Education, THE driving force of our society
Everything starts with education.
Since the establishment of UP_FOUNDATION in 2018, our founders, staff and partners have considered education to be THE driving force to ensure that our society can adapt continuously to the increasingly complex challenges of our times.
Education occurs not only at school but everywhere people interact with each other, make discoveries and develop ideas.
As Tim Fargo puts it:
Education is every day and everywhere, the only thing you have to pay is attention. Education is not the filling of a pail but the lighting of a fire.
In the same vein, William Butler Yeats stipulates: At UP_FOUNDATION, we advocate equal educational opportunities and educational solidarity in our society in a way that is: politically independent, free from any preconceived ideas and in the interests of all children and young people.
As a platform for dialogue about education, we are committed to strengthening the rights of children and young people while promoting and implementing innovative projects and programmes in collaboration with relevant stakeholders and partners. As we mark our fifth anniversary, we are proud that our beneficiaries and partners highly regard the contributions of our activities.
Raymond Schadeck, President of UP_FOUNDATION
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Preface
SEEDS for Education is UP_FOUNDATION’s first self-assessment of its work in Luxembourg’s education sector. The global context since our founding has been challenging: a pandemic, multiple international conflicts and a climate crisis characterise our times.
The state of constant change and fragility profoundly affects children and young people. We believe that education is the single most important solution to empower individuals and society, arming them to identify and resist deception while adapting and embracing change.
An educational journey through Luxembourg.
Over the past five years, we have travelled throughout Luxembourg and have met and worked with thousands of children, young people, educational professionals and political decision-makers.
We summarise our learnings in the “SEEDS for Education”, a position paper that invites Luxembourg’s society to consider and debate about successful education and, thus, our collective future. At its root, we propose five SEEDS – principles that illustrate how education can help children and young people grow up well and develop positively.
What is education?
The verb “to educate” is derived from the Latin “to mold”. In this vein, educating oneself can mean shaping one’s life, evolving, becoming a fully-developed person. Is education, therefore, a state or, rather, a never-ending process?
Dr. Nora Schleich, Ph.D., philosopher, speaker and project coordinator at ErwuesseBildung asbl
Let’s Talk Education, 03.03.2023, Marnach, Cube 52
Since 2018, we have worked with 12,500 children and young people, 500 educational stakeholders, 100 institutions and more than 25 municipalities and cities. We have developed more than 40 projects and 80 “Ideas of Change”, organised 50 collaborative workshops and training courses and discussed education at numerous public forums, conferences and “Let’s Talk Education” discussion evenings. We, too, have learned enormously through these encounters.
Where we live, we learn.
We assume a holistic understanding of education that focusses not only on school but considers learning in all its forms. To this end, we adopt the Deutsche Kinder- und Jugendstiftung (DKJS)’s definition of education, which considers four distinct types of education: formal education, non-formal education, informal education and wild education.
Children and young people freely move across these different educational fields throughout their development. In this quest, various people accompany, influence and support them.
Nothing is as constant as change.
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Heraclitus
Introduction Introduction
1.
Adults often merely think of us as students, but we are so much more. We are independent individuals and personalities with rights who constitute the future of society.
Let’s raise awareness of children’s rights and ensure society lives up to them.
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The chestnut has a wonderfully sheltered centre. Its leaves never grow alone but mainly in groups of five, just like the fingers of a hand. Its prickly skin protects its fruits so they can grow and thrive in peace.
1. Children are individuals with rights
Children are often perceived as “less than”. Adults assume children cannot know what is best for themselves because they cannot yet walk, talk or read. But children are not “unfinished” adults to be patronised. Rather, they are individuals with abilities and rights who deserve to be taken just as seriously as adults. Their identity is not limited to their classroom grades or the roles adults ascribe to them. If children are to grow into responsible, secure and honest adults, they must be treated with dignity and respect.
Every child has the same rights. Everyone should know these rights to ensure they are universally recognised and respected.
Ombudsman for Children and Youth (OKaJu), Luxembourg
The Ombudsman for Children and Youth (OKaJu) promotes, safeguards and protects children’s rights in Luxembourg and annually reports to Parliament. But despite these many efforts, children’s rights will only gain the necessary momentum if every citizen stands up for them.
In November 2023, the City of Ettelbruck’s “Kannerrechter (er)liewen” project mobilised its residents around children’s rights. Various local educational stakeholders organised numerous activities for the city’s primary school children, which were then documented in an exhibition (among other products). The project culminated with a city-wide celebration on World Children’s Day on 20 November.
