SEK Education Group |
Learning in the Third Millennium
Learning in the Third Millennium
We have set our ideal among the stars. Felipe Segovia Olmo
All rights reserved. The total or partial reproduction of this publication by any means or process is forbidden, without the express and written consent of the copyright holders. © Fundación Felipe Segovia Nieves Segovia Published: The Felipe Segovia Foundation. Printing: Albatros, S.L. ISBN: 978-84-697-3867-2 Legal deposit: M-16865-2017
Learning in the Third Millennium
INTRODUCTION
Education moves forwards. The economy, our social habits, the best way to be a parent, medicine, science, all move forward too. But perhaps this next decade will see some of the most rapid progress in the field of learning and education.
There are a host of reasons for this:
Firstly, a real fascination with learning has swept through our broadcast media -programs about learning to dance, to sing, to bake, fill our TV channels and learning has never been more "cool". It has our attention. Secondly, teachers and school students, armed with social media, are swapping effective practice on a scale, and in a way, that we have never seen before. From weekly focussed Twitter chats between teachers worldwide, to children swapping images of delightful and different classrooms on Pinterest. There are few secrets about success any more and thank goodness.
We question, we discover, we share. Barely a week passes without a school somewhere telling me eagerly via Twitter "we have tried writeable desks and it was just so engaging" or "we adopted bringing our own devices and haven't looked back since" and so on. But thirdly, and perhaps most importantly, we are just beginning to understand a lot more about making learning better. If learning was an Olympic sport we would know about every tiny detail. The accumulation of marginal gains would see us forensically examining every detail. Historically in learning, and in contrast with elite sports, we are not even really sure what to advise children to eat before their big event - an exam for example. But in this decade, that is changing rapidly, not the least because of research work that we have begun ourselves.
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Education is no more than a reflection on Man's destiny. Felipe Segovia Olmo, Founder of SEK Education Group
At SEK International Schools and Camilo José Cela University we are already enjoying all this progress. Groups of children researching better learning have transformed their own learning spaces through the shared, evidenced and effective practice of others around the world. Their carefully constructed visions of better learning proved to be precisely that, and those implemented visions have now informed progress throughout our whole family of learners. I am typing this at the end of a day where we have enjoyed seeing a group of our reflective school students working alongside university students and researchers as they explore together new education spaces for new courses within UCJC. Exciting times and this book reflects that broader conversation about how might we do things even better.
was Collaboration (50%), with Honesty (27%) and Shared Purpose (25%) together making up the top three desired attributes. Of course Knowledge (19%) mattered too, but it came in fourth place. Our students' future will not only be as employees and employers however. In a world filled with the certainty of uncertainty, our core capabilities as children, parents and citizens must surely now include Ingenuity and Resilience too? The long and honourable history of the SEK Education Group shows a proud record as a community of learners remembering that our teachers are all learners too - embracing those core attributes, surviving the shocks and turbulence of a past century.
Parallel to that wonderful world of grounded, reflective progress, there is also a change in the learning outcomes we need.
Our collegiality, quality, ambition, successes, honesty and shared purpose throughout that last century could not be a better launching pad for the schools, and now for UCJC too, to move forward into the learning revolution of the next few decades.
A recent OECD survey of CEOs revealed their wish list for the future employees who would become leaders: top of the list
This is going to be an exciting ride into the future, but we have all chosen a very good train to be aboard for the journey.
Stephen Heppell, Professor of the Felipe Segovia Chair for Learning Innovation at Camilo José Cela University
SEK Education Group, established 1892 | 3
CONTENTS A new Renaissance | p. 7 SEK Education Group, established 1892 | p. 11
Our definition of education: vision and hallmarks | p. 12
Independence, freedom and responsibility | p. 14 Ethos Values Educational principles Psychological and educational principles A tradition of innovation | p. 18 SEK innovation model Brief chronological history of SEK Excellence | p. 24 Our guarantees Our commitment International vocation | p. 26 SEK International Advisory Board
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A new horizon for the third millennium | p. 29
01. Recovering the raison d'etre of education. Why education? Why school and university? | p. 32
02. New humanism. Who learns | p. 33 Our vision of man We are SEK. A Learning and Innovation Community I. SEK-UCJC students II. Learning to educate III. Ongoing learning IV. Schools and University, institutions that learn V. Towards an educational society
03. The era of learning. Why we learn | p. 42
04. A 21st century curriculum. What we learn | p. 44 SEK International Schools Camilo José Cela University Beyond the curriculum SEK International School Diploma The UCJC Hive (La Colmena)
05. Towards a personal and unique learning process. How we learn | p. 60
07. Mobile and connected learning. What we learn with | p. 68
08. New learning spaces. Where we learn | p. 72 Physical spaces Campus Life Beyond the classroom SEK, open to the world Virtual learning environments
09. Lifelong learning, 24/7/ 365. When we learn | p. 82
10. Learning analytics. How much we learn | p. 84 Assessment for learning Big data, small data Assessment for improving teaching External certifications SEK Quality System Awards and distinctions Educating in the 21st century | p. 91
Our educational model | p. 92 SEK International Schools | p. 94 Camilo José Cela University | p. 106 Felipe Segovia Foundation | p. 108
06. A new learning ecosystem. Who we learn with | p. 64 The educator, an agent of innovation and change New educational agents School and university: learning together
SEK Education Group, established 1892 | 5
A New Renaissance We are already living a new Renaissance, a new era. It is necessary to now reflect once again on humanity, our nature, destiny and the activities that contribute to our personal change and that of our society. A renaissance is a commitment to the future. Felipe Segovia Olmo, El Renacimiento Educativo, 2004
It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair... in short, the period was so far like the present period... Charles Dickens, A Tale of Two Cities, 1859
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We are currently living a time of extremes, as was the case during the French Revolution in 1789. Ours is an era of great revolutions - social, productive and knowledge revolutions - only comparable to those that emerged during the French Revolution, the Industrial Revolution and the Enlightenment. Moreover, these major paradigm shifts have overlapped over a very short period of time. They have emerged to respond to the major crises of our times, demographics, scarcity of natural resources, economics, social and political crises on a global scale. As a consequence, this is a new dawn for all world orders, placing humanity at its heart. It is a new Renaissance, a newly emerging Humanism. We are referring to the talent economy, globalisation of people, the cognitive or collective intelligence revolution, the new era of learning. This is a time of great challenges and fabulous opportunities for education, that can only be leveraged if the educational system abandons its outdated
teaching model, that has long been in crisis and has ceased to offer answers. The challenge is to ensure the formal educational system remains relevant in today's society. SEK Education Group has endeavoured to meet this challenge since its founding in 1892, the challenge of adapting its teaching model to the needs of each of its students, and the society it serves. This publication aims to outline our particular learning process. That is to say, the hundred-year trajectory that has allowed us to develop a unique and singular educational model, and the questions we are asking ourselves about how to meet the new demands brought about by this change. With the sincere vocation to continue to learn. And the desire to do so together. Because it is the best of times for education and we have the opportunity to learn from it.
SEK Education Group, established 1892 | 9
SEK Education Group Pioneers since 1892
SEK is, first and foremost, the best of us all Felipe Segovia Olmo
Our definition of education
The subject and object of education have changed in the 21st century. But the definition of education that is shared by the members of our Educational Community has remained unchanged.
Education is the process of all-round perfection of humanity, guiding its realisation and its active insertion in society and culture. SEK, Un nuevo horizonte educativo, 1969
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SEK Education Group ‒made up of SEK International Schools and Camilo José Cela University and the
INDEPENDANCE, FREEDOM AND RESPONSIBILITY
INTERNATIONAL VOCATION
Felipe Segovia Foundation‒ is built on this ideal, around each student and the following keystones:
TRADITION AND INNOVATION
EXCELLENCE
OUR VISION To be leaders in the global knowledge society
SEK Education Group, established 1892 | 13
1. Independence, freedom and responsibility SEK places individual freedom above all else.
SEK Education Group was born of a hundred-year family tradition of freedom and autonomy, free from any religious, political or financial ties. Its only commitment is the development of quality education in line with its ethos, its values and its educational principles.
SEK, Una opción educativa, 1979
Ethos Our Ethos is a framework for all the SEK Educational Community and reflects the Group's unique nature. Drafted almost half a century ago, its spirit remains unchanged.
SEK Education Group is 'at the service of the common human spirit of achievement, striving for a better society' and is founded on the following principles: I. Students and their world are the measure of the life and education at the SEK Group: it respects them as individuals, strives to awaken their abilities and to ensure they fully realise their potential as individuals. II. SEK Education Group believes in educating in freedom for freedom. SEK accepts the challenge implied by this, and encourages students to accept responsibility for their own actions.
IV. It encourages the principals of universal solidarity in its teaching staff and students. It values work, an essential factor in personal worth and advancement, as an aspect of sociability, not in terms of rivalry and ambition. V. SEK Education Group is open to the world and the age we live in, it is open to innovations in educational quality and to those teaching and cultural bodies that share its aspiration of creating a more cultured society and bettering humanity as a whole.
III. It aims to respect the pluralistic values of its students (individual, historical, cultural and religious values). 1st SEK Convention held in 1969
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VALUES These are the values that guide our teaching activity and that we encourage in the classroom:
Biological: physical and mental health. Ethical conduct: to oneself and towards others.
Work: as a means to personal realisation and dignity. Truth: adapting thought to reality.
Aesthetics: raising awareness on good taste and creativity.
Freedom: a supreme ideal and tied to responsibility.
Respecting diversity: respecting other ways of being, thinking and acting.
Personality: behavioural standards, knowing how to be, how to act and to behave.
Universal coexistence: justice, peace and solidarity.
Faced with a world in constant change, SEK prepares its students to understand and act upon its values, and instils in them the capacity for judgement and creativity based on them. SEK, 1971
Metaphysical: open to transcendence.
Intellectual: wisdom, logical rigour and discipline.
Today, Man –who must be creative, flexible, capable of communicating, with a critical spirit, of working in a team and to be prepared to make decisions with freedom and responsibility– must have a personal structure anchored in a solid and coherent conceptual value-framework. Felipe Segovia, La huella de un viajero, 2009
SEK Education Group, established 1892 | 15
Do your duty. This Kantian-esque motto was the first to be adopted by the SEK Group. It encourages autonomy in adopting a value scale that is capable of guiding the life of each of its students.
EDUCATIONAL PRINCIPLES
I. Individualisation. Because each individual is different, the SEK Group seeks at all times to personalise the learning process, respecting the pace, the way of thinking, the motivations and interests and originality of each student. II. Emphasis on 'learning' rather than 'teaching'. The acquisition of instructional content is not as important as employing their own thinking, learning to think and learning to learn. III. Activity and effort. Learning demands personal effort - both intellectual and physical - with students exercising, developing and perfecting their skills and abilities.
IV. Freedom. Education attains its goals by helping each student to build a personal life-project in a committed and responsible way. Because freedom is learned by exercising it. V. Interaction and team work. Agents in the learning process - teachers as mediators and students as protagonists - work as a team, in an interactive learning dynamic. VI. Perfection. Because mankind tends towards the attainment of perfection, education should endeavour to serve as a motivational force and supporting structure to develop all of the students' capabilities, to their full potential.
SEK, 1970
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3. Excellence
At the SEK Group we understand excellence as a means of high-quality personal and professional realisation. Excellence demands rigour and effort, but also creativity and passion.
– UCJC SEK NG MO RNI DE A LE
L
The pursuit of excellence is a continuous goal in all of our activities, in addition to the desire to perfect each member of our learning community. We express excellence of our teaching activities through the 'commitments and guarantees' of our schools and university, endorsed by our learning community overall.
NNECTED CO USTRIE IND S
LEARNER-LED MODEL
Psychological and educational principles
a) T he immediate objective of learning is the construction of meaning and the development of intelligence and values of the whole student body. b) L earning tasks must be real and authentic. c) T eaching-learning methods are more efficient if they are diversified.
Our guarantees
TO
L NA O T
G PROFE OIN SS G N O DEVELOPME I N
2. A tradition of innovation
We ensure that the design of our learning model features the following traits:
d) T he control of learning must be progressively transferred to the students.
A new era of technology is dawning in education that is set to revolutionise teaching methods in coming decades.
knowledge, but to mediate in students' learning.
Felipe Segovia Olmo, Boletín Informativo SEK, 1969
Established in 1892, the SEK Group is the oldest non-denominational educational institution in Spain. However, over the years, it has added to its long cultural and teaching tradition an ongoing ambition to innovate that has enabled us to meet the demands of society and spearhead cutting-edge education.
f) T he role of students is to participate actively and responsibly in their own learning process. g) T he assessment of learning should not only affect the content but also the processes, using multiple contexts.
SEK innovation model
h) S tudent-teacher interaction works better in a true learning community.
A vocation to innovate is an essential part of our identity and cannot be separated from the will to serve society as expressed in our Ethos.
e) The role of teachers is not to transmit •
•
•
A P P IE D L RES EARCH
•
otivational: in order to awaken each M student's passion for learning and to develop the necessary abilities for lifelong learning
•
olistic: to foster the balanced H development of aspects of students' intellectual, social and emotional personality traits
•
ersonal: encouraging each student to P take responsibility for their own learning process, in line with their passions and interests
•
ich in resources: led by the best R professionals in their fields, using space and technology creatively to bolster each student's learning experience
“Sistema Educativo SEK”, El Aula Inteligente, 1995
lobal: meeting local and global G challenges, involving each student in seeking solutions based on a consciously inter-cultural approach
Innovation is about upgrading the future.
elevant for the future: developing the R abilities and attitudes students will need for personal and professional success in the 21st century
Juan Antonio de Carcer, SEK student
onnected and online: ensuring C understanding of each discipline, their connection to other fields of thought, with other learning communities and the real world
Please see Innovaciones SEK at www.aprendereneltecermilenio.sek.es
SEK Education Group established 1892
LEARNING IN THE THIRD MILLENNIUM
SEK Education Group established 1892
LEARNING IN THE THIRD MILLENNIUM
Our learner-led innovation model seeks to stimulate creativity of each small learning community, made up of educators and students in the classrooms and lecture theatres of our schools and university. We aim to encourage fluid, bottom-up innovation processes in which applied research, frequently supported by UCJC, the ongoing professional development of
our teaching staff and collaboration with the ed-tech industry are essential aspects of the model. Since 1892, the SEK Group has carried out an innumerable number of pioneering initiatives, the thoughts presented in these pages are the simple continuation of a long track record of innovation that nowadays is being ramped up thanks to the pace and magnitude of the changes occurring in our times.
