showcased five Open Schooling projects, each aligning with sustainable development goals and providing concrete pathways for students to engage with and impact their communities:
AI for Ecosystem Protection and Support for Vulnerable Communities Affected by Climate Change
Led by The OU and supported by local education authorities, this initiative enables students to learn through environmental stewardship. Youth collaborate with communities, researchers, and AI technologies to protect rainforests, wetlands, and fire-affected areas, addressing real-life challenges that include Afro-Indigenous and other vulnerable communities.
Audiovisual Resources for Heritage and Cultural Protection and Resilience
Spearheaded by UFCA with support from The OU, this project empowers students to use digital media to preserve cultural heritage and enhance urban sustainability. By engaging local communities in Brazil’s semi-arid regions, youth learn to connect with and support their heritage through educational outreach and creative expression.
Augmented Reality (AR) for Health and Well-being
This UFSC-led initiative, supported by The OU and Brazil’s Ministry of Science, Technology, and Innovation, brings AR technology into health education, helping students, families, and professionals deepen their understanding of health and well-being. It creates an interactive Open Schooling experience, making complex health topics accessible and engaging.
Digital Inclusion for Gender Equality and Equity
Led by Anjos Digitais and supported by The OU, this project promotes digital skills among women in Brazil’s North and Northeast regions. It fosters gender equity by empowering young women to participate in the digital economy, reflecting Open Schooling’s commitment to inclusive and community-driven education.
Mobile Tools for Decent Work Against Human Trafficking
UNEB leads this initiative with The OU’s support, providing youth with mobile tools and educational resources to raise awareness and prevent human trafficking. By combining education with professional support, it exemplifies Open Schooling’s mission of addressing real-world social issues while equipping students with practical, impactful skills.
Photo3: Brazilian Ministry of Education Camilo Santana with Teachers and Students of CONNECT2030. Dr. Karine Pinheiro (Federal University of Cariri) and Dr. Alexandra Okada (The Open University).
Conclusion
The Global Education Meeting highlighted the critical role of Open Schooling in fostering a sustainable, inclusive future. Through CONNECT 2030, students are equipped to tackle real-life challenges, directly engaging with their communities and learning from experts, all while contributing to the SDGs. As demonstrated at GEM, Open Schooling empowers young people as active agents of change, bridging the gap between education and community action to create lasting, meaningful impact.
GEM 2024 in numbers
· Ministers and Vice Ministers from across the globe
· The Fortaleza Declaration, an ambitious, action-oriented outcome document of the 2024 GEM, was adopted during the closing session, is now available in Arabic, Chinese, English, French, Russian and Spanish.
· The Declaration is a product of 10 intensive discussions and consultations with all regions and constituency groups. Consultation reports are available here.
The Summit of the Future, held in September 2024, marked a pivotal moment for addressing pressing global issues like climate change, inequality, and sustainable development. World leaders came together to adopt the Pact for the Future, a transformative plan under the UN’s Our Common Agenda. This summit emphasized cooperative efforts, including the active involvement of young people, highlighting their critical role in shaping decisions that affect their futures. Leaders acknowledged that urgent action is needed to build a sustainable world, reinforcing the importance of shared responsibility across generations.
Importance for the Open Schooling Community
For the Open Schooling community, the Summit of the Future represents a significant milestone. The Pact for the Future aligns well with the principles of Open Schooling, which engages students, educators, and communities in addressing real-world issues through collaborative, hands-on learning. The summit’s focus on climate action, social equity, and sustainable development directly reflects the goals of Open Schooling, where students work on community-relevant projects that contribute to the Sustainable Development Goals (SDGs).
Open Schooling benefits from the Pact’s emphasis on empowering young voices and providing them with opportunities to participate in solutions for global challenges. By encouraging students to tackle real-life issues within their communities—such as conservation efforts, local health challenges, and inclusive education practices—Open Schooling supports the long-term vision for sustainable development promoted by the Pact. This approach prepares young people not only with knowledge but also with skills, motivation, and agency to make a tangible difference in society.
How the Pact for the Future Was Created
The Pact was developed through a collaborative, intergovernmental negotiation process involving diverse Member States. Namibia and Germany co-facilitated the core aspects of the Pact, while the Netherlands and Jamaica led negotiations for the Declaration on Future Generations, and Sweden and Zambia facilitated the Global Digital Compact. This process included input from civil society and young people, with the 2024 UN Civil Society Conference serving as a platform for diverse voices to contribute ideas. This inclusive approach helped create a comprehensive Pact that addresses the complex, interconnected challenges of sustainable development.
Moving Forward: Implementation and Action
With the Summit concluded, the focus now shifts to action. Leaders are expected to translate the commitments in the Pact into concrete strategies to achieve the SDGs. Key moments in 2025, such as Beijing+30, the Financing for Development Conference, and the World Summit on Social Development, will be instrumental in tracking progress and sustaining momentum. These milestones offer opportunities for the Open Schooling community to contribute, as young people and educators can collaborate on local projects aligned with these goals, fostering a sustained commitment to impactful education.