1. Children are individuals with rights
Children have rights. Who knows and stands up for them?
The United Nations (UN) formulated children’s rights over 30 years ago. In 1993, Luxembourg signed the 1989 International Convention on the Rights of the Child, making the Grand Duchy one of 196 countries – and among the first – to enshrine children’s rights in their legislation. On 1 July 2023, children’s rights were officially incorporated in the Luxembourgish Constitution, in the chapter on civil rights, turning them into a fundamental and incontestable right.
To commemorate our children, we celebrate International Children’s Rights Day every 20 November, but we must nevertheless remember to also uphold children’s rights every other day of the year.
Je veux avoir les informations, mes parents et Madame [l’institutrice] ne me disent rien. Je ne sais pas si demain je peux venir à l’école ou si j’habite dans un autre foyer.
I want information, but my parents and teacher will not tell me anything. I do not know if will be able to come to school tomorrow or if I will be living at another facility.
Evan*, Structure of Education and Reception Design for Change workshop, 2023
In 2022, the Ministry of Education, Children and Youth (MENJE) published the National Action Plan for Children’s Rights 2022-2026 “Zesumme fir d’Rechter vum Kand” (“Plan d’action national 2022-2026 pour les droits de l’enfant ‘Zesumme fir d’Rechter vum Kand’”). Based on recommendations by the United Nations (UN), eight priorities are particularly emphasised among the plan’s 64 actions.
Alongside the existing campaigns and actions, would it not also be necessary or advisable to create indicators for children’s rights that make their successful implementation measurable, or a label that highlights initiatives in favour of children’s rights and rewards them at the local level?
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1. Children are individuals with rights
Children are individuals – from the start.
For a long time, childhood was seen as a period to be overcome quickly. Adults molded children to their interests, pushing them to take on responsibility and become valuable resources at work, or to wage war at an early age. In the 18th century, childhood came to be regarded as an independent period to be protected and promoted (c.f. Jean-Jacques Rousseau’s novel “Emile, or on Education”). These insights peaked in the 19th/20th century, the “century of the child”, and continue to guide us today.
The fundamental right to education is enshrined in Luxembourg’s law and guarantees every child the right to learn. Besides this right to education, our Constitution includes other stipulations, such as the right to play, recreation, leisure, security, a safe home and parental care.
Fostering positive attachments, building healthy relationships and providing quality education are three critical components of a child’s development. Education can only be successful if it is grounded in solid parenting and relationships.
Gilbert Pregno, chairman of the Consultative Commission on Human Rights of Luxembourg (CCDH)
Let’s Talk Education, 19.04.2023, Esch-sur-Alzette, FerroForum
The National Framework Plan for Non-Formal Education for Children and Young People (“Cadre de référence national sur l’éducation non formelle des enfants et des jeunes”), published by the Ministry of Education, Children and Youth (MENJE) in 2021, describes the pedagogical objectives, principles and characteristics of non-formal education in daycare centres, youth work and private child-care. It also includes guidelines for the pedagogical work of pedagogues, educators and childminders.
Raising a child requires time, understanding, care and patience.
Carla Carvalho, social pedagogue
Let’s Talk Education “Zoom sur la Petite Enfance”, 09.11.2023, Luxembourg City, School of Belair
1. Children are individuals with rights
Children need roots – and wings –for the healthy development of themselves and our society.
Johann Wolfgang von Goethe realised that children must be given “roots” and young people “wings”. This metaphor emphasises the tension between protecting and letting go, a core principle of today’s developmental psychology. To develop self-confidence and self-assurance, children must believe they can “make a difference”. To get there, they must gain practical experience that allows them to experiment, discover and develop. However, they first need the (re)assurance of adults. Such trusting support will foster their curiosity, allowing them to discover new things and provide them with inner stability.
Rather than building an expensive playground, let’s give children a pair of mud pants to romp around outside.
Dr. Fernand Pauly, paediatrician
Let’s Talk Education “Zoom sur la Petite Enfance”, 09.11.2023, Luxembourg City, School of Belair
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We see diversity as an asset because nothing is more beautiful than a world of unique individuals.
Let’s view differences as an opportunity and promote an education that provides greater equality for all children and young people.
Sowing the seed of an apple invariably produces a unique (wild) variety. The same is true for children and young people. Despite attending the same school system, they each develop different personalities and grow into individual adults.