SEK: A BRIEF CHRONOLOGICAL HISTORY
2005
‘Life is nothing more than a never-ending race to attain perfection’
1977 SEK acknowledge as a member of the International Baccalaureate Organisation IB Diploma launched.
1972
1944
1966
1958
Carmen Olmo founds the SEK school for girls at Calle Atocha 94
1892 1980 Felipe Segovia Olmo takes over as Head of Teaching at the schools.
1956
1892
Calle Santa Isabel day-school founded. SEK-Santa Isabel (Madrid).
The first San Estanislao de Kostka school founded at Calle de Santa María 4 in Madrid. José de Olavarrieta, professor at Universidad Central, appointed the first headmaster of the school.
1963
SEK Group founding member of Federation for Education in Europe (FEDE).
Awarded the Prize for Sports Merit by the National Delegation for Physical Education and Sports.
SEK International School 1970 El Castillo founded in Felipe Segovia Martínez, Madrid. President of SEK Schools, and Felipe 3rd SEK Segovia Olmo, Director Convention. SEK General, appointed Educational Commanders of the System. Madrid. Order of Alfonso X the Wise. Didascalia, Education and Pedagogical Research Journal, established.
1957
Carmen Olmo and Felipe Segovia take over the management of the school.
The Aula de Cultura SEK formally established.
SEK Summer Experiences commence.
1947 SEK-Arturo Soria founded with a boarding school.
The SEK Nursery School founded in Bueso Pineda in Madrid. 1st SEK Convention: the ethos is approved. Madrid.
4th SEK Convention. Perspective and interaction of families and schools. Madrid.
1999
SEK-Chile International Schools founded in Santiago de Chile.
SEK International School Alborán founded in Almería.
SEK Group founding member of the Association of Autonomous School (ACADE).
1980
SEK joins the International Schools Association (ISA).
1981 1999 SEK International School Atlántico in Pontevedra.
Halls of Residence for girls opened at SEK-El Castillo.
SEK International School Paraguay founded.
SEK-Dublin International School opened in Ireland.
1975 Editorial Didascalia textbook publishers established. SEK International School Ciudalcampo established in Madrid.
SEK Education Group celebrates its first centenary.
SEK Group joins the World Organization for Early Childhood Education.
1981
Didactes, the 1st Convention and Exhibition on teaching materials and resources.
1992
Incorporation of Sports Club and SEK Culture to Villafranca del Castillo (Madrid).
1988
1978
1971
1987
1989
First international exchanges with schools in France, Switzerland and the US.
SEK-San Ildefonso International School is opened (Madrid).
SEK Sports Club officially established.
1969
1974
1973
1964
1983
Didactes, Organisation for School Development, established.
2nd SEK Convention. Teacher and student objectives and status. Madrid.
1960
1935
2012
SEK Foundation established.
1984
International Academy SEK-Miami founded in Florida (USA). HM King Juan Carlos presents the SEK Group with the Joaquín Blume Award for its work in sports.
5th SEK Convention: Ethos and objectives, Teaching Systems, teaching career and SEK Educational Community. Toledo.
1996
SEK Schools obtain the UNE-EN-ISO 9001 quality standard.
1993 Felipe Segovia Olmo, President of FEDE Nieves Segovia, member board of trustees of the International Baccalaureate. SEK Group creates the CIIDAC (Centro Internacional de Investigación y Diagnóstico en Altas Capacidades).
SEK-Catalunya International School opens its doors
2000 Camilo José Cela University is opened. UNICEF award to the SEK Education Group for Exemplary Brand in Innovative Solidarity.
Felipe Segovia appointed Honorary President of SEK Education Group. Nieves Segovia takes over as President
2000 2017 ECOSEK, Environmental Commitment
Global Education Forum held by SEK Education Group.
SEK 2.0 kick off.
2016 UCJC grants Anthony Lake Honoris Causa degree.
Marc Prensky Intelligent Classroom launched. UCJC grants Nicholas Negroponte and Bernardo Hernández Honoris Causa degrees.
2014
2002
2007
SEK Group obtains the Madrid Excelente standard.
First SEKMUN.
2009
Felipe Segovia was presented with the Education Award celebrating his 50 years in the profession.
Madrid Excelente Award presented to SEK Group and UCJC.
2004 7th SEK Convention: Educational stages, Languages, Values, UCJC, R&D, Sports, Quality. Barcelona.
UNICEF Award in 2009 for 'Educating in Values'.
The Grand Cross of Alfonso X the Wise awarded to Felipe Segovia for his work in education by HM King Felipe.
UCJC grants Juan Manuel Santos Calderón Honoris Causa degree.
UCJC granted the Joaquín Blume National Prize for Sport.
UCJC grants Juan Manuel Santos Calderón Honoris Causa degree.
1995
The new SEK Educational System, the Intelligent Classroom, launched
2010
SEK Group joins 'European Council of International Schools' (ECIS).
Felipe Segovia Olmo presented with the Gold Medal for Work Merit.
IB Middle Years Programme launched at SEK schools.
Nieves Segovia Bonet takes over as General Director of SEK Education Group.
The Universidad SEK-Chile opens its doors. The independent SEK-América branch is established.
2008
Awarded ISO 9001:2000 Quality Standard.
1997
Halls of Residence for boys opened at SEK-El Castillo.
Introduction of social and emotional intelligence programmes in SEK classrooms.
2003
1990
Inauguration of École Internationale SEK-Les Alpes (France).
Roll out of the flipped classroom teaching method at SEK schools.
6th SEK Convention: Primary School, the Intelligent Classroom, UCJC, Quality. Pontevedra.
1994
UCJC grants Kin Jung Haeng Honoris Causa degree in 2012
2013
2015
2017
Felipe Segovia Olmo, founder and president of SEK Education Group and University Camilo José Cela passes away.
10th Anniversary of SEK-UNICEF agreement.
SEK Education Group celebrates its 125th Anniversary.
2011
UCJC grants Stephen Wozniak Honoris Causa degree.
2nd Global Education Forum held by SEK Education Group.
SEK International School Qatar founded, the first Spanish school in the country.
UCJC grants Howard Gardner and Joseph Renzulli Honoris Causa degrees.
The Felipe Segovia Foundation founded.
1st Felipe Segovia Symposium. SEKLab, first education start-up accelerator.
SEK-Ecuador International School was founded in Quito.
Please see Historia de la Institución Educativa SEK. Desde 1892 at www.aprendereneltercermilenio.sek.es
Our commitment
I. T o develop an educational community that shares the desire to improve every day, hinging on respect and communal living, hard work and play, the ambition to excel and the pursuit of personal excellence, hallmarks of our style and culture.
V. To place the student, their learning and education, at the centre of what we do in order to help make their dreams a reality and to ensure their pre-eminence both in our community and in society where they will be leaders advocating for freedom, justice and solidarity.
II. To encourage our community of learners to prioritise the cultivation of values dignifying mankind in order to advance in the development of an increasingly perfect personality through reflection and critical thinking.
VI. To build a culture of freedom and order in each campus, since freedom without order is a utopia, and order without freedom is not worth living.
III. To provide all members of our community the means to live happy and fruitful moments on their campuses, accepting that their shared objective should come before personal interests. IV. Offering an educational model that favours the development of intelligence, learning to learn, to ensure the all-round development of the character of young people, and adults, to be able to direct their own future.
VII. To instil in students a character that reflects a style of being and acting. VIII. Training teachers, facilitators or mediators for learning, in line with the SEK ethos and culture, offering them resources for ongoing professional development, in a joint commitment towards attaining excellence.
SEK Education Group, established 1892 | 25
4. International vocation If you are looking for an effective tool against cultural ignorance, conflict between people and bigotry - then invest time, energy and money in cultivating international education for your children. Emeritus Professor Dr Arpad von Lazar, President of the SEK International Advisory Board
Today's education can only be understood from a global perspective in terms of designing students' own learning experiences: their goals, focus, activities, subjects and contents. Language education is also key. Our students develop, personally and professionally, in multicultural contexts and are destined to construct a new form of citizenships in collaboration, and in competition with, other young people from around the world. SEK Education Group's international vocation can be seen, over its history, in the creation of schools around the world and in the pioneering implementation of international programmes or collaboration with universities and international bodies. The Group currently boasts schools in Spain, Ireland, France and Qatar, and our Educational Community is enriched by students and educators from over 70 nationalities.
SEK INTERNATIONAL ADVISORY BOARD
Members of the International Advisory Board at www.aprendereneltercermilenio.sek.es
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The SEK Group has set up the SEK International Advisory Board to bolster the international scope of our activities, tackle challenges and make the most of opportunities afforded by our times.
This Advisory Board was founded as part of the global development of Camilo José Cela University and SEK International Schools. The IAB is made up of intellectuals and professionals of great international prestige and acclaim.
We live in uncertain and volatile times in terms of economic models, social structures, cultural patterns, and in general, human experience. The education system is an integral part of this global soul-searching. IAB Mission Statement
SEK Education Group, established 1892 | 27
A new horizon for the third millennium Education is a journey without end, only horizons. Felipe Segovia Olmo at the presentation of his book Historia de la Institución Educativa SEK, 2009
Never has there been so much at stake, and never has the outcome been more important. Sir Ken Robinson
The magnitude and pace of change in our times demands a new and different outlook on every aspect of education. Because education is not a modular construct, all of its elements are interdependent. Today, when it is much more important to learn to formulate questions than to learn their answers by heart, the world of education must tackle the need to question all assumptions on which the traditional teaching paradigm is based. In order to explore what is possible today, we must break with outdated teaching
We are witnessing a spectacular revolution in learning. Michael Fullan
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structures that are the basis of our society and that tend to be preserved precisely for that reason. Only then will we be able to design the new educational stage. A much bigger stage, with more players and whose interactions allow us to imagine unlimited possibilities. Today, when 'for the first time in history almost anything is possible' (Dryden and Vos), these are the questions on education that the SEK Group is sharing with the entire Educational Community, aiming to recreate a new 'learning ecology'.
WHY? The purpose of education
WHY? The era of learning
HOW MUCH?
WHAT?
Learning analytics
A 21st century curriculum
WHEN? Lifelong learning
HOW? WHO?
A personal and singular effort
A community of learners
WHERE?
WITH WHOM?
New learning spaces
A new learning ecosystem
WITH WHAT? Mobile and connected learning
Up until now we have only mentioned educational centres that operated in environments dubbed WWW (whatever, whenever, wherever). Today, new questions redefine a much broader space.
SEK Education Group, established 1892 | 31
01. To recover the raison d'etre of education
WHY EDUCATION? WHY SCHOOL AND UNIVERSITY? The future challenges of education are the same as they have always been and are: humanising all facets of mankind. Felipe Segovia Olmo
Why education? To accompany and respond to the natural desire of man to strive for perfection. But, why at school or university? Although it is a little disputed fact that knowledge
All men by nature desire knowledge. Metaphysics, Aristotle
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has ceased to be the sole province of formal educational institutions, they should defend their role as drivers of progress, as specialised bodies in managing knowledge and human talent, if they reinvent and redefine their purpose.
02. A new humanism
WHO LEARNS We all learn The most profound transformation in this era of change is the central role played by people, since it promotes the development of all aspects of our own nature. The democratisation of the access to learning and its ubiquitous nature, the new hierarchy in the creation of knowledge and the limitless possibilities to share and enrich it with others, afford learners faculties that were unthinkable in the past. And this represents an enormous challenge for formal education.
Our vision of man • Mankind is the result of inheritance, the environment and personal development. • Mankind is in constant evolution, open to personal perfection and bettering the world. • Our capacity for reason constitutes our ultimate dignity, and freedom, another of our essential traits, flows from this.
This new humanism is: • P ersonal: since it is based on creating personal experiences in which the subject/user is placed at the centre and promotes a kind of cognitive revolution. • S ocial and connected: fruit of the networked society, with much more fluid, bottom-up movements and new forms of communication which favour enriched collective intelligence exercises. In order for the educational model to be coherent, it is essential for it to be based on a clear anthropological concept of mankind.
• We are individual beings, in terms of our capacity for self-realisation, and social beings, in terms of our interactions with others. • We are cultural beings, receiving and creating culture. • We are open to transcendence. • And, of course, each stage of our development merits the utmost respect and the right to be treated with dignity.
In times of change, learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists. Hoffer, 1942
SEK Education Group, established 1892 | 33
STU DE NT S
Y IET C SO
FAMIL IES
MNI ALU
SEK
Schools
UCJC
PR OF E SS IO
S ES N SI
Felipe Segovia Foundation
LS A N
BU US PROFESSIONA ERIT LS EM
WE ARE SEK, A Learning and Innovation Community In the 21st century, the subject of education has shifted, it is no longer the student who traditionally went to class. Now WE ALL are required to learn, unlearn and relearn new abilities and knowledge. We are witnesses to a change of era, whose main trait is learning. Within this context, all of the members of our community of learners progress in their own educational process, weaving a social web that constructs knowledge collectively, and shares it over its entire life-cycle. Today, we all form part of a global community of
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learners, a network, with unlimited access to information. The SEK Group has its own community of learners, made up of students, teachers, alumni, emeritus teachers, families and the society in which we operate and serve. All the agents of our learning ecosystem share the will to attain perfection, and upon this main axis, SEK Schools, Camilo José Cela University and the Felipe Segovia Foundation, implement their educational activities. The interaction between different members of our community contributes to the enrichment of each learning experience and fosters learning within the Group itself.
SEK / UCJC Student Profile
I. SEK- UCJC students
r Learning n fo o i ss Pa
Me
Me
PERSONAL EQUILIBRIUM
I am SEK
A passion for learning
In line with our tradition of education, the characteristics of the IB community and our university community, we have sought to define our students as citizens able to attain personal and professional success in the 21st century, and those attributes we aspire to.