Why the Pact Matters for Young People and Young Nations
The Pact for the Future is particularly crucial for young people and young nations. With the majority of the population under 30 in many developing countries, there is a unique opportunity to channel the energy and creativity of youth toward sustainable solutions. The Pact emphasizes the importance of education, healthcare, and sustainable development for these demographics, empowering young people to actively participate in shaping policies and securing a prosperous future.
The Summit of the Future and the Pact for the Future provide a foundation for the Open Schooling community to engage students meaningfully in global and local sustainability efforts. This approach not only aligns with the educational goals of SDG 4 but also equips the next generation with the tools to lead in a world that demands innovative, cooperative solutions for sustainable futures.
The Pact for the Future document from the UN Summit of the Future (September 2024) outlines global commitments to support Agenda 2030, focusing on Sustainable Development Goals (SDGs) and education within a transformative framework. Particularly relevant to Open Schooling, it emphasizes inclusive, quality education (SDG 4) and lifelong learning as essential for sustainable development. The document encourages educational models that engage learners, experts, and communities to solve real-world problems aligned with SDGs, fostering equity, inclusion, and environmental responsibility.
Key actions related to Open Schooling include:
Empowering Communities and Schools: By supporting local education systems and fostering partnerships with educators and societal leaders, the document promotes education that addresses local and global challenges (e.g., poverty, climate change).
Lifelong Learning and Access to Resources: It emphasizes equitable access to learning resources, advocating for policies that enable broad participation in education, regardless of socio-economic background.
Global Digital Inclusion: Through the Global Digital Compact, the document underscores the importance of digital access, especially for marginalized communities, enabling them to participate in Open Schooling initiatives and address SDGs collaboratively.
Support for Innovation in Education: The Pact encourages integrating science, technology, and innovation into educational curricula, supporting problem-solving and critical thinking aligned with real-life SDG challenges.
Overall, the Pact envisions education as a means to empower individuals to contribute meaningfully to society and the environment, fostering a collaborative approach to achieving Agenda 2030 through accessible, equitable, and innovative educational practices.
Key Resources:
Summit of the Future Official Website: Provides detailed information about the summit’s objectives, agenda, and outcomes.
Summit of the Future Action Days: Information about the preparatory events and activities leading up to the main summit, focusing on stakeholder engagement and thematic discussions.
Digital Learning Week is UNESCO’s annual flagship event on digital learning and the transformation of education. Launched in 2023, building on the foundation of UNESCO’s Mobile Learning Week over the past decade, the event aims to convene the community of digital education leaders, policy-makers, researchers and practitioners from various organizations, including UN agencies, governments, NGOs and the private sector to steer technology for education.
UNESCO’s Digital Learning Week presents a unique opportunity to participate in dynamic and thought-provoking discussions, dialogue and the sharing of groundbreaking ideas, and to foster critical and creative thinking to advance the digital transformation of education and to “reimagine our futures together.
Human societies face the dual challenges of digital and green transitions. While technology promises progress, it also introduces ethical issues, particularly with AI, and accelerates digitalization’s impact on climate change. Generative AI’s rapid rise is outpacing regulatory adaptations, and the digital economy’s extractive model and e-waste undermine sustainable development. Education systems must foster human-centered mindsets and digital competencies to align these transitions, ensuring technology supports sustainable and ethical goals.
UNESCO’s 2024 Digital Learning Week enabled presenters, guests, and attendees to explore the linkages between these two transitions to promote the responsible use of digital technology in education.
On June 17, 2024, the global education community converged at UNESCO Headquarters in Paris, France, for a significant event: “Progress Towards SDG4: Stocktake of Transformative Actions in Education.” Convened by the SDG4 High-Level Steering Committee, this high-level meeting marked a milestone in the collective pursuit of quality education for all.
World leaders, policymakers, educators, and innovators engaged in a day-long dialogue to assess progress and outline the future of global education. Co-chaired by UNESCO Director-General Audrey Azoulay and Chilean President Gabriel Boric Font, the summit proved to be a pivotal moment in shaping the future of learning worldwide.
Dr. Okada, who led the Open Schooling Declaration supported by CONNECT team and OSTogether network, joined the dialogue to share insights on innovative approaches for addressing global education challenges. Her participation highlighted the role of fresh perspectives in shaping collaborative efforts.
Theme and Focus
The summit’s overarching theme, “Transforming Education for a Sustainable Future,” encompassed several key areas:
Digital innovation in education
Equity and inclusivity in learning
Climate change education and sustainability
Strengthening educational systems in crisis situations
Enhancing foundational learning skills
Key Highlights
The summit’s agenda was packed with high-impact sessions and discussions. Key highlights included:
A high-level dialogue on financing education with insights from ministers and global leaders
Parallel sessions exploring digital learning strategies and initiatives to promote gender equality in education
Focused discussions on supporting and empowering the teaching profession
Sessions on “greening” education and addressing learning needs in crisis situations
A critical examination of strategies to improve foundational learning skills globally
UNESCO Report Launch
The event also served as the launchpad for a key UNESCO report, “The Right to a Strong Foundation: Global Report on Early Childhood Care and Education.” This comprehensive report provided crucial insights into the state of early childhood education worldwide and offered recommendations for improvement.
