7. PROCEDIMIENTOS DE HACKING DE SIST SCADA CON SHODAN
7.8. ACCESO A SERVICIOS DE CÁMARAS IP
Today most European school systems face — to a varying degree — the following three challenges:
1) weakness in competence development; 2) insufficient social equity;
3) the pace of technical and digital change.
3.2.1.1 Weaknesses in competence development
The latest PISA results show that one in five pupils have insufficient reading, mathematics and science skills (see also Section 1.2.1 above). These young people are likely to face significant, lifelong obstacles to social inclusion and employability. The share of pupils achieving good results in Europe is relatively low; even the best-performing Member States are outperformed by students in fast advancing Asian countries146.
It is a well-established goal of EU education policy to offer all young people the chance to develop the full range of key competences. For schools, this requires also a change in the way learning happens, e.g. by linking learning with real life experience. The European Commission is currently revising the 2006 Recommendation on key competences for lifelong learning, which defined eight key competences: communication in the mother tongue; communication in foreign languages; mathematical competence and basic competences in science and technology; digital
provide good examples of adapted pathways towards qualification and training for low-qualified professionals; Slovenia provides a good example of investment in CPD for all staff.
146 European Commission (2016). PISA 2015: EU performance and initial conclusions regarding education
policies in Europe. The share of low achievers went up between 2012 and 2015 in science from 16.6 % to 20.6 % and in reading from 17.8 % to 19.7 %; in mathematics the figure stagnated at around 22 %. The top performers in science are 24 % in Singapore and 15 % in Japan. No EU Member State matches this performance.
competence147; learning to learn; social and civic competences; sense of initiative and entrepreneurship148; cultural awareness and expression.
3.2.1.2 Insufficient social equity
As the Commission stated in its recent ‘Reflection paper on harnessing globalisation149’, robust social and education policies are key to ensuring resilience and a fair distribution of wealth. Yet current school education does not seem to sufficiently promote social equity. PISA data reveal that educational achievements greatly depend on pupils’ socio-economic background, their migrant status, their level in the language of instruction and whether they have special educational needs. For example, in some cities and regions, a significant share of school pupils does not speak the language of instruction at home (see Figure 49). Newly arrived migrant children in particular need targeted language support to better integrate into school. Some Member States face difficulties in providing pupils with disabilities access to inclusive, quality education150.
Another dimension of inclusiveness is that schools must be safe places for teachers and pupils. 4 % of pupils, roughly one per class, report that they are hit or pushed around by other students. Evidence shows that bullying, cyberbullying, discrimination, exclusion and violence lower performance at school151.
Figure 49 — % of PISA 2015 test participants with migrant background speaking at home a language different from the language of instruction
Source: OECD, PISA 2015.
147 JRC (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use.
148 JRC (2016). EntreComp: The Entrepreneurship Competence Framework.
149 European Commission (2017). Reflection paper on harnessing globalisation of 10 May 2017,
COM(2017)240final.
150 United Nations, Committee on the Rights of Persons with Disabilities (2015). Concluding observations on the initial report of the European Union, CRPD/C/EU/CO/1 of 2 October 2015.
151 OECD (2016). PISA 2015 Results in Focus. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% LU FI AT SI SE CZ ES BE DE CY DK NL IT FR UK EL
3.2.1.3 The pace of technological and digital change
The pace of technological and digital change has a profound effect on our economies and societies and schools need to respond to this new reality. Many of today’s school children will end up working in job types that do not even exist yet. It is no longer sufficient to equip young people with a fixed set of skills or knowledge; they also need to develop the ability to cope with change, as well as shape the world around them. When used properly, digital technologies can enrich learning experiences and support development beyond digital competences. Yet currently only a quarter of European school children are taught by digitally confident teachers152. Digital technologies can support communication and cooperation in and between schools and enhance the participation of pupils and their families in school life153. In addition, as emphasised in the ‘Reflection Paper on the Social Dimension of Europe’, education systems need to modernise to promote creativity and critical thinking, including an entrepreneurial mind-set154. Society is becoming increasingly mobile and digital, and the challenge of providing the right blend of ‘soft’ skills (particularly entrepreneurship and robust digital skills) is already a reality, with 71 % of all jobs requiring at least some level of digital skills155.
Box 9: France — primary and secondary school teachers
France is supporting the use of collaborative practices and networking to support primary and secondary schools with disadvantaged children, who usually face challenging circumstances. Primary school teachers are given some 9 days of their statutory teaching time for collaborative projects, whereas secondary school teachers are allowed up to 10 % of their time for similar purposes. The development of innovative teaching practices in education is also covered under the framework law on education. New cooperative projects carried out in schools are eligible for reimbursement on the basis of time spent156.
In order to tackle these challenges, action is warranted at three levels: the school, the teaching staff, and system governance. The first challenge is briefly summarised just below, while the other two are analysed in further depth subsequently.
At school level, cooperation in a broad sense helps schools to enrich learning, improve the school climate and better support young people to develop the competences they need. This includes cooperation with local services, community organisations, businesses and universities, but also cooperation inside schools. Young people at risk of dropping out of education benefit from close cooperation with social services or youth workers. Early interaction with career guides, entrepreneurs and academics helps young people to prepare for future employment and further studies157. Education in different subject areas, such as science or sport, benefits from the collaboration of other education providers, business and civil society158. However, not all schools seem to have sufficient local support or cooperation among their own teachers, non- teaching staff, pupils and parents159.
Learner achievement, inclusiveness and equity all increase when a whole school approach is applied160. In this approach, the whole school, together with external stakeholders and the local community, engage in a process to improve school quality. The ‘European Toolkit for Schools’ and the ‘School Education Gateway’ online platforms are available on a voluntary basis to all
152 European Commission (2013). Survey of Schools: ICT in Education Benchmarking Access, Use and
Attitudes to Technology in Europe's schools.
153 European Commission (2015). Being young in Europe today - digital world. 154 Reflection Paper on the Social Dimension of Europe, COM(2017) 206.
155 CEDEFOP (2016). The Great Divide: Digitisation and digital skills gaps in the EU workforce', ESJsurvey Insights, No. 9.
156 ET 2020 Working Group on Schools Policy (2015). Shaping career-long perspectives on teaching: A
guide on policies to improve Initial Teacher Education.
157 INCLUDE-ED; European Lifelong Guidance Network.
158 European Commission (2015). Science Education for Responsible Citizenship. 159 RESL.eu – Reducing early school leaving in Europe.
European schools, supporting peer exchange and helping to improve methods of organisation and governance, teaching practices and learning experiences161.
This European Commission is also developing a whole school approach for the integration and use of digital technologies based on a model designed by the EC Joint Research Centre162. The digital school SELFIE is an online self-reflection tool which is being developed to help schools in Europe assess how they use digital technologies for innovative and effective learning. The tool is currently in a pilot phase and will be finalised and made available to schools across Europe from early 2018. SELFIE will allow schools to take a snapshot of where they stand in their use of digital technologies, taking on board views of teachers, students and school leaders. This self- assessment process can help start a dialogue with school leaders, teachers and students on potential areas for improvement. SELFIE will allow also a school to monitor its progress over time163.