Focused on Learning Cultured
Thinker Knowledgeable Versatile Thinker Creative Versatile
Passion for Life
Emotional BALANCED intelligence Emotional Social skills Intelligence Communication Respect and social skills Responsibility Healthy habits Communicator
Inquiring Creative
Us
We
Global citizens
Global Citizen Proactive
Exemplary Pro-active Open-minded Principled Enterprising Open minded Collaborative Entrepreneur
Responsible
Inquirer
Collaborative
ME A passion for learning
US Global citizens
Personal equilibrium
Students are prepared to learn, think, inquire and create over the course of the lives. They are capable of adapting to changing environments.
Proactive people with open minds and capable of tackling and responding to the challenges of the future. With an enterprising spirit and a vocation to serve society.
Boasting emotional intelligence, with the capacity to take on responsibilities and communicate assertively. With social skills and healthy lifestyle habits.
Generation Z in the classroom, homo digitalis It seems evident that students today learn and communicate in an essentially different way to those of just a few years ago. The new Generation Z follows on from the millennial generation, and like them, are digital natives. This generation has not just changed incrementally, but exponentially, and in some cases has even mutated. The technological revolution has transformed them.
A passion for learning is a passion for life SEK, 2012
SEK Education Group, established 1892 | 35
The most important word in new education is not 'explain' but 'learn'. Students go from being mere spectators to active agents, constructing science themselves. Felipe Segovia, 1959
These are some of the traits of the first 'global tribe' (young people born after 1995): • They have never known a world without technology, so therefore the concept of 'technology' does not exist for them. • They access, process and share information instantly and directly. They seek direct digital interaction anywhere and at any moment. • They learn, communicate, play and socialise in collaborative environments, their learning model is the social web and they practise gamification. • They are able to multitask, meaning they have a parallel, not sequential, cognitive structure and their attention span is reduced. • They cooperate in the construction of knowledge (cocreation). • They are driven by a vocational aspect in their choice of professional career, the passion for a task or discipline. They seek to derive personal satisfaction in their decisions.
We need to see students as they increasingly see themselves: as extended minds all networked together. Marc Prensky, Education to better their world
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• They have an enterprising spirit and they reject the concept of a stable job. • They deploy independent and autonomous learning styles, they prefer more practical and flexible learning models. • They seek to customise each of their learning, communication, leisure and consumption experiences. • They are over-exposed to information and entertainment stimuli. • Their digital habits enable them to develop higher cognitive abilities such as critical analysis, assessment or creation of knowledge. • They are innovative, independent, collaborative, creative, and value solidarity, social justice, respect and diversity. • They are the most powerful force for social transformation in a 'much smaller world'.
The new role of students In the new teaching paradigm, centred on the 'subject who learns', learners become responsible for the process, creating their own education itinerary, adapted to their interests, and setting their own pace and learning style. In this model, students plan, direct, carry out, regulate and assess their own work, developing the suitable strategies, applying the acquired knowledge, transferring it to other contexts and creating new knowledge.
Thanks to the efficient use of technology I have always been connected to my teachers and my education, and that is an incredible advantage. Josefina Brugnini, SEK student
The goal is for students to: • Increase their autonomy and responsibility
• Identify opportunities and learn to tackle complex challenges
• Boost their motivation for learning
• Foster their emotional and social skills in collaborative learning environments
• Exercise freedom • Participate in a true learning community • Work in multiple teaching environments • Learn in interdisciplinary contexts • Break down barriers between life and educational experience • Develop critical judgement and capacity for communication • Be ingenious and creative • Increase their capacity for making decisions in uncertain situations
In order to bolster the participation of our students in the design of our educational model we have set up the Junior Advisory Board, which directly advises and informs the President, transmitting the voice, aspirations and interests of a singular generation of students.
The UCJC proposes a different, learnerled education, using cutting-edge methods for cooperative problem solving. Ignacio Ojeda, UCJC student
SEK/UCJC scholarships and grants SEK Education Group, through the Felipe Segovia Foundation, is open to the community through a major academic and sporting excellence scholarship programme, please see the link below for specific terms and conditions: http://sek.es/servicios/becas-sekinternational-schools/
• Foster their leadership skills • Instil in them perseverance, determination and personal commitment
Members of the International Advisory Board at www.aprendereneltercermilenio.sek.es
SEK Education Group, established 1892 | 37
One learns to teach every day” Felipe Segovia Olmo
Today, every student is a teacher and every teacher a student. Stephen Heppell
II. Learning to educate In this unique moment of profound change, the task of teachers is of particular importance. It is necessary to develop new professional roles and skills, in addition to acquiring knowledge derived from advances in other fields such as sociology, neuroscience and technology. The teaching staff at SEK Schools and Camilo José Cela University make up a teaching community that shares and creates knowledge, with the shared objective of transcending the traditional educational model. One of the distinctive traits of SEK Education Group for over half a century, has been the ongoing training of its educators. Since the creation of Camilo José Cela University in the year 2000, its School of Education has played a central role in offering career development opportunities open to all our teaching staff. Our teacher training options offer the opportunity of taking specific specialised programmes, in addition to bachelor's, master's and doctorate degrees.
The objectives of our teacher training programme are to: • Promote collaborative work, creativity, innovation and reflection on teaching practices and their continual improvement. • Include 21st century skills, tools and strategies in our curriculum and methods for both students and teachers. • Overcome the traditional discourse with new and diversified teaching methods: cooperative learning, brain-based education, distributed and autonomous learning, multiple learning styles and intelligences, maker skills, social and emotional development, use of digital tools and so forth. • Encourage our teachers to take part in extended teaching communities in Spain and abroad. • Drive the creation of teaching resources and the use of technology in ongoing teacher training. • Facilitate the development of joint projects (SEK Schools and UCJC) in applied classroom research. • Set up personalised educational itineraries for each teacher, creating their own learning portfolio.
Recent opportunities for personal development at www.aprendereneltercermilenio.sek.es
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• Establish assessment models for improvement.
Furthermore, our educators frequently participate as lecturers and speakers on IB courses and congresses and those of other Spanish and international organisations, in addition to
attending conferences, workshops and seminars. The SEK Group imparts over 50,000 hours of teacher training every year.
Please see the list of past SEK Awards at www.aprendereneltercermilenio.sek.es
From the FELIPE SEGOVIA FOUNDATION FELIPE SEGOVIA SYMPOSIUM This event gives all of our teaching community the chance to share their educational best practices, based on the ideals of a man whose educational philosophy laid the foundations for our Group.
SEK EDUCATIONAL GROUP AWARDS These awards have been given to the best teaching practices in classrooms and lecture theatres of our schools and university since 1996. The Felipe Segovia Symposium and the SEK Awards ceremony both take place in November as part of the SEK Day.
Video of the 1st Felipe Segovia Symposium at www.aprendereneltercermilenio.sek.es
Video of the 2nd Felipe Segovia Symposium at www.aprendereneltercermilenio.sek.es
SEK Education Group, established 1892 | 39
In my personal experience, the SEK Group has always afforded its students and teachers an unbeatable framework for personal realisation. Pilar Blas Bravo, alumni and emeritus teacher
III. Ongoing learning The SEK-UCJC Alumni network aims to be a nexus for all of our former students and provides a new opportunity to continue to learn. The relationship between the SEK Group and our students does not end the day they graduate, it is enriched over the years, helping each student with their personal and professional development. The SEK Group's emeritus professionals are a key part of our community. We owe them the precious legacy of our teaching tradition. Our classrooms and lecture theatres are always open to them, both as educators and students. Our students can also find a place to learn within the Group in a friendly and social setting. The SEK Parent Classroom and the wide range of courses offered by the UCJC are offered to them with special discounts.
As a former student, and mother of a SEK student, I feel part of the learning community, being able to actively participate in teaching activities inside and outside the classroom. Ana Sobral Nieto, SEK alumni and mother of a SEK student
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IV. Schools and University, institutions that learn In order to develop a new model for learning it is essential for schools to lead by example and foster a learning community, innovation and the perfection of all its members. Thus, it is essential to commit to creating an atmosphere conducive to professional development, motivation and the acknowledgement of teaching, in addition to setting and assessing improvement quality objectives in every area. To ensure these objectives are attained, all the Group's schools adhere to rigorous excellence standards, which are audited by national and international bodies. This way, SEK Schools and Camilo José Cela University, are deemed expert learning management centres.
MySEK- UCJC is a platform where all the members of our Learning Community can design their own educational itineraries: students, educators, families, emeritus educators and alumni.
V. Towards an educational society We need an educational society, one that promotes humanistic values and personal realisation required by the epochal change we are experiencing. A society in which all its agents, individuals, families, institutions, businesses, opinion leaders, communications media and political parties, bear the responsibility of showing exemplary conduct needed for human development, at a time where all role models are being questioned. However, in order to become a true educational society, we must first learn to alter our conduct in order to found a true 'learning society' hinging on education and, therefore, leading to the perfection of each individual and the entire community. On the other hand, although external agents are essential to tackle the transformation of the educational system,
increasingly the large organisations that are spearheading social and productive change are including educators from around the world. This change posits new scenarios for configuring our future society, and poses new challenges and opportunities for 'expert' knowledge and learning organisations. At the SEK Group, and in particular at the Felipe Segovia Foundation, we are working closely with social organisations, public and private bodies, businesses and teaching and cultural entities that make up our learning community and contribute to the attainment of our educational objectives. Furthermore, we promote the Global Education Forum initiative. This forum invites society to participate in the debate on ideas to transform education.
A learning institution is one that learns and contributes to the learning of its entire community. Professor Charles Handy, London Business School
Success belongs to those individuals, institutions and countries that are quick to adapt, slow to complain and that are open to change. Andreas Schleicher, OECD
A learning school is not so much a distinct and discrete place as a living system for learning, where all those involved with it, individually and together, are continually enhancing and expanding their awareness and capabilities. Peter Senge, Schools that learn
SEK Education Group partner bodies at www.aprendereneltercermilenio.sek.es
SEK Education Group, established 1892 | 41
03. The Learning Era
WHY WE LEARN The future is now. Class is in session. Professor Clayton Christensen, Disruptive Class: How Disruptive Innovation Will Change the Way the World Learns, 2008
Since 1892, our educational project has strived to become an integral part of the demands of the society it serves. The digital revolution has led to new patterns in thinking and personal development that are laying the foundations for the design of our educational system. The 21st century is characterised by exponential change in a global, connected and networked world, breaking out of the tight frameworks of the past. A world based on the development of the talent economy and in the generation of new ecologies, information and communication nodes.
Sixty-five percent of children entering primary school today will ultimately end up working in completely new job types that don't yet exist.
Educating in flexibility and management of uncertainty, in communications and learning skills, in the development of the imagination, creativity and critical thinking, emotional equilibrium and social relations, determination and resilience and decision making in complex situations are all just some of the challenges posed by the third millennium.
World Economic Forum, The future of jobs, 2016
Now, when according to the World Economic Forum, we are on the cusp of the
Fourth Industrial Revolution ‒a revolution based on developing and amplifying talent and human capacities through technology‒ the host of possibilities and challenges before our students is as unpredictable as it is extraordinary. Progress made in the fields of artificial intelligence and machine learning, robotics, nanotechnology, genetics, 3D printing, biotechnology or the emerging 'smart systems' are being combined to offer improved solutions for the modern world. The impact of the major social, economic, geopolitical and demographic transformations is almost equal in importance to technological changes. As the chasm between high and low performance tasks widens, we see entire productive sectors disappear and new ones emerge. If, as is forecast by some experts, by the year 2030 over two billion jobs will have disappeared, a host of new professions will also have emerged. Therefore, a neverbefore-seen age of opportunity has arrived to transform the educational system.
We need to prepare students for jobs that don’t exist, using technologies that haven’t been invented, to solve problems we don’t even know are problems yet. Thomas Frey
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To be able to understand the future and the skills needed to be successful, SEK Education Group uses the framework suggested by the report entitled Future Work Skills 2020 by the Institute for the Future.
What is the role of education in a talent and learning-based economy? Global Education Forum, SEK 2011
Please see Future Work Skills 2020 at www.aprendereneltercermilenio.sek.es
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04. A 21st century curriculum
WHAT WE LEARN? The post-2015 agenda is about making sure that individuals acquire a solid foundation of knowledge in key disciplines; that they develop creative, critical thinking and collaborative skills; and that they build character attributes, such as mindfulness, curiosity, courage and resilience. In a post-2015 world economy where knowledge and skills have become the global currency, the key to better jobs and better lives. OECD, Education post - 2015
The 21st century demands a curriculum that strikes a balance between core knowledge (cross-curricular, contextualised and relevant) and the development of new skills and competencies that are essential for personal and professional success.
Framework for 21st Century Learning
The SEK Group has included in its curriculum content skills from the Framework for 21st Century Learning, alongside skills highlighted by the Future Work Skills 2020 report, since it understands that they meet the demands not only of work in the 21st century but also the cognitive, personal, cultural, social and emotional development of our students.
Personal and professional skills: flexibility and adaptability, personal initiative and self-management, social and intercultural skills, productivity, leadership and responsibility.
21st century issues: global awareness, economic and financial literacy and entrepreneurship, civic education and basic health.
Learning skills and innovation: creativity, critical thinking and problem solving, communication and collaboration. Information media and technology skills: media literacy, ICT skills and information management skills.
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International Baccalaureate Programmes SEK Education Group spearheaded the implementation of International Baccalaureate programmes in Spain (1977). SEK Schools offer the three IB programmes alongside the national curriculum, in a common teaching framework for each programme, and offering a coherent structure in terms of objectives and values.
In close coordination with the Spanish National Education System the programme affords our students the opportunity to access an international education and curriculum, while at the same time enjoying the culture and values of the community where they live.