Event Highlights
Opening and Framing
The summit kicked off with powerful opening remarks from UNESCO’s Director-General, the UN Deputy Secretary-General, and the President of Chile. Their words set the tone for a day focused on transforming education for a sustainable future.
Financing Education
A session on education financing featured insights from ministers and global leaders, with European Commissioner Jutta Urpilainen’s keynote address highlighting the importance of investing in education as a cornerstone for sustainable development.
Digital Learning and Gender Equality
Parallel sessions explored the potential of digital learning and the pressing need for gender equality in education, bringing together perspectives from government ministers, international organizations, and civil society.
The Teaching Profession
A dedicated session examined challenges and opportunities for the teaching profession, with representatives from UNESCO, ILO, and various countries sharing strategies to support and empower teachers.
Greening Education and Crisis Response
In the afternoon, discussions focused on integrating sustainability into education and addressing learning needs in crisis situations, underscoring the importance of adaptable and resilient education systems.
Foundational Learning
A critical session on foundational learning brought together experts from UNESCO, UNICEF, and global education initiatives to discuss strategies for ensuring basic literacy and numeracy skills for all learners.
Looking Ahead
The summit concluded with forward-looking recommendations for the upcoming Global Education Meeting. UNESCO Assistant Director-General for Education, Stefania Giannini, and Chile’s Minister of Education, Nicolás Cataldo, emphasized the need for continued collaboration and action to achieve global education goals.
This landmark event highlighted the challenges facing global education and showcased a collective commitment to finding innovative solutions. The insights and partnerships forged at this summit will undoubtedly play a crucial role in shaping the future of education worldwide.
Dr. Okada also introduced her new book, Knowledge Cartography for Young Thinkers: Sustainability Issues, Mapping Techniques, and AI Tools (Okada, A., 2024). This work contributes practical insights to the ongoing dialogue on innovative educational approaches, particularly in sustainability education through open schooling and knowledge mapping. It emphasizes real-life problem-solving that actively engages students, communities, and experts.
Stay tuned for more updates on how these global initiatives will translate into action at local and national levels.
News . Events Groundbreaking Study at Oxford Education Research Symposium
Miss Bernardes, Dr Rabello and Dr Okada to Present Groundbreaking Study at Oxford Education Research Symposium
Miss Márcia Bernardes, representing the Secretary of Education of São Paulo, is set to present a pioneering study at the Oxford Education Research Symposium, organized by Oxford Symposia. Her presentation, titled “CARE-KNOW-DO: Primary Pupils Connected with Sustainability Education and Multiliteracies,” will highlight how primary education in São Paulo is fostering sustainability awareness and promoting multiliteracies among students aged 5-12.
The study, conducted in collaboration with Dr. Cintia Rabello and Dr. Alexandra Okada (Scientific Coordinator of CONNECT), aligns with the conference’s mission to expand the understanding of education and its impact on global issues. The Oxford Education Research Symposium serves as a platform for scholars to explore and discuss innovative theories and practices in universal education. This event is recognized for presenting research that broadens the scope of knowledge in various educational fields.
Their research examines how open schooling, framed within the CARE-KNOW-DO model, engages young learners with urban forest fauna and sustainability themes through multiple literacies. The pupils participated in interactive activities such as drawing, mapping, writing, and collaborative discussions. After these hands-on tasks, they reflected on their learning experiences using digital questionnaires.
A key finding of the study is the diversity in literacy practices that the students engaged with. Open schooling encouraged the development of language, numeracy, information, digital, and scientific literacies. These skills were practiced not only in traditional classroom settings but also within the community, involving families and external experts. Although 46% of the students expressed challenges in justifying their ideas with evidence, a significant 88% showed enthusiasm to participate in similar future projects. Additionally, the research underscored the relevance of STEAM (Science, Technology, Engineering, Arts, and Mathematics) in problem-solving, with 100% of students recognizing its importance.
The study emphasizes the growing connection between sustainability education and multiliteracies, as well as the benefits of integrating open schooling to enhance student engagement with real-world issues. Miss Bernardes’ presentation at the Oxford Symposium offers a crucial contribution to the global conversation about how education can better equip students for future challenges while fostering a deeper connection to sustainability.
This research is part of a broader initiative supported by the EU-funded CONNECT project, which aims to strengthen the role of open schooling in promoting environmental awareness and sustainability across educational systems.
News . Events ASE Annual Conference 2024 at the University of Northampton UK
The Association for Science Education (ASE) is thrilled to announce its Annual Conference, set to take place from January 4th to 6th, 2024, at the University of Northampton. In collaboration with AQA, this year’s conference will feature a rich variety of sessions, including international contributions, a fantastic exhibition, and exclusive offers for attendees. As always, ASE continues to provide invaluable content for science educators across all stages.
Each day of the conference has a special focus. Thursday will be dedicated to Post-16 education, with a spotlight on those leading and delivering professional development through the Futures Group programme. Friday offers an exciting dual focus with Technicians Day and Early Career Teacher Day. Throughout all three days, sessions will be available for both Primary and 11-19 educators, ensuring comprehensive coverage for all teaching stages.