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Luxembourg welcomes and integrates people of many nationalities, cultures and religions. The “melting pot” of all these citizens contributes to our small Grand Duchy’s unique culture and shared prosperity.
Luxembourg’s education system faces the challenge of reflecting the demographic diversity of a multicultural and multilingual society. At the same time, it must be inclusive and integrative and create shared features that enable a common identity without jeopardising the diversity we cherish.
Every child is a unique individual. Not only because of their different experiences but also their unique disposition.
Prof. Dr. Remo Largo, Swiss paediatrician
Nous sommes tous pareils ! Mais moi j’aime bien danser et pas elle.
But I like dancing, and she does not.
Norah*, Maison Relais C2.2, Betzdorf
LALA is a scientifically proven concept for promoting language and early literacy. It was developed and scientifically evaluated by the University of Luxembourg for more than 12 years and is managed by the non-profit organisation LUMI (SIS). LALA’s interactive learning app “LALA und die Buchstaben” (“LALA and the letters”) transports children into the fascinating world of language and sounds, allowing them to playfully discover the basics of reading and the magic of letters.
Every child and young person is unique. How do we enable all children and young people to discover and value themselves?
Children and young people feel recognised and accepted when the focus lies on their individual strengths, abilities and interests – not a rigid curriculum. By allowing children and young people to explore and appreciate their talents and preferences (including their sexual and cultural identity), diverse learning opportunities cater to different learning types and interests (the so-called multiple intelligences, as described by Howard Gardner).
Promoting children’s and young people’s self-reflection helps them recognise, talk about and derive new challenges from their strengths, weaknesses and feelings. However, for children and young people to feel safe enough to freely share their thoughts, feelings and ideas without fear of criticism, they need open and supportive spaces to communicate.
The students of the Lycée Mathias Adam (LMA) came up with the “Idea of Change” of a “No Racism Day” to oppose racism and break taboos.
Class 5P4, Lycée Mathias Adam (LMA), Pétange Design for Change workshop, 2023 Design for Change workshop, 2021 We are all the same.
LALA aims to holistically support children’s linguistic development by enabling them to develop their imagination and learn through play. In addition to accompanying children on their reading journey, it also provides parents with valuable resources to support their child’s multilingualism.
Promoting health literacy from an early age will empower people to better understand and evaluate health information, helping them make more informed health decisions in the future.
Dr. Françoise Berthet, president of the National Health Observatory (ONS)
Let’s Talk Education, 24.05.2023, Luxembourg City, neimënster
On this day, they plan to organise various workshops – namely speed dating – to raise awareness of cultural differences within their school.
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Every child and young person must experience a sense of achievement to grow and blossom.
Children and young people must be able to experiment and make mistakes, suffer losses, defeats and failures precisely because these experiences enable them to reflect on themselves and find ways to deal with and learn from them. However, among the most influential drivers of healthy development of children and young people are successful experiences as well, which allow them to realise their potential, grow and reinforce their self-esteem. To prepare children and young people for success, they need clear and achievable goals, praise and recognition of their abilities and achievements (and understanding and compassion when they fail). Cooperative learning environments that enable children and young people to work together and learn from each other also promote a sense of community and shared success.
Diversity is at the heart of our society. Who determines what children and young people learn at school and in vocational training and how this knowledge and these skills are evaluated?
Equal opportunities are crucial for successful education. This concept is guided by the belief that all children and young people should be given the same educational opportunities and resources regardless of their social or economic background, personal characteristics, abilities, inclinations and potential. An equitable distribution of educational opportunities contributes to individual success and strengthens the social and economic fabric of society by enabling it to benefit from a broad spectrum of individual abilities, thus securing a prosperous future.
In recent years, numerous specialised psycho-pedagogical competence centres have been established in Luxembourg to accompany and support children and young people with special educational needs and provide inclusive and integrated learning in formal education. Does the emergence of these structures indicate that the formal education system is reaching the limits of its capacity for integration and inclusion? And does it suggest that the system must be redesigned to allow for more diversity in learning?
Not every mistake is fatal. Many even allow you to grow and explore new avenues. You must be allowed to make mistakes during your studies, apprenticeship or career since they help you discover where your strengths and weaknesses lie and what fulfills and makes you happy.
Prevailing gender stereotypes still have a strong influence on young people’s educational and professional orientation. Every child should have the right to choose their path, regardless of their gender and without having to justify themselves.