SEK Group and the IB SEK Education Group spearheaded the teaching of International Baccalaureate programmes in Spain, programmes that are acclaimed as the most demanding and prestigious in the world. SEK schools are ranked amongst the top 35 IB schools in the world. The Diploma Programme has been taught at SEK Schools since 1977. Over 3,000 SEK students have taken this programme, attaining outstanding results. SEK teaching staff take part and collaborate in training workshops and conventions organised by the IB around the world. Over 40 SEK teachers are also members of the IB Educators network and carry out recruitment activities, consultancy, verification and assessment tasks for the IB. Invited by the IB, SEK Schools have worked alongside MIT and other international schools and universities in the development of teaching material to foster a systematic approach to understanding reality. Peter Senge, Professor at the Massachusetts Institute of Technology, is a leading expert in organisational learning and heads up the project. Camilo José Cela University also offers IB Educator & Leadership Certificates and is an IB Workshop Provider to train expert IB teachers.
SEK INTERNATIONAL SCHOOLS SEK Schools impart the International Baccalaureate (IB) curricular framework, effectively combining a rigorous study programme with a skills-development focus. The International Baccalaureate Organisation offers international teaching programmes to a community of prestigious schools worldwide. The mission of the IB programmes is to contribute toward the development of students' intellectual, personal, emotional and social skills that are necessary to live, learn and work in an increasingly globalised world. It instils in students an international mentality and fosters their all-round development. Currently over a million students from 4,600 schools in 140 countries are taking IB study programmes. The Diploma Programme (DP) is recognised by governments and leading universities from around the world, facilitating access to IB candidates. Accredited IB Schools and the quality of their programmes undergo ongoing, thorough and very strict assessment.
SEK Education Group established 1892
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SEK Education Group established 1892
3 - 12 years PRIMARY YEARS PROGRAMME (PYP) It instils in students a positive attitude to learning, fostering curiosity and an understanding of the learning process to ensure their vocation for learning continues throughout their life. It encourages them to go beyond the limits of traditional subjects
through intelligent and meaningful inquiry on topical local and international subjects. It focusses on the all-round development of children and their capacity for inquiry and discovery, both inside and outside the classroom.
Early Childhood and Primary Education at SEK International Schools • Bilingual full English language immersion programme. • Native English speaking or bilingual teachers with broad teaching experience and international training. • Acquisition of additional foreign languages (French, German or Mandarin Chinese). • Preparation for external language certificates and sitting of exams at school. • Integrating technology in the learning process through personal devices and classroom resources. • Makerspaces: programming, robotics, 3D printing… • Social and emotional education programme. • Junior Debate Academy.
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16 - 18 years
12 - 16 years
• Voluntary and social commitment activities. • Arts academies: music, dance, body expression, drama and visual arts… • Curricular enrichment programmes specific to each school. • Pychomotor skills and swimming for beginners as part of the curriculum. • Sports academies: football, basketball, tennis, rhythmic gymnastics, martial arts, horse-riding, golf or swimming, among others. • Programmes fostering reading and mathematics (maths problem solving). • SEK Open for the holidays.
DIPLOMA PROGRAMME (DP)
MIDDLE YEARS PROGRAMME (MYP) The MYP aims to educate young people as active agents of learning. Through more in-depth study of subjects and an interdisciplinary focus of topics, students will gain awareness of the complexity of the times they live in and develop an openminded and empathic attitude to the world. They will be exposed to topics and opinions that will enable them to make the right decisions on their future education.
Since 2016, the IB and SEK Schools have introduced on-screen e-assessments, a brand new assessment technique that makes use of technological tools and enables us to personalise assessment for each candidate.
Secondary Education at SEK International Schools • Intelligent Classroom Method. • Bilingual and/or full English language immersion programme. • Native English speaking or bilingual teachers with broad teaching experience and international training. • Years abroad: SEK-Dublin and SEK-Les Alpes. • Acquisition and/or consolidation of additional foreign languages. • International exchanges. • International halls of residence. • Preparation for external language certificates and sitting of exams at school. • Development of social and emotional skills. Education for coexistence programme.
• Physical education for health. • High-performance athletes sports academies and federations. • SEK International Sports Academy. • Non-formal education: Duke of Edinburgh’s Award • Arts schools. • Debate and Public Speaking academy. • SEKMUN. • Integrating technology in the learning process through personal devices (BYOD) and classroom resources. • Makerspaces: programming, robotics, design, 3D printing… • Social commitment: community service projects. • Entrepreneurship and leadership programmes.
The programme aims to prepare students to attain excellent, broad and in-depth knowledge, while at the same time growing physically, intellectually, emotionally and ethically.
It boasts an excellent reputation thanks to its rigorous external assessment methods based on international standards, ensuring it is highly regarded by universities from around the world.
It explores the nature of knowledge in different disciplines, fostering the development of a local and international community awareness, through elective subjects that enable students to explore their interests and passions.
Baccalaureate at SEK International Schools • Option of taking the IB Diploma Programme, in English or Spanish/English, or the Spanish Bachillerato syllabus • Academic support from Camilo José Cela University. Baccalaureate studies focussed on university entrance. • University career's guidance for Spanish and international universities. Tracking and support in university entrance process. • Professional careers guidance scheme. • On-the-job training scheme. • Leadership and coaching programmes. • SEK Lab Junior and entrepreneurship schemes. • International Halls of Residence. • Acquisition and/or consolidation of additional foreign languages.
• International exchanges. • Preparation for external language certificates and sitting of exams at school. • Debate and Public Speaking academy. • SEKMUN and participation in other MUN models. • Social commitment: community service projects. • Integrating technology in the learning process through personal devices (BYOD) and classroom resources. • Flipped classroom method. • Harkness table. • High-performance sports academies. • SEK International Sports Academy. • Non-formal education: Duke of Edinburgh’s Award.
SEK Early Childhood Centres from 0 to 3 years of age
Starting
school
SEK Early Childhood Education is based on a model that pursues the all-round education of children, adapting to their personal characteristics and setting up a curricular framework hinging on bilingual teaching and physical, social and emotional development and equilibrium of each student. Using our own teaching methods based on early stimulation and sensory-motor development, in addition to Montessori and Reggio Emilia educational approaches, younger children enjoy fun and exciting learning experiences, fostering their natural curiosity and desire to learn in spaces designed especially for them by leading qualified professionals. SEK Early Childhood Education centres are the best place to begin a life-long learning process.
Between school and university In addition to offering a wide-ranging vocational and university careers guidance programme the SEK Group offers its Baccalaureate students the possibility of attending the HST – Humanities, Science and Technology summer course at UCJC. An innovative pre-college programme that blends the real and virtual world, intellectual curiosity with creativity through cross-curricular subjects.
The list of international universities admitting SEK students can be viewed at www.aprendereneltercermilenio.sek.es
And with the aim of bridging the gap between school and university, the Felipe Segovia Foundation publishes the only research journal for young people in Spain, Orbis Tertius Junior, to disseminate the best essays and articles written by our IB Diploma students. Please see the latest issues of Orbis Tertius Junior
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Camilo José Cela University
The opening of the UCJC in the year 2000/2001 represents the crowning glory of SEK Education Group's teaching and attests to its vocation to perfect its students and society. Felipe Segovia Olmo
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SEK Education Group established Camilo José Cela University in the year 2000.
candidates who a ready to think, reflect and take risks through thought and action'.
In the university's statement of principles, we can read: 'University students, of any age, neither seek nor need a conventional higher education. Traditional frames of reference often constrict creativity and originality. Moreover, new generations live, interact and learn in a changing and interconnected environment. We prepare our students to tackle the challenges of a dynamic society with a changing job market through humanities, sciences and technology. We are therefore seeking
Through this interdisciplinary and eminently innovative approach UCJC offers programmes through its four schools: • • • • • •
School of Health School of Communications School of Education School of Law and Economics School of Architecture and Technology International Doctorate School
Pillars of the educational model
International Doctorate School
The three pillars of our educational model are the foundations of students' learning.
The UCJC International Doctorate School was established in 2012 with an interdisciplinary focus and hosting a diverse range of research teams, both from the UCJC's different departments, institutes and chairs and those of partner institutions. The EID-UCJC encourages synergies and collaboration between its different doctorate programmes, helping graduates find jobs.
• I nnovation: At the core of UCJC, both in terms of innovative methodology and in designing our degrees, and enables us to create learning communities beyond the conventional lecture theatre. • A n interdisciplinary approach: The increasingly changing face of reality requires much broader perspectives than those solely pertaining to the course being studied. An interdisciplinary approach favours collaborative work and the development of new skills needed to foster processes such as coming up with alternative solutions to real problems. • I nternationality: Curricular coherence in academic terms, in addition to the introduction of English in some bilingual qualifications, contribute to making the university more international. Furthermore, collaboration agreements with foreign universities enable us to offer shared degrees and international stages to students and lecturers, and joint research projects.
The universities that survive near-term challenges will be those that regognise and honour their strengths while innovating with optimism. C. Christensen & H. Eyring, The Innovative University
More information on degrees for undergraduates and graduates at www.aprendereneltercermilenio.sek.es
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Ongoing Training and Executive Training Centre Camilo José Cela University's Ongoing Training Centre broadens the educational offering. Aimed at professional associations, businesses and companies, its training programmes are designed using specific methods and contents for each case. The CFC is highly specialised in fields such as finance, project management, executive skills, logistics and construction among others.
Centre for Professional Studies The UCJC Centre for Professional Studies opened its doors in the 2016-2017 academic year and caps off SEK's educational offering. The Centre will begin by offering courses in Transport and Logistics, Education and Sports.
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Extraordinary Chairs With a clearly interdisciplinary focus, the UCJC Extraordinary Chairs offer opportunities for enriching the curriculum and contributing to the expansion of the university's model. They also promote research, professional training through graduate courses, ongoing training, seminars and workshops. • T he Felipe Segovia Chair for Learning Innovation is at the service of education.
• T he Marqués de Samaranch Olympic Chair promotes and disseminates research on sport and Olympism. • T he Camilo José Cela Chair on Hispanic Studies fosters research into the personality and work of the Nobel Laureate. • T he Ferrán Adrià Chair in Gastronomic Culture and Food Science aims to raise awareness on nutrition and food in our culture and society.
• T he Chair in Maritime Studies fosters maritime culture in our country.
• T he Chair on Social Development promotes research, studies and raises awareness on the situation of the most underprivileged sectors in our society.
Honorary Doctors
• 2007 – Antonio Lamela, architect
In 1999, Camilo José Cela, Nobel Literature Laureate was awarded an honorary doctorate by the university bearing his name. This was the first of a long list of honorary doctorates awarded to distinguished persons:
• 2009 – Santiago Calatrava, architect and engineer
• 1999 – Camilo José Cela, author, journalist and essayist • 2002 – Juan Antonio Samaranch, President of the International Olympic Committee
• 2010 – Nicholas Negroponte and Bernardo Hernández, Director of MIT and Director of Emerging Products at Google, respectively • 2011 – Howard Gardner and Joseph Renzulli, professors at Harvard University and the University of Connecticut, respectively
• 2012 – Kim Jung Haeng, President of Young In University in South Korea and Deputy President of the Olympic Committee in his country • 2013 – Stephen Wozniak, co-founder of Apple • 2014 – Juan Manuel Santos, President of Colombia • 2016 – Anthony Lake, UNICEF Executive Director
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BEYOND THE CURRICULUM: SEK INTERNATIONAL SCHOOL DIPLOMA AND THE UCJC HIVE (LA COLMENA) But if anything sets SEK Education Group apart, it is the common identity shared by its schools and university and its aim to perfect learning experiences for each of its students. Which is why we have developed enrichment programmes which foster skills and knowledge considered essential, in line with the outcomes of the Future Work Skills 2020 and 21st Century Learning reports
and employing an interdisciplinary approach. These programmes, which enable us to break with the constrictions imposed by the traditional curriculum, include workshops, courses, projects, activities, practical sessions and conferences or meetings which cross-sect each other on each student's study programme.
SEK Schools – UCJC
Both programmes are aligned with our vision and objectives
Social commitment SEK Schools and UCJC
Global perspectives and Arts
Inquiry and Innovation
Humanities
Entrepreneurship
SEK Schools
SEK Schools
UCJC
UCJC
Social, emotional and cognitive development SEK School and UCJC Students
Sports, well-being and adventure
Digital citizenship SEK Schools
SEK Schools
Technology
Sports
UCJC
UCJC
Communication SEK Schools
Business English UCJC
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SEK INTERNATIONAL SCHOOL DIPLOMA The SEK International School Diploma is issued at the end of the school life of our students, in year 12, to certify our students' amazing learning experiences, taking them beyond the academic requirements, in the classroom, within the school, in the local community and in the world. The structure of the SEK Diploma is not related to grades but more to descriptions and reflections on activities. These activities are normally the channel through which students develop and/or enhance abilities, skills and, more importantly values and perspectives of what it means to be part of the world they live in, and how they are active agents of change in it. Likewise, the SEK Diploma attests to the different paths the students
have explored, where their passion and interests lie and how they have contributed to their communities. SEK embraces diversity and believes that all students have unique talents to be discovered and nurtured. SEK is also aware that students will navigate complex realities that they will need to understand and act upon. The SEK Diploma celebrates all those aspects of our students’ profile that highlights their uniqueness and attitude to face the world with confidence and resolution. The SEK Diploma encompasses the learning experiences of the final four years of school and can be attained with honours.
Twentieth-century assumptions about the world are rapidly becoming obsolete. Globalization, the digital revolution, mass migration, and the prospect of climate instability are triggering new concerns and demanding a new kind of graduate. At the dawn of the 21st century we are recasting our understanding of economics, communication, security, cultural identity, citizenship, and the environment. They call for more powerful, relevant, and self-directed learning that will prepare the young to live, compete, and collaborate in a new global scenario. Veronica Boix and Anthony Jackson, Educating for Global Competence. Preparing Our Youth to Engage the World, 2011
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Scope Global Perspectives
Digital citizenship
In this dimension, students are invited to include those learning experiences that helped them gain understanding and insight on topics such as the global economy and its consequences, the changing demands of work, the global migration and its impact on their lives and others’, climate change, and all others that have a significant impact that will affect how the world is perceived, structured and conceived.
Developing digital skills in a natural, intelligent and critical way is also essential in the current context. At the same time as acquiring new digital skills and knowledge, our students tackle ethical issues concerning their responsible use, cybersecurity and online privacy. The aim is to develop a new digital citizen that is able to effectively use the tools available to them.