One of the highly anticipated sessions is led by Dr. Alexandra Okada, who will present on Friday, January 5, 2024, from 08:45 to 09:35 GMT in LH115 (Learning Hub Level 1). Her presentation, “Effective Connection with Science through Open Schooling and Storytelling”, will explore how the CONNECT-science questionnaire assesses students’ emotional engagement with science. Additionally, she will highlight how the powerful story “Our Green Library: CARE-KNOW-DO” serves as a catalyst for fostering students’ passion, scientific knowledge, and actionable insights. Dr. Okada’s session is a part of the EU-funded CONNECT-science.net project and the UK Green-Forum, which works closely with both primary and secondary schools to inspire the next generation of scientists and environmental stewards.
Professor Jonathan Osborne (Stanford, USA), Dr. Ale Okada (Open University, UK), Prof Chris Harrison (Kings College London, UK)
As the largest Science Education Conference in the UK, ASE is proud to be supported in 2024 by key sponsors such as AQA, Philip Harris (Findel Group), Gatsby Charitable Foundation, Oxford University Press, VITTA Group, and the Royal Society of Chemistry.
We look forward to an engaging and inspiring event for all educators committed to advancing science education!
For more details and to register, visit the official ASE website.
News . Events VIII International Seminar on Web Curriculum: Spaces, Times, and Hybrid Contexts
Upcoming Event: Dialogical Cycle – Technology, Hybridism, Open Science, and Open Schooling
Join the The Dialogical Cycle at the VIII International Seminar on Web Curriculum: Spaces, Times, and Hybrid Contexts, organized by the Postgraduate Program in Education: Curriculum at Pontifical Catholic University of São Paulo (PUC-SP).
This panel will explore critical themes such as Technology, Hybridism, Open Science, and Open Schooling, highlighting their intersections in modern education.
Invited Speakers: Alexandra Okada (OU-UK), Miriam Struchiner (UFRJ), Edméa Santos (UFRRJ), and Maria Elizabeth B. Almeida (PUC-SP), with Patrícia Lupion (PUC-PR) serving as the moderator.
Date & Time: November 23rd, 15:50 – 17:20 Location: TUCARENA, PUC-SP
Exploring the Dialogical Cycle in Education: Technology, Hybridism, Open Science, and Open Schooling
By Dr Ale Okada
As we dive into the Dialogical Cycle, we embark on an interactive and collaborative process that encourages deep reflection and discussion, facilitating a space where both learners and educators engage in collective understanding. This cycle isn’t just about sharing knowledge—it’s about creating meaningful dialogue that promotes growth and collaboration within educational settings. Through this ongoing exchange, we aim to build learning environments where all voices are heard, fostering a more dynamic and participatory approach to education.
At the core of this dialogical process is Technology, which plays a transformative role, especially in the context of Open Schooling. The introduction of digital tools is reshaping and being reshaped by pedagogy, giving educators the resources to reimagine how they teach and how students interact with learning materials. As we integrate these artefacts, we enable richer, more authentic interactions that mirror real-life challenges, making learning more relevant to the world students live in. Technology isn’t just an add-on—it’s a gateway to expanding the boundaries of traditional education.
Hybridism is a key element in this evolution. It represents the blending of traditional face-to-face learning with digital platforms, creating a flexible and adaptive environment. By combining these different modes of education, we provide learners with the ability to choose pathways that suit their individual needs and preferences. This hybrid approach accommodates diverse teaching styles and promotes inclusivity, ensuring that students from various backgrounds can thrive. The shift from purely in-person to hybrid learning opens up new opportunities for collaboration and engagement, no matter where students are located.
In parallel, the practice of Open Science is gaining traction within both research and education. Open Science is about more than sharing data—it’s about fostering transparency, inclusivity, and collaboration about how to produce science. By making knowledge and forms to build knowledge accessible to all, we empower students and educators to actively participate in scientific inquiry. Students, in particular, become agents of change, contributing to the pursuit of well-being and sustainability. This democratization of science allows students to not only consume knowledge but to actively shape it, reinforcing their roles as agents of change to a sustainable future.
Open Schooling ties all these concepts together. This inclusive educational model brings students, teachers, and communities together to solve real-world problems. The flexibility of Open Schooling allows learning to happen beyond the classroom, where students tackle challenges related to climate change, health, and social justice, among others. Through this model, education becomes a powerful tool for innovation and societal transformation.
By reflecting on the Dialogical Cycle, Technology, Hybridism, Open Science, and Open Schooling, we are paving the way for a new generation of learners who are not only consumers of knowledge but also active participants in creating solutions for a better world. This holistic approach prepares students to engage with and address the complex challenges of today and tomorrow.
News . Events United Nations: SDG2023 Summit & open schooling
We are excited to announce the upcoming 2023 SDG Summit, scheduled for September 18-19, 2023, in New York City. This landmark event will mark the culmination of accelerated progress toward the Sustainable Development Goals (SDGs) launched in 2015—the same year that Open Schooling was introduced by the European Union.
Nearly a Decade of Transformation
The 2023 Summit represents a critical juncture, marking the halfway point of the 2030 Agenda. It provides an opportunity to assess global progress and set the course for achieving the remaining goals.
