Brussels, 4 August 2020
ET 2020 Working Group Schools finalises its work
ECSWE made an active contribution to the 2018–2020 mandate
In 2018, the European Commission extended the working cycle of the ET 2020 Working Group Schools. During its 2018–2020 mandate, working group members were invited to participate in a series of working group meetings, peer learning activities and seminars. These activities subsequently informed the drafting of two policy-oriented reports on school self-evaluation and teacher and school leader careers. Throughout the working cycle, ECSWE was actively involved in this work.
The final reports cover school self-evaluation and teacher and school leader careers
- The report Supporting school self-evaluation and development through quality assurance policies summarises the working group’s findings on how quality assurance policies can support a school- and teacher-led culture of quality enhancement and how policy makers can support school self-evaluation as a key mechanism for school development. The report also includes recent research findings and country examples of policy development.
- The policy guide Supporting teacher and school leader careers summarises the working group’s findings on how to make the teacher and school leader profession a more attractive career choice. In part one, it summarises current challenges, identifies six distinct perspectives on career-progression and offers a framework for teacher and school leader careers. Part two explores practical examples meant to inspire policy development.
ECSWE was actively involved throughout the whole mandate
- During the working group sessions, ECSWE was represented by its President Richard Landl and its Managing Director Georg Jürgens. In the meetings, we were frequently able to contribute ideas from a Waldorf perspective or to present good practice examples from Waldorf schools. We were also given the opportunity to contribute to the drafting of written reports and suggest changes to their wording.
- Our contributions regularly stressed the value of school autonomy and flexibility towards alternative pedagogical approaches. They also highlighted the need to offer our own Waldorf specific teacher training that puts a special focus on teachers developing their Personal, Social and Learning to Learn key competence that is also central to the new LifeComp Framework.
- While we contributed to both themes, our main focus was on school self-evaluation and quality assurance. The sustained informal dialogue with working group members contributed to deepening existing relationships with Commission officials and Ministry experts. It also facilitated the invitation of distinguished policy experts to our Brussels conference on the Art of Education on 7th November 2019.
Documented achievements of ECSWE in the field of quality assurance
- During the final Peer Learning Activity in Dublin in February 2020 on the theme External advice to inspire and support schools in developing students’ broad competences”, Georg Jürgens presented the external moderation procedure embedded in the New Zealand Certificate of Steiner Education. A brief summary made it into chapter 2 of the dedicated PLA report (See page 11). This document complements the final working group report on school self-evaluation and development.
- The final report on school self-evaluation and development mentions the active involvement of the Flemish Steiner Schools in the development of the Flemish reference framework for Quality in Education. Alongside other examples, the reference framework illustrates a chapter on broad stakeholder engagement in quality assurance processes (see page 17).