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GLO N BA TIO A LP V N I G E B & E L NO A DV EL N W EN , ENT PR TS STUD OF I K
Community Engagement Students at SEK become members of the communities they belong to and learn from them. SEK Schools offer students uncountable opportunities for community service: at school, locally and on a national scale and also in international experiences. Learning through community service enables our students to develop their social awareness needed to make a commitment to their calling to improve the world. Inquiry and Innovation Learning experiences based on inquiry that may lead to innovative solutions to problems or needs are considered fundamental in the education for 21st century. Project-based activities, design thinking processes, maker space approach, are all areas where students learn to be creative and problem solvers. Innovation tied to initiative, leadership and entrepreneurship are also part of this aspect of learning. Sports, Well-being and Adventure One of the main objectives of the SEK educational model is to foster the allround and balanced development of its students. Students are exposed to situations that allow them to understand their physical and emotional beings and to develop a healthy life through the practice of sports, healthy eating habits and
habits of mind that promote mindfulness, resilience and stress management. Additionally, students are exposed to activities that allow them to move from their comfort zone, to take the risk of adventuring into unfamiliar territories and situations and to learn experientially. Understanding the consequences and implications of the risks we take and making responsible choices must be part of the learning. Communication Communication is the key element to interact with and understand others. Students need to gain the ability to communicate clearly, precisely and with respect. This will be achieved in their mother tongue but also in other languages. By learning other languages, students learn about other cultures and this allows them to present their ideas with conviction and empathy. The Arts The Arts are fundamental in the appreciation of life and students are exposed to visual and performing arts during their school experience so that they can enjoy another way of learning that promotes creativity, but also reflection and insight on the life and emotion of others. Students need to commit themselves to a long period of time to achieve insight and mastery on any of the Arts and this is part of their intellectual and emotional growth.
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THE UCJC HIVE (LA COLMENA) In order to meet the challenges emerging from current social transformation and that of production models, Camilo José Cela University produces professionals capable of working in hybrid territories and complex work tasks. In parallel to their degree studies, UCJC students cap off their education with The Hive programme. This programme ensures their professional profile is one-of-akind and stands out, through learning disciplines that enable them to develop skills and acquire knowledge for the 21st century.
Programme objectives: • K nowledge that goes beyond the traditional curriculum. The Hive offers UCJC students the opportunity to acquire knowledge that transcends the limits of the curriculum, broadening their culture references and developing skills such as critical thinking and creativity, but also to evolve intelligence to realise its maximum potential, wisdom. • M ultidisciplinarity and the learning community. Students share classes with students from other degrees in a fully multidisciplinary environment, enriching their university experience and participating in a true learning community. • 2 1st Century Skills. Through innovative teaching methods we round off students' personal and professional profiles by developing the skills needed to anticipate the challenges of the 21st century. The Hive features three itineraries, each one made up of eight subjects worth 3 ECTS (European credits) taught over the four years of their degree. This model stems from innovative syllabus proposals, and therefore has led to The Hive curriculum being included in all degree studies. Furthermore, the core subjects in each of the six areas, and the activities that enrich and run parallel to the syllabus, ensure students emerge with a profile that helps them stand out as people and professionals.
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ITINERARIES
DIGITALIZATION AND CULTURE
HUMANITIES AND TECHNOLOGY
ENTREPRENEURSHIP AND SOCIETY
2020 SKILLS IN THE UCJC MODEL General skills
Original and adaptive thinking: The ability to think about and arrive at unprecedented solutions.
New media literacy: The ability to critically assess and develop content using new media.
Cognitive management: The ability to discriminate and filter information according to importance and to understand how to maximise cognitive functioning using a variety of skills and techniques.
Virtual collaboration: The ability to work productively, drive commitment and manifest their presence as part of a virtual team.
The Hive (La Colmena)
Specific skills
Entrepreneurship
Design thinking: The ability to represent and develop tasks and work processes with the aim of obtaining the desired results.
Business English
Transcultural skills: The ability to operate in different cultural environments.
Humanities
Sense making: The ability to determine the most profound meaning of what is being expressed.
Medialab Skills and Technology
Computational thinking: The ability to translate large volumes of data into abstract concepts and understand the reasoning based on data.
Sports
Transdisciplinarity: The ability to understand concepts through multiple disciplines.
Social Commitment
Social intelligence: The ability to connect with others directly and in greater depth and with greater empathy.
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05. Towards a personal and unique learning process
HOW WE LEARN If we teach today’s students as we taught yesterday’s, we rob them of tomorrow. John Dewey, 1916
Please see Sistema Educativo SEK. Aula Inteligente at www.aprendereneltercermilenio.sek.es
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Traditional teaching models are clearly in crisis and have expired, no longer meeting the demands of the 21st century and much less the fast pace of change that the educational system should be leading. Their rigid and standardised structure, a legacy of the industrial revolution, are intended for uniform and hierarchical
environments, teaching models focussed on teaching and teachers. The use of technology supplements this obsolete model and does not transform it. Our students' new identity, their use of digital and sophisticated consumption habits demand much more diversified and flexible teaching practices that afford customized and personal learning.
Our students: • O ur students seek connected, collaborative and mobile educational models, that make use of new social technology that permeate their leisure and communication. • T hey establish more fluid relationships with other educational agents in informal and non-formal environments with whom they take part in co-creation of knowledge.
• T hey demand new, more relevant curriculum contents that are contextualised in their reality. • T hey wish to participate in the design of their own learning experience that allows them to develop new cognitive skills which respond to their interests and passions. • T hey know their future will be built around their capacity to continue to learn.
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In order to meet these demands, the SEK Group employs a wide range of methods, both inside and outside the classroom, that pursue adaptive learning experiences that adapt to each student. All of our methods are based on the principle of the SEK Intelligent Classroom Education System. The Intelligent Classroom is a 'community of learners', whose main objective is to develop the intelligence and values of each one of its students, who plan, implement and regulate their own activities, under the direction of their teachers who use a variety of teaching methods, and suggest real tasks, evaluated by the students and their teachers, in a multi-purpose, technologically equipped space organised following management excellence principles. The following traits are common to all the stages: • I nteraction and collaboration with all members of our learning community
• Interdisciplinarity • The flexible use of time and space • T he creation of fun learning experiences (edutainment, gamification) • R elating educational activities with real-life contexts • C ombining in-person learning models with virtual and blended learning On the other hand, the use of digital devices and tools allow us to create immersive educational experiences that take the classroom to new realities, while at the same time making it possible to adapt the teaching style to each teacher and the pace and style of each student. Our classrooms are open learning spaces where we alternate teaching models such as: • Flipped classroom • Harkness Table
• I ndividualisation of the teaching process • P ractical, active and autonomous learning, learning by doing • Discovery / inquiry / research
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• Reflection, debate and oratory • Masterclasses and Socratic methods • D esign thinking and visible thinking dynamics
• T hinking routines and cognitive development
• Cooperative learning • Gamification activities
• P roject-based learning, problem solving and challenges • Case methods • D eveloping collaborative work structures
• Constructivist methods • A spects of Montessori, Reggio Emilia early stimulation methods (in Early Childhood Education)
MySEK-UCJC Furthermore, and in order to respond to the demands of adaptive learning, the SEK Group has developed MySEK- UCJC a personal learning environment where each member of our Educational Community (students, teachers and lecturers and families) can configure their own educational itinerary. MySEK emerged from a long, bottom up, people-based design process where users expressed their needs, demands and priorities for their academic and personal development. This new digital teaching and learning environment is an interconnected ecosystem of applications and services and provides support to all the members of our educational community including students, teachers and lecturers, families or staff. Given the diversity of uses and profiles of MySEK it has been designed as a flexible, customisable, standard and interoperable environment that gathers tools and solutions from different sources and can be accessed from any digital device. It is a collection of components that, when combined, forms a one-of-a-kind space that is perfectly adapted to the priorities of each user, making it an NGDLE (Next Generation of Digital Learning Environment). MySEK aims to be a personalised, mobile and ubiquitous space that accompanies users over the course of their entire academic and professional life. It provides the tools necessary to carry out their work and, boosting collaboration, the shared management of knowledge, creating a true practical.
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06. A new learning ecosystem
WHO WE LEARN WITH
The new paradigm also redefines who we learn with. In addition to the wide range of teaching models and educational content, new agents are emerging who participate in the process, such as students and teachers. Of course, the primary agent in the formal educational system is the teacher, and although to an extent we are all teachers and students in this new context, we should emphasise the role of teachers in the true transformation of the system.
The educator, an agent of innovation and change In the new teaching paradigm, teachers take on a new role in classrooms as creators and agents of innovation and change. Teachers are planners of learning, identifying strengths and weaknesses, raising awareness of new knowledge, fostering understanding and transference of skills to all areas of life. They foster the individualisation of the whole process and play an important role as personal mentors. The role of true 'teachers' emerges in this new digital environment, who free from routine tasks, are able to develop the true nature of the educator.
The physical and virtual classroom is a space for collaborative work for the teaching staff, students and the rest of the Educational Community. It is also a space for learning, reflection and professional advancement. The vocation, commitment and excellence of SEK educators are the keystone of our singular educational model. Their attributes and qualities are a reflection of our students, since teachers are who best represent the type of student we aim to teach. This are the only way to understand teaching.
The use of technology will produce a change in the task of teachers who, freed from the routine work of mere communicators of content, will become the directors and guides of educational activity. That is when the role of teaching will acquire a truly scientific and human scope. Felipe Segovia Olmo, Boletín informativo SEK, 1969
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In their new role, teachers work with students to:
• T ranscend visual information, boosting concentration and encouraging reflection
• E stablish a conceptual framework that structures learning
• Preserving their emotional equilibrium
• L earn to consume information critically and to be discerning of their sources
• G uide their personal and professional future
• Balance the physical and digital worlds
• S timulating the construction of their character
• R econcile their formal and informal educational experiences
Aula de Cultura SEK, since 1956 With a long-standing humanistic tradition spanning over half a century, the Aula de Cultura SEK has hosted important personalities from all fields of knowledge. Therefore, SEK has opened its doors to over 300 outstanding 'extraordinary teachers' such as Gerardo Diego, Andrés Segovia, Gonzalo Torrente Ballester, Felix Rodríguez de la Fuente, Pedro Duque, Howard Gardner, Ainhoa Arteta, Valentín Fuster...and, of course, to friends of our Institution such as Camilo José Cela, Juan Antonio Samaranch and Ferrán Adriá.
Please see Aula de Cultura SEK. 50 años de historia at www.aprendereneltercermilenio.sek.es
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New educational agents Once the stage on which learning happens has been broadened, new actors begin to intervene in the process. At the same time, we all form part of a wider community of learners we are also required to take part as teachers. In the new physical and virtual learning spaces the number of agents have multiplied and new interaction models have emerged. New information and communication flows from an immense social learning network. Students can, therefore, learn in-person and digitally; can be taught by teachers they know and they do not; in-person and at a distance; in formal, informal and nonformal environments; individually and in collaboration. Access to knowledge has by-passed the traditional intermediary once and for all. New agents in learning experiences that can arise in physical and virtual environments, including: • P eer learning, online mentoring and digital one-on-one learning • I n the immediate context / the community • Work environments
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• Professional practices communities • N ational and international educational communities (schools, teachers and students) • E ducational or business institutions and organisations • Communications media The strictly digital environment offers infinite learning opportunities guided by renowned experts and in multiple formats: The Internet, interactive content platforms, online tutorials, training segments, MOOCs (Massive Open Online Courses) such as Coursera and Edx, etc. are key elements for training over all educational stages. A broad range of digital environments enables the learning experience to be customised. Social networks such as Eduredes or Brainly and Personal Learning Environments and Personal Learning Networks expand the possibilities of training through digital tools that enable joint experiences and projects. Our teaching staff is therefore enriched with experts in each subject, with an open and flexible educational model that enables interaction with other agents.
School and university: learning together Furthermore, collaboration between the members of our Educational Community, students, teachers and lecturers and families, both at the schools and universities, enable us to design new educational proposals.
The joint work of SEK Schools and UCJC also includes, among other initiatives, research projects applied to the development of all of our teaching staff and the improvement of each students' learning experience.
Family-school collaboration Collaboration and communication between families and education centres are essential for our teaching model, particularly at school. During degree studies this relationship depends on the needs expressed by students and their families. Jointly working towards the attainment of common objectives is ensured through the following actions, among others: • T utorials with students and communication with families. • T he use of school diaries to notify families. • T he celebration of 'Open Days' and other events at education centres. • M eetings between families and teaching centres, in small groups, to share relevant information on the educational stage and/or the centre's services. • C ommunication through newsletters, websites, school and
university blogs or our Youtube channels and other social media. • S omos SEK, Jump and Jumping magazines. • U se of MySEK to access relevant information on schools and on each student. • H olding cultural, sports and arts events open to our entire community. • H olding informative sessions such as 'Parents' informative sessions'. • C amilo José Cela University training activities. Our students' families are a fundamental part of our community of learners, and our classrooms and lecture theatres are always open to them, offering opportunities for training that will forge ties of collaboration and carry out joint actions to benefit students and the community overall.
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07. Mobile and connected learning
WHAT WE LEARN WITH
Today, we have more tools at our disposal than at any other time in the history of education to be able to offer personalised, and therefore, effective, meaningful and quality teaching. Digital resources that broaden learning experiences in an unlimited way are added to 'traditional' teaching materials such as paper text and reference books, maker materials, arts material, laboratory tools and materials used for exploring the natural environment.
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Furthermore, the diversity of resources at hand opens, for the first time, the possibility of adapting the teaching model to the different learning styles of our students. The true personalisation of the educational process is at last possible.
The use of digital learning technology, inside or outside the classroom, is not optional, it is the right of each of our students. In addition, their affinity for the use of these user and student-centric tools multiplies exponentially their possibilities and offers mobile and connected learning experiences.
It is important to remember, however, that although the means are digital, the purpose is eminently pedagogical. The aim is to transfer didactic theory to programming code that is capable of transforming the educational system, and not just supplementing it as has been the case up to now.
The challenge lies in understanding how we can empower the work of teachers and students, fostering innovation in education to transform the traditional learning-byrote model.