Summit Highlights
The 2023 SDG Summit will feature:
High-Level Political Guidance: World leaders will convene to provide strategic direction on transformative actions required to achieve the SDG targets.
Progress Assessment: A thorough review of progress since 2015, celebrating successes and identifying areas in urgent need of attention.
Crisis Response Strategies: Discussions on how the global community has adapted to and overcome the interlocking crises of the past decade.
Future Vision: The summit will lay the groundwork for sustainable development beyond 2030, offering a vision for continued global action.
A Beacon of Hope and Optimism
As with the launch of the 2030 Agenda, we expect the 2023 SDG Summit to reignite hope and optimism for positive global change. It will honor the achievements of the past decade while galvanizing further efforts to tackle the challenges that remain.
Participation and Engagement
The Summit will bring together:
Heads of State and Government
UN leadership and agency representatives
Civil society organizations
Private sector leaders
Youth delegates and activists
Academic and research institutions
Global citizens are invited to engage through various digital platforms, ensuring that diverse voices from around the world contribute to this critical dialogue.
Looking Ahead
As we reach this significant milestone in our global journey toward sustainable development, we urge all stakeholders to reflect on the progress made since 2015 and come prepared with bold ideas and renewed commitments for the future.
The 2023 SDG Summit promises to be a pivotal moment—a time to celebrate progress, address shortcomings, and reaffirm our collective commitment to building a more sustainable, equitable, and prosperous world for all.
Dr. Ale Okada has been invited to participate in this important summit, where she will discuss the Open Schooling Declaration.
News . Events Open Schooling Declaration launched in Barcelona CICOS2023 Conference
More than 100 people signed the OSD Open Schooling Declaration
06.07.2023, Barcelona CONNECT, International Conference on Open Schooling. foto: Jordi Play
The Declaration can be accessed and signed here in this link:
How was the declaration developed, refined and implemented?
On the 8th of June, fifteen members of OS Together discussed about the OSD – The Open Schooling Declaration, a comprehensive initiative aimed at advancing the open schooling movement. It seeks to raise awareness about the importance, objectives, methodologies, and relevance of open schooling across various forms of education. The OSD aims to strengthen open schooling by widely disseminating common principles, recommendations, and actions that promote the development of resources, technologies, methods, practices, and policies. Ten open schooling projects representatives participated in the declaration by providing feedback online synchronously and/or assynchronously.
The OSD comprises 12 global principles, along with a set of 14 recommendations and 40 actions. It is intended for various stakeholders, including governments, international organizations, education agencies, ministries, charities, universities, schools, STEM professionals, and third sector organizations such as museums and outdoor education providers.
The initial version of the OSD was initiated by the partners of the CONNECT project and subsequently improved with input from an External Advisory Board. It underwent a pilot test by partners and collaborators who shared examples from their practices related to the OSD.
The second version of the declaration was developed after three stages:
1. discussions and contributions from experts and practitioners within the Open Schooling Together (OST) community through online meetings both synchronous (8th of June) and asynchronous (12th – 19th of June) LINK HERE
2. discussion in Brussels (Open Schooling Showcase) with EU project Officers (26th of June) LINK HERE
3. Official launch at CICOS2023 Barcelona Event 6-7th of July – Declaration was signed by more than 100 people.
This collaborative process will result in a joint deliverable to be submitted tothe European Commission in December 2023
that acknowledges all the collaborators involved in shaping the declaration.
Our next step is to publish the declaration in various languages and collect 1000 signatures.
The inspiring session was led by The Open University, scientific coordinator of CONNECT
and supported by ECSITE the coordinator of OS Together network of 15 open schooling projects.
All project managers were invited and supported the final refinement of Declaration.
See a brief summary about our session on the 8th of June
What are our expectation about OSD declaration? A common vision, sharing, new ideas, networking, collective knowledge,
Cooperation, collaboration, partnership, collective impact
Inspiration, curiosity, exchange of experiences, lessons learned, reconnecting colleagues,
What are our key questions?
How to take OSD and OST forward?(CONNECT)
How can we sustain our networks and projects? (ECSITE)
Can we share guidelines about how to sustain our networks? (Multipliers)
Can we have an impact – and map? Can we have a scale about projects? (CONNECT)
Can we have a common definition adapted: bidirectional school⇔ society ? (ECSITE)
Lets agree on a document to get input from everyone – as people need more time (Multipliers)
Can we build on what we have achieved?(MOST)
Can we use evidence from our projects’ evaluation to move forward?(MOST)
Can we add the evidence/findings in the document?(MOST)
What are the lessons learned from STEAMH ⇔ Sustainability projects to enhance learning and transform education?(MOST)
Can we learning from each other and make the Most! (MOST)
Can we have a set of common impact indicators? (CONNECT)
How can the OSD document provide information/ key issues/ and practical (IT) solutions? (Levers)
Can we create opportunities for engaging and training apart from dissemination and increasing awareness…?(Multipliers)
How to empower people through significant personal development…? (Multipliers)
Can we provide a structure to support our networks/project / as well as future projects? (CONNECT)
Our session was very interactive this was a summary of our Agenda
INTRODUCTION
12:30 What and Why OSD with OTS? Ale Okada
12:35 Who can benefit from ODS? Rosina Malagrida
FISHBOWL
In what ways can OSD be used for ? Facilitator: Ale Okada & Peter Gray
The findings from the CONNECT-science study demonstrate a significant impact on students’ perspectives, knowledge, and skills based on their self-assessment.