Paloma Rodriguez, co-manager of the vegetarian and vegan restaurant Glow
Let’s Talk Education, 15.05.2023, Bech-Kleinmacher, Caves Coopératives des Vignerons de Wellenstein
Let’s Talk Education, 19.04.2023, Esch-sur-Alzette, FerroForum
The school educational canon demonstrates a long tradition regarding its subjects and specialisations. Despite promoting a wide range of intelligences, it prioritises subjects and specialisations very differently and does not attribute them equal importance for achieving a degree. Furthermore, the people who define the canon represent only a small portion of society. How can this system do more justice to social and global developments, and how can those who determine it become more representative of society? The White Paper for a New Primary School Curriculum (“Livre blanc consacré au nouveau plan d’études de l’enseignement fondamental”) authored by the Department for the Coordination of Educational and Technological Research and Innovation of the Ministry of Education, Children and Youth (SCRIPT) and presented in September 2023, provides answers. It lays out a new curriculum that will take effect in the 2025-2026 school year. Based on a large-scale survey of more than 1.200 school actors, it focusses on four pillars: student well-being, participation, multilingualism and digitalisation.
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Daniel Mac Lloyd, artist and owner of the art gallery Kamellebuttek
3.
In a world that spins faster than rides at the “Schueberfouer”, we need space and time for curiosity to allow us to reinvent ourselves constantly.
The maple has playful seeds that sail off like little propellers and explore the world. They plant themselves wherever they wish – unless children’s hands have intercepted them beforehand.
Let’s be more playful and experimental to discover the unknown, explore new things and become more tolerant of mistakes.
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We live in a globalised performance-and-information society subject to considerable demographic fluctuations and constantly evolving new opportunities, requirements and technologies. Our current age marked by increasing volatility, uncertainty, complexity and ambivalence is referred to as VUCA.
How do these characteristics of our times affect children and young people? What must they learn today to cope with the largely unpredictable future?
The labour market is changing rapidly. Forecasts indicate that around 2/3 of all children currently enrolled in primary school will later work in professions that do not yet exist. Moreover, around 2/3 of Luxembourg’s companies are currently undergoing transformation, mainly due to digitalisation.
Children are inherently curious. We inhibit this curiosity by making them feel we have all the answers.
Sir Ken Robinson, British education expert, author and drama teacher
The German initiative “Schule im Aufbruch” (“school on the move”) is developing a new learning culture that provides students with new spaces, time slots and support to transform them into active shapers of a sustainable future.
The Centre for Citizenship Education (ZpB)’s project “Léieren duerch Engagement” (LdE) (“learning through involvement”) enables students of all grades and school types to combine the knowledge and skills acquired at school with extracurricular involvement and participation. This promotes personal responsibility, readiness to cooperate, critical thinking and creativity and opens paths to a new learning culture.
Learning is about joyfully experiencing oneself and the world – with children’s curiosity acting as its driver.
Children begin their educational journey with curiosity and joy to discover themselves and the world. True to Socrates’ words that stipulate that education is “the kindling of a flame, not the filling of a vessel”, this vital resource must be kept alive to ensure successful education.
For their curiosity to drive successful learning and personal development, children must be encouraged to ask questions, allowed to discover themselves and the world at their own pace, stimulated to experience new perspectives and cultures, permitted to try new things, given artistic means to express themselves creatively –and supported and accompanied along the way.
Young people are exposed to a world of constant change, uncertainty, ambivalence and complexity. Education is a crucial tool for conveying the skills to cope with the current crises. Why not change the way we think about school?
Marion Zenner, professor at the German-Luxembourgish Schengen Lyceum
Let’s Talk Education, 15.05.2023, Bech-Kleinmacher, Caves Coopératives des Vignerons de Wellenstein
The toy-free kindergarten concept restricts or eliminates the traditional use of prefabricated toys in favour of free and creative play. There is solid evidence of improved motor, social and problemsolving skills and increased selfregulation and resilience.
Standardised teaching and lesson plans with timed learning slots (“one-for-all” principle) often seem like boxes children and young people must fit into. Unsurprisingly, a growing number fall out of step, feel unheard, find themselves over- or underchallenged and consequently lose interest in learning.
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Nobody is perfect. And learning means making mistakes.
While society used to see mistakes as obstacles to avoid, it now considers them a significant driver of learning. Children and young people who do not stumble or fall will never learn to walk, while those who do not ask “stupid” questions will never find answers.