In short, technology in our schools and universities should be ubiquitous and invisible, and have the capacity to change the nature of the teaching process, making it more engaging and efficient, more interactive, personal and relevant for the future of our students.
The Net’s disruptive forces have arrived at the gates of the academia. Nicholas Carr, 2012
The new tools contribute not only to improving learning content, their greatest virtue is in fostering the development of skills and higher patterns of thought.
The following are the premises on which we base our vision of our use of technology:
What will it be like in 2025 or 2020? - Much more global learning
- We will know more about 'how we learn'
- Online learning is the legitimate right of our students
- Technology will be wearable and personal
- Servers and services will be cloud-based
- Students will know and control their own learning
- We will have better means of measuring performance - New forms of teaching and learning have emerged
Education Technology Action Group, headed by Professor Heppell
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The transformation occurring in other sectors of human activity is already impacting the classroom. Communications media and technology, through which students can come into contact with scientific and cultural phenomena, are experiencing a revolutionary transformation. The personalisation of teaching will soon be a reality. Felipe Segovia Olmo, 1969
Our use of technology at our schools is a continuation of the tradition of innovation of SEK Education Group. From the first technology we introduced over half a century ago, to the present day, the adoption of the best tools at the service of our students' learning has been an ongoing and natural process. Thanks to all of this the Group is considered a standard in the technology and education sectors. The following are the current lines pursued by the SEK Schools and Camilo José Cela University: • BYOD (bring your own device) that encourages the use of laptops, smartphones, tablets... the school ensures their correct functioning through recharging lockers, broad band Internet, coverage and correct configuration of devices. • This leads to a 1-to-many model (one user and many devices). • Maker and DIY culture: robotics and programming, 3D printing, augmented reality... fostering creative research and STEAM disciplines. From 'consumer' students to 'creator' students.
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• Use of wearable technology: Google Glass, Microsoft Hololens… • Use of apps, social media, software, platforms... • MySEK as an environment for developing adaptive learning experiences, either through the students' own initiative or by the schools. • Digital curriculum. • Interactive whiteboards (IWB), learning platforms, ebooks and digital diaries, applications.
SEK 2020 Challenges • Creation of more fluid learning environments • Increase of blended learning models • Offering immersive learning experiences in classrooms through virtual reality devices
SEKLab At SEK Lab, the EdTech start up accelerator, we connect with new ideas and initiatives from our classrooms that aspire to transform education, while at the same time encouraging our students to think about entrepreneurship and change culture and innovation.
• Increasing use of interactive simulation games • Developing more effective digital assessment tools
Today’s Humanism cannot afford to set aside technology. Felipe Segovia, on the hundredth anniversary of SEK Group, 1992
The question now is: how do we use technology to measure meaning, promote learning, and evaluate understanding? David Kuntz
More information on SEKLab
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08. NEW learning spaces. Expanded education
WHERE WE LEARN By 2020 the walls of the classroom will have come down John Couch, VP of Education at Apple
It appears evident that knowledge has transcended the restrictions imposed by classrooms, and has bypassed intermediaries. This, therefore, multiplies our students' opportunities for learning, today they are able to learn anywhere, and it forever changes the classic concept of the 'educational space'. We are witnesses to the emergence of the new 'global classroom', where students can today learn more outside the classroom than inside, combining formal education with other informal and non-formal methods and sharing experiences with new agents. The community's spaces and resources play an important role in this context, since they can participate actively in
New education infrastructure should combine physical and virtual learning environments. SEK, Educar en el siglo XXI, 2010
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areas which were previously reserved for school grounds. Equally, our schools and the university now open their doors to lead the creation of citizen learning communities. From the perspective of the education centre, it is necessary to create new physical and virtual spaces, very far removed from those required by the old industrial model. A more fluid concept of teaching and learning processes, with more interdisciplinary focus and new roles for all the agents involved in broader contexts is not possible within traditional teaching spaces. And neither is the new student-centred educational paradigm.
Physical spaces One of the hallmarks of the SEK Group is the advanced design of its educational spaces. Teaching requires a space that is intelligently adapted to the social, cultural, emotional and natural needs of students in addition to an educational project they are called to serve. The physical space is a key educational agent for change. Below are some of our criteria for designing spaces for our singular learning models: • They should be varied, spacious and versatile to enable active and independent learning which at the same time encourages collaboration between students and teachers. • Spaces that allow students to work individually, in small and large groups, to develop their projects, reflect, debate, carry out practical activities and give presentations. • They should be environments open to new teaching strategies that are connected to wider contexts. • They should feature flexible and ergonomic furniture, adapted to the needs of students and teachers. • Lighting and acoustics should be measurable and adequate.
• A key aspect of the space should be transparency. • They require a solid technological infrastructure. • Their design should include the latest trends in other disciplines such as environmental psychology, biophilia and neuroscience.
Schools are complex ecosystems, requiring in-depth and interdisciplinary research. Espacios de aprendizaje para el tercer milenio, SEK 2013-2015
• Students, educators, architects and interior designers should collaborate in space design, making the most of the experience gained from the design of new work spaces. • Teachers' learning environments should also encourage interdisciplinarity and cooperative work.
Spaces: SEK, 1973 – SEK, 2013 La escuela sin paredes (Schools without walls), article in the Didascalia journal, published by SEK Education Group, 1973
Please see Entornos de aprendizaje para el tercer milenio at www.aprendereneltercermilenio.sek.es
Entornos de aprendizaje para el Tercer Milenio. Visión SEK-UCJC. SEK-UCJC, 2013 (Creating 3rd Millennium learning spaces), 2013. Please see La escuela sin paredes, published in Didascalia (April, 1973) at www.aprendereneltercermilenio.sek.es
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'Intelligent Classrooms' 'The physical context of the Intelligent Classroom, with a large multipurpose space and adjacent rooms, breaks with the traditional model and enables different types of group work, in addition to each student's individual work.
Its layout facilitates access to teaching resources in the classroom, promoting autonomous planning of time resources and offering different possibilities for learning, but more importantly, it enables the creation of a true learning community.' El Aula Inteligente, 1995
Campus Life These are some of the spaces designed to offer our students an enriched and engaging experience on our campuses: • Team Learning Spaces (PS) • Intelligent Classrooms (Baccalaureate, Secondary School) • Learning Labs & Suites (Baccalaureate and university) • Cooworking spaces for all educational stages, from Early Childhood Education to graduate school. • Maker spaces • Design Labs • Student Centres
• Libraries (smart resource hubs) • Student halls of residence in schools and the university with work and leisure spaces • Leisure and hospitality: Sekonds’’, The Hive, El Pabellón, UCJC Sports Café… • Sports and outdoors spaces: • Multipurpose sports facilities, adapted to each stage, in each school (basketball courts, volleyball courts, gym, swimming pools, athletic tracks, tennis courts, hockey fields, football pitches, pyschomotor skills halls...) • Outdoor Training Centre at SEK-Catalunya
• Lab work • Practical workshops • Media Labs, TV and radio studios
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• Campus SEK at Les Alpes: mountain sports and environmental activities.
UCJC Sports Club UCJC Sports Club, at the university sports campus, is open to our educational community all-year round. With over 40,000 square meters dedicated to health and sports, it offers a wide range of sporting and leisure activities for all ages. The sports club has ten tennis courts, five padel courts, equestrian facilities, 7-aside football pitch, golf course, gym, indoor cycling room and indoor pool. The UCJC Sports Club also offers physiotherapy sessions, personal trainers and a catering service.
SEK International Sports Academy SEK International Sports Academy is a oneof-a-kind programme in Spain that offers high-performance school and university athletes the chance to combine their studies with sport in a personalised way. In line with the SEK educational model, the programme offers the all-round sporting, academic and personal development of students.
Currently, SEK International Sports Academy offers tennis, golf, football, equestrian sports, handball, swimming, winter sports, padel tennis and track and field, among others. Seven UCJC students competed at the Rio Olympics. The SEK International Sports Academy offers an extensive scholarship and grant programme and also helps students obtain grants to study at leading international universities.
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Maker spaces Please see the Makers in SEK document at www.aprendereneltercermilenio.sek.es
The maker ethos was originally based on the work of Seymour Papert, although it gained widespread acceptance thanks to Dale Dougherty, father of the term 'Web 2.0' and main proponent of this learning and experimental play culture for all ages. Maker spaces are open to any student-centred teaching-learning method that helps them develop social skills, emotional intelligence and cross-curricula knowledge. They also foster the STEAM (Science, Technology, Engineering, Arts & Mathematics) culture and community ties for real-life problem solving. Stephen Heppell, expert in designing learning environments and Director of the Felipe Segovia Chair for Learning Innovation, states that 'the informal and fun nature of the students' experiences helps them identify where their passions lie and develops their creativity, the spaces are open to innovation'.
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Headed by Professor Heppell, the SEK Group is pioneering the introduction of maker spaces in Spain, spaces that are contributing to the transformation of our schools. The aim is to ensure new spaces are created that put students first and facilitate more engaging, dynamic and real experiences. Ultimately, these spaces are practical and multidisciplinary self-directed learning areas that enable students to learn by doing. These spaces encourage a highly collaborative learning relationship between teachers and students. In maker spaces, students will find such things as radio and TV studios, 3D printers or robotics labs, in addition to painting, sculpture and graphic design workshops.
Beyond the classroom Our schools also offer learning opportunities outside the conventional educational context, enriching the experience of students and promoting experiential learning. Some examples of this are:
• Adventure and outdoor programmes for the Duke of Edinburgh's Award.
• Curricular-based and extracurricular outings.
• Volunteer projects with NGOs and other bodies.
• White (winter sports) and blue (water sports) and green (environmental) weeks.
• On-the-job work experience at companies from Baccalaureate to university. • Collaboration with cultural, social, sports and arts bodies in the local community. • Experiences such as SEKMUN and MIMUN.
• Maritine classroom: scientific field trips and cultural outings.
SEK and UCJC halls of residence With the aim of making our students stay easier, SEK-El Castillo, SEK-Catalunya and SEK-Les Alpes and Camilo José Cela University boast international halls of residence, where the facilities, social, cultural and sports services meet our demanding quality standards.
study strategies, abilities and study techniques, making the best possible use of the cutting-edge technology made available to them. Our halls ensure inperson care for each student, fostering academic and personal development of students in an atmosphere of freedom and responsibility.
Our halls of residence offer an outstanding educational and living atmosphere where our students are able to better organise their time and broaden their understanding of the academic programme, build
The halls cater for young people from many different nationalities. The main linchpins of our approach at the halls of residence are cultural exchange, recognition of diversity and mutual acceptance and respect.
Our halls of residence also provide accommodation for the members of the high-performance athlete programmes and the International Baccalaureate Diploma Programme.
Please see the video on the SEK International Halls of Residence
Duke of Edinburgh’s Award Inspired by the work of Kurt Hahn, the Duke of Edinburgh's Award scheme's mission is to 'inspire, guide and support young people in their self-development and recognise their achievement'. Through learning-related activities including community service, sports, expeditions and camps, young people develop self-esteem, self-confidence, personal identity, independent thinking,
a sense of responsibility and respect and understanding for people from different backgrounds and cultures.
have been authorised to teach it. The award is split in gold, silver and bronze categories.
Moreover, they become aware of their potential, discover new talents and abilities and develop a capacity for leadership and team work. The programme operates in over 140 countries and SEK Schools SEK Education Group, established 1892 | 77
SEKMUN and MIMUN SEK Education Group is a leading light in Spain in the organisation of United Nations Models (MUN). SEKMUN, which celebrated its 10th anniversary in 2016, teaches students respect, dignity, freedom and solidarity and raises awareness on the agenda of
Inauguration of the 10th SEKMUN in the Spanish Senate.
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the United Nations. Furthermore, it develops skills such as public speaking, communication, critical thinking, persuasion, debate and negotiation. MIMUN, the model hosted by UCJC, is the first UN-approved university model in Madrid.
SEK in Action This joint initiative by SEK Schools and UCJC aims to be a social project that reflects SEK core values. SEK in Action is based on activities that, in a social context, emerge from the awareness and fostering of entrepreneurial skills and attitudes of our schools. In line with the UN sustainable development goals, this SEK Community project aims to ensure the responsible use of resources in an environment promoting social fairness.
SEK, the first UNICEF Childhood Friendly School in Spain SEK Education Group has been partnered with UNICEF as a 'Childhood Friendly School' since 2004. Since 2017 it has also been named a UNICEF 'Corporate Ally' in the new 'Schools for Africa' project. Its commitment to the 'School Reinforcement Programme for Girls in Senegal' has benefited over 56,200 children in 187 primary schools in the Kolda region of Senegal, helping them with their schooling. Moreover, it collaborates with different UNICEF programmes around the world and supports different emergency aid initiatives aimed at children.
Inaugural session of MiMUN-UCJC at the Madrid Regional Assembly.
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SEK, open to the world However, learning experiences are not limited, naturally, to the student's country of origin.
relationship with other international schools and the carrying out of joint projects.
Our students frequently go on international exchanges and take part in Erasmus and Erasmus + programmes or in school or university mock United Nations models. Our teaching staff also attend congresses, education fairs and training seminars abroad.
In order to foster the mobility of our students and teaching staff and international research projects, Camilo José Cela University has entered into agreements with universities in 35 countries. It is also a member of international associations such as NAFSA (Association of International Educators), EURASHE (European Association of Institutions in Higher Education), and actively takes part in conferences at the EAIE (European Association for International Education) and the IB Higher Education Conferences.
In addition to the IB, SEK Schools are part of such international bodies as Council of International Schools, World Sports Academy, NEASC, Round Square International, Duke of Edinburgh's Award, ECIS and FEDE, facilitating our
SEK-Dublin, SEK-Les Alpes and SEK-Qatar SEK Dublin International School and the École Internationale SEK Les Alpes offer our students a broader range of options for studying abroad. Stays at these schools, both for short periods or full academic years, foster the acquisition of a new language - English or French - while at the same time favouring the development of personal autonomy and developing social skills.
immersion programme and is excellent preparation for taking the IB Diploma in English. SEK-Les Alpes boasts a privileged setting for mountain sports, cultural outings in Europe and carrying out environmental projects and the activities related to the Duke of Edinburgh's Award. The school also hosts the SEK Campus young leadership scheme.