The baseline study conducted in 2022 included 1005 students from five European countries (Brazil, Greece, Romania, Spain, and the UK). After one year of participation in the CONNECT project, it was observed that a majority of students (76%) had a positive view of science in their lives. By 2023, this number increased further to 80%.
The most notable impact was observed in terms of knowledge. In 2022, 38% of students reported feeling confident in their science knowledge, which rose to 53% in 2023. Regarding skills, particularly in conducting projects with experts and communities, 49% of students expressed confidence in 2022, and this figure slightly increased to 52% in 2023.
Teachers’ perspectives on student achievement provide various examples that highlight the higher level of skill development observed among students. These examples include inquiry-based learning, responsible research and innovation (RRI) competences, as well as digital and green skills.
On the 26 June at the European Commission in Brussels; The Horizon 2020 projects Make it Open and SALL, with the support of the OStogether network, promoted an in-depth discussion about Innovating European Education: Open Schooling as a boost for Europe’s skills.
The OStogether network is an informal network of initiatives funded under calls related to Open Schooling through the Horizon 2020 and Horizon Europe programmes.
The network brings together more than 50 organisations closely collaborating together and complementing each other within the big picture of Open Schooling.
During the current European Year of Skills, the event brought together policy makers as well as experts in innovative science education practices. This forum was a fantastic opportunity to share the vast body of knowledge and experiences that have been built over the years on Open Schooling (including various references) indicating how this could shape policies around innovating European school education systems and the future.
The notes bellow prepared by CONNECT Team provide a summary of the debate led by Maria Zolontosa with Maya Halevy, Director at the Bloomfield Science Museum Jerusalem; Pavlos Koulouris, Senior Researcher at Ellinogermaniki Agogi; Stephanos Cherouvis, Senior Project Manager at Ecsite; Annalisa Addis, Project Manager and Research Associate at The Lisbon Council and Marta Romero, Director of the International Project Office at the University of Jaen; including also comments from Ale Okada from the Open University.
Are the policy makers fully ready to embrace open schooling?
We are not sure yet, but it’s not because of the schools or the teachers. we believe the issue lies in how we organize the education system. When we introduced open schooling and collaborated with teachers, we discovered that they were quick to adapt and engage with the new approach. They embraced the learning opportunities and applied what they learned from one project to another, transforming their teaching methods.
To truly implement open schooling, we need to work on multiple levels and reconsider the existing structures and regulations. We should encourage creativity, openness, and provide ample opportunities for change. By changing policies, we can empower teachers and enable them to excel.
We find it motivating to witness as researchers so many people getting involved and taking positive actions. It’s an opportunity for us to gather evidence and support research-based policies. We aim to increase students’ interest in science and scientific careers, improve their scientific literacy, and enhance their understanding of environmental sustainability issues. We have gathered research evidence that demonstrates a positive impact through our initiatives. We are eager to share our findings and inspire other schools to join us on this path.
Assessing the impact of open schooling is essential. It involves not only evaluating past outcomes but also understanding the underlying factors that contribute to success or hinder progress. This requires a comprehensive approach that combines assessment with a deep understanding of the context. It would be beneficial to conduct a research project that examines the impact of open schooling across various schools. Such a project could provide valuable insights and enable us to learn from different experiences.
There is ample evidence of students’ improved learning and positive outcomes through open-ended approaches in schools, such as involving students in all stages of a project. This approach leads to better learning outcomes, enhances civic engagement, and boosts self-efficacy. It goes beyond simply having teachers design projects and involving students only in their implementation. Although there have been many learnings from various open schooling projects, it is important to note that these initiatives have primarily focused on coordination and community building. Therefore, there is a need for more research. How can we t explore and integrate the insights gained from these projects into a cohesive body of knowledge that is valuable to policy makers? What do they need from education with Open Schooling?
How can we make open schooling and approach for all?
Recognizing the value of open schooling and prioritizing it in education systems’ current needs are fundamental to sustain evidence-based impact with real-life problem-solving for wellbeing and sustainability. To ensure widespread adoption, a systematic and holistic approach is necessary. The continuum of learning and the learning Ecology of the ecosystem are particularly appealing. There are various examples, like surrounded by science, where research has explored learning ecologies and their positive impacts. These ideas provide a deeper understanding of teaching, learning, assessment, education standards, and the interaction between formal and informal aspects of education.
Mainstreaming open schooling requires going beyond individual schools and projects. While there are fantastic examples out there, they are often disconnected from one another. Disparities exist across schools and regions, and it would be a disservice if only some schools or students have access to this type of education. Socio-economic factors play a significant role in the uptake of science education and careers, and those who are already disadvantaged might be left behind twice if open schooling is not accessible to all. It is crucial to address this challenge and ensure that open schooling becomes a reality in every school in Europe.
