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Sunday, 24. January 2021

The challenges of a 21st-century modern education

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Should school classes start later?

The American Academy of Pediatrics recommended in August 2014 that middle and high schools should not commence before 8:30...

Proposal for new balanced timetable

Maternell: Monday - Friday from 9.00 to 14.00 Primary: Monday and Wednesday from from 9.00 to 16.30, Tuesday, Thursday and Friday from 9.00 to 14.00. Secondary: Monday, Wednesday and Friday from from 9.00 to 16.30, Tuesday and Thursday from 9.00 to 14.00.

Low registration and transferrals out of European School Mamer

The rate of registration of new children to European school Lux II is so low that the school now wants to radically change the rules of registration, ‘forcing parents with kids in the DE, FR and EN sections to send their kids to Lux II, except in certain circumstances.’

COVID-19 Statistics

All countries
99,388,382
Total confirmed cases
Updated on 24/01/2021 11:47 am

For several decades, the nuances of the teaching-learning process have guided the research work of social scientists. The different pedagogical approaches have assigned the diverse teacher roles: that of transmitting knowledge, mentor and lecture, a supervisor or guide, and even that of the educational researcher.

For a pedagogy that meets the challenges of a 21st-century education, the role of the teacher as a guide is vital.

Student-centered educational

The student-centered educational models propose that the teacher should facilitate the encounter between problems and questions that are significant for the students and the informative content. At the same time, they encourage them to question their surroundings and interrogate themselves. The role of the teacher is to create an atmosphere that incites students to active participation at all times. That will be achieved by creating an environment of respect and reciprocity (in an appropriate place, with teaching materials and participatory teaching methods, and interpersonal relationships based on respect, tolerance and trust), in which the teacher ceases to be an authority figure and becomes a facilitator.

This approach is based on the belief that the person has an inherent capacity to know and understand himself and to make use of this tool; he is curious, eager for information from the world around him and capable of learning. If the individual finds something good for him, that serves him to improve himself, and he tends to perform this action.

Student is responsible

The student is responsible for the learning process. It is he who builds knowledge, who learns. The student reconstructs objects of knowledge that are established. For example, students develop their learning process from the written language system, which is already developed and well-established; so are algebraic operations, the concept of historical time, and the norms of social relationships.

The teacher has to be dynamic, be open to new forms of teaching and empathetic. She should provide the necessary resources so that the student can be the most significant expression of himself during the learning process, to enable him to choose the path that best suits him in the educational field.

Learning should not be imposed through exhaustive curricula, compulsory exams or the same benchmarks to measure the knowledge of different individuals. But for meaningful learning to be achieved, it is also necessary that it be self-initiated, that is, linked to the personality of the student, to his personal needs and objectives, thus leading to penetrating learning.

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Aim of the European Schools

Educated side by side, untroubled from infancy by divisive prejudices, acquainted with all that is great and good in the different cultures, it will be borne in upon them as they mature that they belong together. Without ceasing to look to their own lands with love and pride, they will become in mind Europeans, schooled and ready to complete and consolidate the work of their fathers before them, to bring into being a united and thriving Europe.

Marcel Decombis, Head of European School, Luxembourg between 1953 and 1960