SEK Dublín teaches the IB Middle Years Programme in a full English-language
SEK Dublin International School, in Greystones (Ireland).
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SEK Les Alpes International School, in Saint Nicolas la Chapelle (France).
Selected by the Government of Qatar to join its Outstanding School Program, SEK-Qatar is the first Spanish school to open in this country. Located in Doha's modern West Bay district, SEK-Qatar is an international (35 nationalities) and multilingual (English, Spanish and Arabic) school authorised by the International Baccalaureate (IB) to teach the Primary Years Programme (PYP), the Middle Years Programme (MYP) and the Diploma Programme (DP).
SEK Qatar International School, in Doha (Qatar)
Virtual learning environments The concept of connected education emerges thanks to the generation of virtual learning spaces where the educational community can continue to build knowledge through communications tools, collaboration and content creation, anywhere at any time. MySEK offers the group an open ecosystem of applications and online services that are adapted to the needs of students and teachers and their
primary interactions. Digital portfolio tools, content creation, semantic searches, LMS, editorial and open source content, analysis and development tools, collaborative tools and so forth are all key applications. To ensure all the schools have the adequate infrastructure they are all fitted with interactive digital whiteboards in classrooms, WiFi, laptop lending points, charging lockers, ICT helpdesk...
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09. Lifelong learning, 24/ 7/ 365
WHEN WE LEARN
Unfortunately, the educational system is structured in stages with no collaborative nexus or overlap. At a time characterised by much more fluid relationships, this model is outdated and makes the sector less efficient.
In this era of ever-flourishing learning, life-long learning is no longer an option. If learning is an intelligent strategy to adapt to the environment, it is clear that in a context of major and fast-paced transformation, learning and unlearning, over the entire course of life has become the only way to ensure successful survival.
SEK Education Group is in a privileged position to ensure an uninterrupted educational process that is able to accompany our students over their entire life and in line with their needs.
The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn. Alvin Toffler
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In the past, an initial period of training was sufficient for subsequent personal and professional development. However, today, we face new demands.
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Sakya Pandita, 13th century Buddhist scholar
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Seek learning even if you were to die tomorrow.
Time management in schools has become more fluid. Not only is space more flexible, traditional time structures are also adapted to the activities, pace and needs of students. PLEs (Personal Learning Environments) afforded to our students extend their learning opportunities in an unlimited way, regardless of where or when they are. This is also the case for following teaching activities. Furthermore, the SEK International Halls of Residence at SEK El Castillo, SEK-Catalunya, SEK-Les Alpes and
the university offer the students the opportunity of taking part in activities that extend the school day. The halls of residence ensure ideal conditions for high academic achievement programmes (IB Diploma) and high-performance sports programmes (SEK International Sports Academy). The SEK-UCJC Summer Experiences provide opportunities for continued learning over summer and the extracurricular activities offered by schools develop areas of academic, artistic, creative or sporting interests outside school hours.
More information on extracurricular activities available at www.aprendereneltercermilenio.sek.es
More information on summer experiences available at www.cursosdeverano.sek.es
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10. Learning analytics
HOW MUCH WE LEARN Assessment for learning The way education is assessed determines the whole process, to the extent that, as learning models and contexts diversify, so to must the assessment methods to ensure meaningful feedback. Assessment must measure all-round and balanced development, therefore it cannot be limited to controlling the acquisition of knowledge and the understanding of key concepts. It must be geared towards explicit and shared academic objectives, in addition to the perfecting of skills and competencies essential to the 21st century. All of which must be based on personal learning itineraries. Furthermore, our assessment strategies are geared towards the monitoring and
adjustment of the overall process, not just controlling the final results, and where all agents take part. The student is once again responsible and the driver of this process, meaning that one of the variables measured by the system is precisely their capacity for self-management. Our assessment system is, therefore, foundational, continuous, formative, summative, qualitative and personal. Some assessment models we use are: portfolios (digital and paper), selfassessment, peer assessment, personal and collaborative projects, practical lab activities, use of digital assessment tools, research projects, rubric-based assessment, etc.
Students cannot, nor should, be the only agent in the system to be assessed” SEK, 2005
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Furthermore, our students take part in numerous national and international external assessments:
• External certificates and diplomas: Cambridge English, Alliance Française, Goethe Institut, Instituto Cervantes…
• Middle Years Programme e-assessment
• Peer review of articles published in science journals
• International Baccalaureate Diploma exams • Tests by other international bodies such as OECD (Pisa for schools)
• Master's thesis tribunals for master's degrees • Doctoral thesis tribunals
• Regional diagnostic tests • University entrance exams
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Technology should be the analytical engine to empower teachers to respond to the needs of each individual. John Couch, VP of Education at Apple
Big data, small data But if anything could be said to be the future horizon that is set to transform the education system, it is the emergence of learning analytics. At the heart of new adaptive learning processes is the intelligent management of data that enables us not only to improve efficiency and effectiveness of the processes, but also to develop new disruptive models. The use of big data in the field of education fosters teaching innovation and frees teachers from routine tasks, and boosts their role as agents of change. Equally, the management of small data empowers students to
If big data seeks to detect behaviour patterns in large volumes of data such as performance, development and maturity of large groups of students over years and the variables influencing them, small data deals with specifics and individuals, in terms of every day behaviour of students and the way they express personal desires and needs.
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be responsible for their own learning process, affording them the necessary information for its improvement. SEK has been working for some years in the creation of its own learning intelligence models that enable the use of aggregate data to foster teaching in much more proactive methods that are less reactive to learning difficulties, and to offer each student a personal learning ecosystem. This analysis takes into consideration the student's personal information and information generated by the school, but also takes into account social media that enable us to contextualise the learning process and integrate it into a wider context.
Both big data and small data are complementary macro and micro perspectives that help us better understand each student, adapting to their needs and characteristics, fostering their skills and talents. Both the latter and the former are tools that should be of use to students, teachers, tutors and families to better manage the individual learning process, bolstering skills and aptitudes and contributing to all-round development.
Assessment for improving teaching Our assessment model also aims to improve the quality of our teaching, and therefore, the improvement of our professional development programmes. Teachers currently undergo assessment, through surveys, professional portfolios, classroom observation or by
setting up small practice communities, enabling us to ensure quality and ongoing improvement. Assessment models for students and teachers run in parallel to each other and are similar processes.
External certifications As mentioned above, schools also learn and should strive to be a model for the culture of innovation and ongoing improvement they are proponents of, therefore, they should submit themselves to the assessment of external certification and quality bodies.
https://www.cois.org
Our centres, schools and university are regulated by the state and regional educational inspection agencies, by the Spanish Quality Assessment Agency and the Fundación Madri+d.
http://www.ibo.org/es/
Moreover, in order to ensure the excellence in all it does, the Group submits itself to accreditation from prestigious international bodies such as Council of International Schools (CIS) and the New England Association of Schools and Colleges (NEASC).
https://www.neasc.org/ Likewise, in order to be able offer IB academic programmes schools must pass rigorous auditing and monitoring of all their activities.
Council of International Schools (CIS) The Duke of Edinburgh’s International Award, the Round Square organisation or the World Academy of Sports (WAS) also have very exhaustive accreditation processes. http://www.dofe.org/ https://www.roundsquare.org/
The prestigious Council of International Schools certificate is acknowledgement that our schools meet the high-quality standards set by this organisation for every aspect of each school's activity. There are currently 711 CIS certified schools in 112 countries around the world.
http://www.worldacademysport.com/
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SEK Quality System In 1995 the SEK Group introduced the first standard quality system in the Spanish education sector. From that moment on the management of SEK Schools, and subsequently that of Camilo José Cela University, has been ongoing. Below are some examples: • Implementation of UNE- EN- ISO excellence models for all our activities.
• Certification of data protection systems. • Safety standards certificate in children's play areas • Participation in governing bodies for the Spanish Quality Association (AEC) and the Club Excelencia en Gestión (CEG). • Frequent and periodic satisfaction surveys for students, families and teaching staff.
• The EFQM certification of 500+ European Excellence.
Awards and distinctions
Please see the SEK Group's awards, acknowledgements and quality certificates.
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Our activity has been widely acclaimed by numerous prestigious distinctions in all areas of our educational actions. Awards for academic excellence and sport, social commitment, innovation and quality mark the history of our Group.
Society has acknowledged the work of the SEK Group, and more importantly our students' and teachers' excellent work through different national and international bodies.
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Education in the 21st century We want our students to have the courage to know and understand. To have the courage to BE better each day. Felipe Segovia Olmo
1. Our educational model The ultimate aim of education is to civilise mankind. Felipe Segovia Olmo
We are committed to offering each of our student's learning experiences to make them better citizens and enable them to be successful in life. Please see Somos SEK
Which is why we believe in an education that is:
From the standpoint of SEK Schools and UCJC teaching staff at the 1st Felipe Segovia Symposium, November 2015.
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In order to make this a reality we offer the following educational model: SEK International Schools and Camilo José Cela University: 1) Offer an educational model centred on learning and perfecting our whole community. 2) Attend the all-round development of our students' emotional, intellectual, cognitive and artistic skills.
9) Employ different learning methods, in which diverse formats (one-to-one, blended and online) ensure the acquisition of knowledge and foster the development of skills. 10) Our infrastructure combines physical and virtual learning environments.
3) Offer a balanced, interdisciplinary and relevant curriculum to tackle the challenges of the era of knowledge and learning.
11) They make up creative and collaborative learning and innovation communities that offer life-long learning opportunities.
4) Represent 'learning portals' leading to 21st century content and skills.
12) We are experts in learning and talent management, social networks that learn and share knowledge.
5) Apply assessment systems and data analysis of all the processes and agents involved with the aim of ensuring ongoing learning.
13) Incorporate the latest advances in science (neuropsychology, sociology, technology).
6) Use the necessary resources (people, spaces, time and technology) to create personal learning environments for each student. 7) Our students are 'professionals of learning' and our educators are facilitators and thought coaches.
14) Connect learning experiences to specific contexts, establishing collaboration between communities and involving new agents in education. 15) Offer students an uninterrupted learning experience, breaking down the barriers between education centres and professional life.
8) Operate in connected and open environments
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2. SEK INTERNATIONAL SCHOOLS SEK Group has six schools in Spain and three abroad. Nine schools in four countries on two continents, with students from 60 different nationalities. Each school boasts its own identity, related to its geographical and cultural context, but they all share SEK Education Group's values, vision, tradition of innovation and excellence and passion for learning.
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Why SEK? 10 reasons: 1. SEK students are prepared for the real world.
4. Our students obtain outstanding academic results.
SEK students are balanced individuals, possessing social and emotional intelligence, able to continue to learn effectively over the course of their lives with a global mentality and capable of tackling new challenges.
Our students obtain outstanding results in university entrance exams for Spanish and foreign universities and academic honours from different educational bodies (Honours Awards for Secondary School and Baccalaureate, and the Highest Selectividad Score in Spain, among others). Our results are measured against international standards (PISA).
2. Our educational model is designed for the 21st century. With an educational model that is inspiring, attractive, holistic, innovative, global, connected and relevant for the future and is allocated the necessary resources to ensure this is all possible. 3. The only schools to offer a fully bilingual double Spanish and international curriculum. Integrating the official Spanish curriculum and the programmes organised by the International Baccalaureate Organisation over all educational stages (from 3 to 18 years of age). With over 40 years' experience in teaching the IB Diploma, recognised by all the major international universities, we are the Spanish teaching institution with the largest team of certified IB teachers and evaluators and Camilo José Cela University is the first Spanishspeaking university be certified to offer the full range of IB teaching diplomas.
5. The best teaching staff. Our teachers are continually learning and keep abreast of current trends. Our teaching staff is invited to participate in educational conferences and exhibitions and head numerous applied research projects. Our team is highly experienced and innovative, they feel a true passion for learning and teaching and are aware of their role as mediators, guides and coaches. Diagnosing students' strengths and weaknesses, making them aware of new knowledge and fostering its understanding and transference to all walks of life, and favouring, at the same time, the individual attention over the entire the teaching process.
SEK Schools offer full immersion in English from 4 months up to 18 years of age. From Year 5 of Primary School, students may also study a second foreign language, French or German. SEK Education Group offers its students the chance to go on exchanges to its schools in Dublin and Les Alpes to enjoy a unique international experience.
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6. Our students learn with the best materials. Our state-of-the-art facilities, resources and the combination of in-person and virtual learning enable individualised attention, fostering multiple intelligences and diverse ways of learning, depending on each student's style, pace and talent. 7. The SEK curriculum includes 21st century skills. Within the framework of our Partnership for 21st Century Skills, we have included social and emotional learning in our educational model and cognitive development programmes that foster higher thinking and new cross-curricular content. 8. SEK Schools offer many more opportunities. Our students take part in complementary activities that ensure their personal growth as future leaders of society. Sports and physical development at our sports academies; arts and
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music; United Nations debate and oratory models (SEKMUN, THIMUN), on-campus communications media (press, radio and TV), robotics, maker spaces, international exchanges, social action activities, high-achieving students' programmes. A wide ranging and outstanding array of opportunities that foster the all-round development of each individual student. 9. Accredited quality and excellence. In order to promote learning, innovation and the perfection of all the SEK Educational Community, we adhere to exacting quality and management system standards (ISO 9001, ISO 14.000, EFQM) and gauge our performance against international industry standards (OBI and CIS ). 10. Studying at a SEK school sets students apart. Over our 125 years of experience and ongoing innovation, well over 100,000 SEK alumni hold positions of relevance in society.
SEK INTERNATIONAL SCHOOL CIUDALCAMPO SEK International School Ciudalcampo, established in 1975, is located in the Ciudalcampo residential estate, in the North of Madrid. It teaches all stages including Early Childhood Education, Primary School, Secondary School and Baccalaureate, from 0 to 18 years of age. SEK-Ciudalcampo is a member of the IB® World Schools International Community. It teaches, alongside the Spanish national curriculum, the International Baccalaureate PYP
(Primary Years Programme, MYP (Middle Years Programme) and the DP (Diploma Programme), from 3 to 18 years of age.