One approach is to combine top-down and bottom-up strategies. It’s not enough to simply convey nice messages; we need to actively support open schooling and take it seriously. Teachers require spaces and plans for collaboration, both within their schools and with external partners, such as scientists, entrepreneurs, and organizations that share common goals. Teacher professional development, sharing of best practices, and the narrative of successful school initiatives are also essential for fostering collaboration across boundaries.
Looking at the success of the open schooling movement, it is worth exploring what made it so special and how it managed to penetrate education on a broader scale. Advocacy for open schooling needs to be approached differently, both at the national and regional levels. There is a need to showcase what can be done differently in education and emphasize the importance of open schooling. Collaboration among European consultants with their expertise and know-how can contribute significantly to this advocacy effort.
Investment in open schooling should go beyond financial resources. It requires belief, legitimacy, and the dedication of resources, including human resources. While funding is crucial, investing in open schooling means recognizing its value and committing the necessary resources to support its implementation. By investing in open schooling, we can create a more inclusive and equitable education system that benefits all students.
In conclusion, to mainstream open schooling, how can we with policy makers adopt a systematic and holistic approach to sustain open schooling for all? This involves combining top-down and bottom-up strategies, investing in open schooling, addressing disparities, and advocating for its importance at all levels of education. By doing so, we can create an education system that embraces openness, fosters collaboration, and provides equal opportunities for all students.
What are the opportunities and barriers to mainstream Open Schooling?
To mainstream open schooling and ensure its widespread adoption, a holistic and systematic approach is crucial. One key aspect is recognizing the need for teacher readiness. Without prepared teachers, the implementation of open schooling initiatives may face challenges. This issue is not unique to a particular region or country, as many schools worldwide may be in similar situations. Therefore, investing in open schooling should aim to make it accessible to all, eliminating privilege and disparities in education. Adequate funding is essential, but it should also prioritize addressing accessibility needs, ensuring that open schooling benefits all students, regardless of their socio-economic background.
Moreover, we should consider the attractiveness of the teaching profession within open schooling. By redefining the role of teachers beyond traditional classroom instruction and assessment, we can make the profession more appealing to individuals who seek diverse and innovative teaching approaches. This transformation can be achieved through collaborations with various stakeholders, including partners from different sectors. European consultants and experts can play a vital role in driving advocacy efforts and inspiring change at the national and regional levels.
Scaling up open schooling requires addressing specific challenges and moving beyond superficial showcases of isolated initiatives. Integration into the education system is essential, including recognition and legitimacy within the curriculum. This entails aligning open schooling with education standards while leveraging its potential for progressive education. Policy’s support and inspiration from successful open schooling practices in other countries can guide this integration process.
Collaboration and synergy with stakeholders, including societal actors, are central to open schooling. It is crucial to provide guidance and support not only to teachers and schools but also to parents and community members who can contribute to real-life projects and other initiatives. Teacher training and professional development should address digital competency, project management skills, and other necessary competencies for open schooling.
In summary, to mainstream open schooling effectively, policymakers should invest in its integration into the education system, provide support to teachers and schools, and align open schooling with curriculum standards. This requires a long-term vision, commitment to research-informed practices, and the provision of sustainable resources. By recognizing the transformative potential of open schooling and prioritizing its implementation, we can create an education system that prepares students to tackle future challenges and fosters inclusive and empowered citizens.
What are the challenges and strategies to mainstream Open Schooling?
“The big challenge in designing a better future is of utmost importance. As policymakers, our job is to find ways to support what is already working, and open schooling provides excellent examples. It is crucial to emphasize the need for research-driven and evidence-based approaches in open schooling. We should go beyond creating isolated pockets of innovation and networks, and instead focus on integrating research into sustainable and widespread initiatives.
To achieve this, we must consider the role of teachers in open schooling. We should explore ways to change the profile of teachers and their recruitment and training processes to align with the principles of open schooling. By redefining their roles as mentors, facilitators, and integrators between community experts and students, we can make the teaching profession more appealing. This shift will bring about a different daily work experience for teachers, fostering a collaborative and engaging environment.
Supporting open schooling requires a research-based approach that provides legitimacy to the concept. To address this, we should consider integrating the findings from various European projects and leveraging the evidence they have produced. Currently, there are around ten European projects with research conducted in thousands of schools, offering a substantial body of knowledge. We need to make this work more visible and accessible to policymakers, making it easier to persuade them to adopt open schooling practices.
One approach to accomplish this could be establishing a Science Communication European Competence Center, which brings together previous funded projects. By consolidating the evidence and sharing it effectively, we can create a unified push towards open schooling. This effort should go beyond simply competing for funding and focus on collectively advancing the field. It will provide the necessary platform for sharing research outcomes and ensuring their impact on policymaking.
Additionally, sustainability and environmental education could serve as a unifying theme for open schooling. By focusing on topics like climate change and sustainable development, we can engage policymakers beyond just science learning. However, it is essential to strike a balance between addressing overarching themes and preserving the depth of basic science education. Paying attention to the details of content, programs, and skills is critical to achieving our goals.
While policy and politics often operate on short-term trends, we should not solely rely on policymakers to drive change. It is necessary to hack the system and recognize that substantial transformations may require efforts from the grassroots level as well. We must not be naive about the distinction between policy and politics. As such, a combined approach, involving bottom-up initiatives and simultaneous engagement with policymakers, can lead to meaningful progress.