An error-friendly and effective learning culture is characterised by the recognition of our imperfections, courage to embrace the unknown, freedom to make mistakes and fail – and willingness to learn from these mistakes. Children and young people learn from mistakes by reflecting on how they arrived at their answers and solutions, understanding their thought patterns and processes (metacognition) and drawing conclusions from them.
Students must learn resilience to deal with current crises.
Many students want to fight for climate and social justice and hope to see these issues incorporated into their curriculum.
And that is why we need to put education for sustainable development at the heart of school development.
Cédric Metz, project manager at the Mouvement Écologique
Let’s Talk Education, 26.04.2023, Beckerich, D’Millen
Nee so du, wann ech soen ass et falsch. Oh mee ass jo amfong egal, fanne meng Iddi awer cool! Oder Joffer?
“No”, you answer because what I am about to say is wrong. Actually, it does not matter because I like my idea.
What about you?
Ben*, primary school Widdem C4.1, Kayl
Design for Change workshop, 2021
Mistakes drive learning.
They are the salt of learning and life.
Reinhard Kahl, German journalist and education expert
The future is unpredictable. Therefore, we must figure out what children and young people need to learn today to survive in an unknown tomorrow.
Children and young people must learn to work autonomously by using curiosity to pursue their ideas and goals, employing appropriate means to acquire new knowledge and structuring themselves along the way. This requires them to think critically (especially about media), analyse and evaluate information and find innovative solutions using different perspectives.
Children and young people must learn to collaborate effectively with others, share their knowledge and ideas and give and demand constructive feedback. This means learning to change perspectives and developing empathy and intercultural sensitivity. In addition, children and young people must develop the ability to recognise, understand and regulate their emotions to handle successes and failures with resilience. Ultimately, they must acquire a solid ethical foundation to make responsible and ethical decisions based on tolerance and shared responsibility.
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3. Skills for a changing world 3. Skills for a changing world
4.
Our brains are bursting with ideas, so give us more opportunities to develop them and take action. You will be surprised at the results.
The yellow (also known as touch-me-not) balsam’s fruit pods burst open and fling out their seeds at the slightest touch. Despite not knowing where they will land, the courageous seeds leap into the world, trusting that they will succeed in their quest.
Let’s be courageous and surrender power so that even our society’s youngest members are encouraged to become active and experience self-development.
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4. Discussing, deciding and engaging
4. Discussing, deciding and engaging
Every child in Luxembourg can express their opinion without being treated differently or negatively. This right applies to both the private and public spheres. Actively voicing one’s opinion within a children’s group or voting for a class representative at school is the first step toward participation, i.e., involvement in group or socially relevant matters.
If children and young people are included from an early age, they learn to become involved and are later prepared to take responsibility – for themselves and others.
Participation is a children’s right.
But why is it so crucial for a child’s and young person’s development and what does it entail?
The right to participation, co-determination and contribution is essential to the healthy, independent and collective development of a child and young person.
Children and young people must be encouraged early to think about current issues and to seek and develop joint solutions within a group.
This teaches them to express their opinions, listen to others, understand issues and compromise. It also provides a sense of self-efficacy, boosts their self-confidence and challenges and encourages their sense of personal and shared responsibility.
All of this positively affects their individual development and personality and lays the foundations for peaceful democratic coexistence.
Wat solle mir maachen?
Déi Grouss wëssen et och net.
Mee vläicht kënne mir jo probéieren.
What should we do?
The adults do not know either.
But we can try to come up with ideas.
Nour*, Lycée Edward Steichen (LESC) 5CLS2, Clerf
Design for Change workshop, 2021
Not all participation
is
equal. Beware of bogus claims.
“Participation” is both a key concept and an empty phrase. Nowadays, brainstorming sessions, feedback loops and collaborative consultations figure in everyday life. But can these already be regarded as the type of “real” participation that leads to the positive development of children and young people?
By laying out different “levels of participation”, the illustration on the following page offers a differentiated view of children’s and young people’s degrees and qualities of participation.
“Participation”, as we understand it, begins only at levels 4 and 5, with children’s and young people’s participation in consultations and, especially, their ability to co-determine and co-influence decisions. With increasing self-determination (level 6) or even self-administration and self-organisation (levels 7 and 8), a degree of participation far beyond the actual notion of participation is reached.
Young people must understand why they are learning. This can be achieved by involving them.
After all, learning only makes sense if you understand why.