Urbanización Ciudalcampo Paseo de las Perdices, 2 28707 San Sebastián de los Reyes Madrid Telephone number: (+34) 91 659 63 03 WEBSITE: http://ciudalcampo.sek.es BLOGOSPHERE: http://www.ciudalcampo.blogsek.es sek-ciudalcampo@sek.es
SEK-Ciudalcampo ciudalcampo.sek.es
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SEK INTERNATIONAL SCHOOL EL CASTILLO SEK International School El Castillo, established in 1972, is located in the Villafranca del Castillo residential estate, to the Northwest of Madrid. It teaches all stages including Early Childhood Education, Primary School, Secondary School and Baccalaureate, from 0 to 18 years of age. SEK-El Castillo is a member of the IB® World Schools International Community. It teaches, alongside the Spanish national curriculum, the International Baccalaureate PYP (Primary Years Programme, MYP (Middle Years
SEK-El Castillo elcastillo.sek.es
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Programme) and the DP (Diploma Programme), from 3 to 18 years of age. In 1977 it became the first Spanish IB school. It boasts a 40,000 m² campus with international students' halls of residence.
Castillo de Manzanares, s/n. Villanueva de la Cañada. 28692 Madrid Telephone number: (+34) 91 815 08 92 WEBSITE: http://elcastillo.sek.es BLOGOSPHERE: http://www.elcastillo.blogsek.es sek-castillo@sek.es
SEK INTERNATIONAL SCHOOL SANTA ISABEL SEK International School Santa Isabel was opened in 1956 in Madrid. It offers school stages from Early Childhood Education to Primary School, from 3 to 12 years of age. SEK-Santa Isabel is a member of the IB World Schools International Community and is the only school in Madrid city centre to offer, alongside the Spanish national curriculum, the International Baccalaureate Primary Years Programme (PYP).
Calle de San Ildefonso, 18 28012 Madrid Telephone number: (+34) 91 527 90 94 WEBSITE: http://santaisabel.sek.es BLOGOSPHERE: http://www.santaisabel.blogsek.es sek-sta.isabel@sek.es
SEK-Santa Isabel santaisabel.sek.es
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SEK INTERNATIONAL SCHOOL ALBORÁN SEK International School Alborán, opened in 1999 in Almería, is the first SEK Education Group school in Andalusia. It teaches all stages including Early Childhood Education, Primary School, Secondary School and Baccalaureate, from 0 to 18 years of age. SEK-Alborán is a member of the IB World Schools International Community and is the only school in Almeria to teach, alongside the Spanish national curriculum, the International
SEK-Alborán alboran.sek.es
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Baccalaureate PYP (Primary Years Programme, MYP (Middle Years Programme) and the DP (Diploma Programme), from 3 to 18 years of age.
Urb. Almerimar C/ Barlovento, 141 04711 El Ejido Almería Telephone number: (+34) 950 49 72 73 WEBSITE: http://alboran.sek.es BLOGOSPHERE: http://www.alboran.blogsek.es sek-alboran@sek.es
SEK INTERNATIONAL SCHOOL ATLÁNTICO SEK International School Atlántico was opened in 1989 in Pontevedra, Galicia. It teaches all stages including Early Childhood Education, Primary School, Secondary School and Baccalaureate, from 0 to 18 years of age. SEK-Atlántico is a member of the IB World Schools International Community and is the only school in Galicia to teach, alongside the Spanish national curriculum, the
International Baccalaureate PYP (Primary Years Programme, MYP (Middle Years Programme) and the DP (Diploma Programme), from 3 to 18 years of age.
Rúa Illa de Arousa, 4 36163 Boa Vista Pontevedra Telephone number: (+34) 986 87 22 77 WEBSITE: http://atlantico.sek.es BLOGOSPHERE: http://www.atlantico.blogsek.es sek-atlantico@sek.es
SEK-Atlántico atlantico.sek.es
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SEK INTERNATIONAL SCHOOL CATALUNYA SEK International School Catalunya was opened in 1995 in Barcelona. It teaches all stages including Early Childhood Education, Primary School, Secondary School and Baccalaureate, from 0 to 18 years of age. SEK-Catalunya is a member of the IB World Schools International Community and is the only school in Catalonia to teach, alongside the Spanish national curriculum, the International Baccalaureate PYP (Primary Years Programme, MYP
SEK-Catalunya catalunya.sek.es
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(Middle Years Programme) and the DP (Diploma Programme), from 3 to 18 years of age. SEK-Catalunya has its own international halls of residence.
Avinguda dels Tremolencs, 24 08530 La Garriga Barcelona Telephone number: (+34) 93 871 84 48 WEBSITE: http://catalunya.sek.es BLOGOSPHERE: http://www.catalunya.blogsek.es sek-catalunya@sek.es
ÉCOLE INTERNATIONALE SEK LES ALPES The École Internationale SEK Les Alpes was opened in 1990 in Val d’Arly in the French Savoy. It is a trilingual school (Spanish, English, French) teaching years 2 and 3 of Secondary School. Offering stays of three durations: term, half year or full year, it is the only private school in France to be recognized by the Spanish Ministry for Education Culture and Sport. SEK-Les Alpes hosts Campus SEK and the Duke of Edinburgh’s International Award.
Val d'Arly Flumet 73590 Saint-Nicolas-la-Chapelle, France Telephone number: (+33) 4 79 31 76 76 WEBSITE: http://lesalpes.sek.es BLOGOSPHERE: http://www.seklesalpes.blogsek.es sek-lesalpes@sek.org
SEK-Les Alpes lesalpes.sek.es
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SEK INTERNATIONAL SCHOOL DUBLIN SEK International School Dublin (1981) is the Spanish school with the longest tradition in Ireland.
families, ensuring full immersion in the English language.
It caters for Secondary students, from 12 to 16 years of age. SEK-Dublin is a member of the IB World Schools International Community and is the only school in Ireland authorised to teach the International Baccalaureate MYP (Middle Years Programme). It is a bilingual English-Spanish school where students stay with host Irish
SEK-Dublin dublin.sek.es
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Belvedere Hall Windgates, Greystones, Co. Wicklow, Ireland Telephone number: (+353) 1 287 4175 WEBSITE: http://dublin.sek.es BLOGOSPHERE: http://www.dublin.blogsek.es sek-dublin@sek.es
SEK INTERNATIONAL SCHOOL QATAR SEK Qatar International School, opened in September 2013 is located in Doha (Qatar), in the West Bay area. SEK-Qatar offers multilingual education and is a member of the IB® World Schools International Community. It offers the International Baccalaureate PYP (Primary Years Programme), MYP (Middle Years Programme) and DP (Diploma Programme), catering for students from 3 to 18 years of age.
Onaiza 65, Doha Qatar Telephone number: (+974) 4012 7 636 WEBSITE: http://www.sek.qa BLOGOSPHERE: http://www.qatar.blogsek.es info@sek.qa
SEK-Qatar www.sek.qa
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3. Camilo José Cela University Camilo José Cela University, established at the dawn of the new century, holds to its firm commitment to serve the society it is part of. Its organisation, methods and model offer new, valid and effective responses to the challenges emerging from a changing, globalised knowledge society.
The university lecture hall is the last haven for freedom. Camilo José Cela, Honorary Life Rectorof UCJC
The UCJC views the challenges of the present day as opportunities and proposes a distinctive educational model, breaking with traditional moulds and leveraging the synergies afforded by the latest advances in the different fields of knowledge. The UCJC offers students a distinctive project to fully realise the different aspects of their personality, an essential requirement to achieve professional success, ensuring overall coherence and living in a new cultural atmosphere.
More information on UCJC
See the UCJC website
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The UCJC model hinges on interdisciplinarity, innovation and internationality, blending humanities and sciences to ensure students attain all-round development of their skills, aptitudes, abilities and values, in other words, attaining all-round excellence. Our Campus is open to those students who do not wish to settle for acquiring simple knowledge, but that wish to receive lifelong academic and professional training, affording them prospects for the future as members of a new society in which they will take on the responsibility of being leaders. Ultimately, it is a new paradigm for university life, with a distinctive identity and methodology, aiming to produce intelligent, critical and freethinking citizens prepared to attain professional success.
From The UCJC Book of Honour
UCJC Villafranca Campus The UCJC Villafranca undergraduate Campus spans over 100.000 m2, surrounded by nature and just 20 minutes away from Madrid city centre. Designed to offer a rich on-campus experience, it is fitted with the latest
next-generation technology, spaces for practical work, libraries and laboratories. It also features open work spaces to foster active and interactive learning, with world-class sports and leisure facilities and two halls of residence.
C/ Castillo de Alarcón, 49. 28692 Villanueva de la Cañada, Madrid 91 815 31 31 • info@ucjc.edu ucjc.edu/campus/madrid-villafranca
UCJC Almagro Building The UCJC Graduate School is housed in an early 20th century historical building in the heart of Madrid. With over 3,500 m2 of lecture halls and coworking spaces, the UCJC Almagro Building serves as a nexus between
university and the professional world. It is a catalyst and hub for intellectual and business activity, its teaching faculty includes leading professionals and experts, and offers a full programme of scientific, academic and cultural activities aimed at all of its community.
C/ Almagro, 5. 28010, Madrid 91 29 80 123 • info@ucjc.edu ucjc.edu/campus/campus-almagro-escuela-posgrado-ucjc
Please see the Jump magazine
Please see the Jumping magazine
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Felipe Segovia Olmo (1936-2013) began his career in teaching in 1954 teaching at the San Estanislao de Kostka school on Calle Atocha in Madrid, under the management of his parents, Felipe Segovia Martínez and Carmen Olmo Mancebo. His forward-thinking educational ideas and the scale of his life's work, with the founding of 19 SEK Schools in 9 countries and Camilo José Cela University, has led him to be considered a leading light in the recent history of education. His life's work was acknowledged by the awarding of the Gold Medal for Work Merit and the Grand Cross of Alfonso X the Wise, among other distinctions.
Felipe Segovia was a man ahead of his times. Ricardo Díaz Hochleitner President of Club de Roma
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The mission of the Felipe Segovia Foundation is to preserve his intellectual legacy and to promote the educational thinking and ideals that inspire the work of our Group's founder. The Foundation, born of these ideals, the SEK ethos, values and principles, aspires to promote educational excellence, innovative teaching, quality learning, and freedom and dignity, with the vocation of service to society overall. The Foundation is at the heart of our educational community, a limitless source of inspiration and stimuli to continue with the vast creative work of Felipe Segovia.
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The Felipe Segovia Foundation's work is student-centred and is based on the following axes:
Freedom and education Felipe Segovia's thinking and work in education are rooted in respect for the dignity and freedom of mankind. Moreover, for over half a century he was a strong advocate for freedom in all its forms: The freedom for each student and teacher to pursue personal perfection; freedom of parents to choose the teaching model that best suited their ideals and the freedom to create free and independent educational centres. Schools that were free from any ties to public authorities and economic or
religious groups, thus leading to the creation of a unique and one-of-a-kind educational project. The programme of activities by the Felipe Segovia Foundation featured in this chapter includes the creation of an observatory on financing models for the education sector; an analysis of education systems that favour freedom and diversity in teaching projects and research into private, social and business participation in the education sector.
Educational research and innovation A constant in the life and work of Felipe Segovia was his vocation for innovation in all aspects of education. Aspects tackled by this reformist perspective included the school space; the use of resources for the teaching process; the change in methods; the new role of teachers and students; organisation and leadership of schools and redesigning the curriculum. His illustrious vision of an educational model ahead of its time and extending beyond the limits of the conventional classroom led to innovative educational experiences such as the first technology applied to education in the 60s, the construction of cutting-edge schools, open-space classrooms, the introduction in Spain of the International Baccalaureate,
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the recasting of quality standards for continuous improvements at schools and the Intelligent Classroom in 1995. The Felipe Segovia Foundation Education Research and Innovation Area aims to foster and celebrate innovation initiatives in Spain and abroad that lead to significant improvements in students' learning experiences. The Foundation presents awards for best teaching practices and grants to applied research projects. The Foundation hosted the Global Education Forum, a space for reflection and debate on the necessary transformation of the education system, in order to encourage participation by all social agents.
Dignifying teaching and learning leadership Over his entire professional career, Felipe Segovia was above all else, a teacher. Therefore, he tackled the rethinking of teaching from an effective and applied perspective. In order to channel his concerns on the improvement of the education system, and secure in his conviction that teachers should be the main agents of this change, he developed new initiatives aimed at the professionalisation of teaching, defining a new role for teachers in the classroom and the school management team. Other notable works included the publication of Didascalia, the first education research journal to be published in Spain, and the organisation of many conventions, symposiums and congresses on education,
as well as opening the SEK Teacher Training centre, among other initiatives. The School of Education of Camilo José Cela University represents the high point in a long career in teaching training and innovation. In order to contribute to the perfecting of teaching, the Felipe Segovia Foundation aspires to create professional learning community that acknowledges and recognises best practices in the classroom with the awarding of specialisation grants in Spain and abroad and the creation of university chairs devoted to the improvement of foundation teacher training courses and those of school management teams.
Please see the book Felipe Segovia Olmo. Pensamiento y obra educativa at www.aprendereneltercermilenio.sek.es
Please see Fundación Felipe Segovia at www.aprendereneltercermilenio.sek.es
Felipe Segovia Foundation at www.ffsegovia.org
The keystone of this work is the nurturing of humanities as the meeting point between culture and education. The Felipe Segovia Foundation serves SEK Education Group and society, through its initiatives in favour of the participation of civil society in the educational sector, transforming the system, education and the acknowledgement of the importance of teaching professionals.
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For further information, readers are encouraged to see the documents of interest by scanning the QR codes at www.aprendereneltercermilenio.sek.es
We have set our ideal among the stars Felipe Segovia Olmo
All rights reserved. The total or partial reproduction of this publication by any means or process is forbidden, without the express and written consent of the copyright holders. © Fundación Felipe Segovia Nieves Segovia Published: The Felipe Segovia Foundation. Printing: Albatros, S.L. ISBN: 978-84-697-3867-2 Legal deposit: M-16865-2017
SEK Educational Group |
Learning in the Third Millennium
Learning in the Third Millennium