Amplifying successful practices from open schooling projects poses a challenge. It requires both incentives and financial support. European policymakers can play a vital role in scaling up these practices by allocating resources and disseminating research findings.
Can we together bridge the gap between policy and practice, leveraging the lessons learned to bring about a positive change in education?
we really appreciate the idea of bringing projects together, especially at this moment when we have access to large networks. In our work about open schooling integrated to the curriculum, we have already managed to involve 30,000 students who completed science actions through open schooling, and the data we have generated from 13,000 of them is growing rapidly. Our findings revealed that open schooling is an approach for students to develop more than superficial knowledge. They need that initial contact with open schooling, to build what we call surface knowledge involving science concepts and definitions. Through open schooling this surface knowledge acts as a steppingstone, gradually leading them towards deeper and transferable knowledge supported with scientific skills while they are solving real-life problems.
When considering partnerships and engaging with policymakers, it is essential to understand the motivations and perspectives of different countries. For example, we are collaborating with the Brazilian government, which is not funded by the European Union. Brazil’s participation highlights the international significance of the EU’s open schooling model. OS together partnerships involved south and north America, further expanding our global reach.
Addressing the challenges faced by schools and teachers is crucial. Lack of teachers and mobility are significant problems. In various European countries there is the lack of science teachers, biology teachers teaching physics because of a shortage in that field. Additionally, primary schools often lack teachers with a science background. These are complex issues that require modern solutions and initiatives for collaboration. It is fundamental joining forces and creating more opportunities for partnerships.
Lastly, we would like to emphasize the importance of fostering confidence in students. In our open schooling projects, we prioritize creating a safe and encouraging environment where kids feel confident discussing science. By nurturing this confidence, we can help them develop a positive attitude towards science and empower them to use scientific knowledge for transformative purposes.
Today, we have the privilege of having representatives from various open schooling projects here, and many of our initiatives engaged policymakers and politicians alongside the mayor, city officials, and the Secretary of Education. This gathering provides an excellent opportunity for networking and collaboration. We encourage everyone to interact and exchange ideas, as it is through collective efforts that we can truly make a difference in education.
The World Cafe was useful to discuss various issues, which we wish to carry on the discussion in the CICOS2023 Conference in Barcelona.
1.How can we integrate and sustain open schooling resources and tools?
The terminology Open schooling is not clear definition particularly when translate it to various languages.
How to make a connection with Ministries, as teachers look for these websites.
A new platform will die, SCIENTIX can be a solution – identify long term solution to keep resources available.
A short Open schooling activity or a special Open Schooling Day.
Make available resources tools and courses e,g, MOOC on all current project websites.
Continuing together with ERASMUS + programme for cooperation.
2.How can we keep Local open schooling communities connected and sustained?
Use EU Funds private grants to scale up some initiatives at national and transnational levels.
Community connected and sustained with ERASMUS+.
Strengthen collaboration with local councils and municipalities.
News . Events Next Generation Europe: The Role of Living-Labs and Open Innovation in Education and Health: How Co-Creation Can be an Answer to Europe’s Biggest Challenges
Our partner in CONNECT Rosina Malagrida from IRSI CAIXA, is contributing as a member of the round-table of the event. Join the discussions!
MORE ABOUT THE EVENT AND REGISTRATIONS
The Schools As Living Labs project is delighted to invite you to the roundtable Next Generation Europe. The role of living-labs and open innovation in education and health: how co-creation can be an answer to Europe’s biggest challenges which will convene on 8 July.
The roundtable seeks to raise awareness about the potential of the Living Lab approach for supporting the school of tomorrow, developing health innovation, and, promoting sustainability and resilience in modern societies with citizens as active co-creators of solutions. At the same time, participating policy makers will have the opportunity to highlight current and planned policies for Education which can be supported and further developed through synergies with the Living Lab initiatives.
Francesco Mureddu, director at the Lisbon Council, will introduce the roadmap to European policies for living-lab-based open schooling.
The learnings from this workshop will feed into the formulation of a roadmap to European policies for living-lab-based open schooling. Your insights, opinions, and suggestions are of extreme importance to define a list of actionable recommendations for the European Union to implement.
Date and time: Friday, 8 July from 9.00 to 11.00 CEST
Dr Okada, Dr Sherborne and five members of the User Advisory Board Team will run a Symposium “Open Schooling with multi-representative actors to connect school, university and society for scientific culture”. Full Programme will be available soon.
News . Events CONNECT USER Advisory Board online meeting
CONNECT USER Advisory Board online meeting will focus on the CONNECT legacy from pilot adoption to enhance open schooling scalability and sustainability. Registration will be open soon.
News . Events Ask The Expert online event on “Why is the discussion about climate models important?”
Dr. Okada will be presenting CONNECT to engage scientists, schools, universities and society to support Carbon Neutral, and interacting with Dr Dhouha Kbaier , Dr Ian Kenny, and Prof Chris Budd.
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Ministers and Vice Ministers from across the globe
country delegations
participants
plenaries and 
parallel sessions
exhibitors in the booth exhibit