Michèle Schilt, deputy director of the Centre for Citizenship Education (ZpB)
Let’s Talk Education, 26.04.2023, Beckerich, D’Millen
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4. Discussing, deciding and engaging
Levels of participation
8: Self-organisation
Children and young people establish structures and processes of a selfgoverning organisation (e.g. student firms, student organisations, youth parliament/student representation with its own business structure/rules).
Since participation is “fleeting”, educational institutions and care facilities should create a reliable framework that includes rituals for younger children and sustainable structures for older children (e.g. elected group representatives, children’s and youth parliaments or councils).
7: Self-administration
Children and young people assume full responsibility for decisions, implementation and design (including budgetary sovereignty) in defined areas of school and extracurricular education.
6: Self-determination
Children and young people are involved directly or indirectly (e.g. through elected interest groups) in decisions and share responsibility for their implementation and design.
5: Co-determination and co-influence
Children and young people actively influence practical areas of child, youth and education policy, are involved in decision-making and share responsibility in certain areas.
4: Participation through consultation
Children and young people participate in relevant consultations (surveys or discussions) to form opinions and ideas but have no right to make decisions or voice their opinions.
Beyond participation
4. Discussing, deciding and engaging
The International Convention on the Rights of the Child signed by Luxembourg (among many others), grants children and young people the right to participate (Articles 12, 13 and 17). However, according to the 2022 National Report on the Situation of Children in Luxembourg (“Rapport national 2022 sur la situation des enfants au Luxembourg”), around half
Student committees, the National Students’ Conference (CNEL), the Youth Parliament and the Youth Council (CGJL) voice young people’s needs and concerns while initiatives such as the Children’s Museum PLOMM, the Centre for Citizenship Education (ZpB) and children’s councils in schools, Maisons Relais, youth centres, municipalities and cities promote children’s participation. These initiatives are excellent examples in both the formal and non-formal sectors and should serve as models for instilling participation in the wider society.
3: Alibi participation
Children and young people participate in surveys whose results remain opaque or attend hearings with little or no influence on policy change.
2: External control and instruction
Children and young people are instructed on new regulations or transfer decision-making to politicians without the opportunity to participate or voice their opinion.
Preliminary stage of participation
Nonparticipation
1: Disinformation and manipulation Participation
Children and young people receive targeted or manipulated misinformation to hinder or prevent their participation.
The National Action Plan for Children’s Rights 20222026 (“Plan d’action national pour la jeunesse 2022-2026”) revolves around the education of “strong children” whose opinions are solicited and incorporated into decisions that directly affect them.
UP_FOUNDATION’s “Design for Change TO GO” toolbox provides children and young people with implements to develop new ideas and projects of common interest.
In four steps based on the “design thinking” method, children and
of the eight- to twelve-year-olds questioned do not feel adequately involved in education-related decision-making processes. In line with these findings, the United Nations (UN) considers the information and participation of minors an urgent issue for the adequate implementation of children’s rights in Luxembourg. young people are encouraged to identify problems (“feel”), develop an idea to improve the identified situation (“imagine”), implement concrete solutions (“do”) and share these with others to inspire new initiatives (“share”).
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4. Discussing, deciding and engaging
4. Discussing, deciding and engaging
Education must convey basic skills such as creativity and courage that will enable children to navigate the world of today and tomorrow. Children must learn to shape and change the world they live in.
Vicky Witry, deputy director of the Department of Primary Education Diekirch
Let‘s Talk Education, 03.03.2023, Marnach, Cube 521
Participation requires freedom and responsibility.
The higher children and young people climb the oulined ladder of participation, the greater their personal and shared responsibility becomes.
However, since greater participation by children and young people goes hand in hand with a relaxation of guidelines and abandonment of power by adults, this can only succeed if adults learn to let go.
“Letting go” is not synonymous with “laissez-faire”. Instead, it means accompanying children and young people in their assumption of responsibility, providing them with tools and supporting them in their implementation. For participation, co-determination and contribution to be effective, adults must provide children and young people with space, time, methods and tools.
Many young people harbour hidden potential. We must allow them to tell their stories to recognise their potential and improve their professional integration. Young people must become agents of change, and we must step back and listen.
José de Jesus, project coordinator at the Fondation EPI
Let’s Talk Education, 19.04.2023, Esch-sur-Alzette, FerroForum
Mega cool kënne matzemaachen, vill méi cool wéi an der Schoul sëtzen, do ass et voll langweileg. Ech wëll dass mir mat anere kënnen iwwer eis Erliefnisser schwätzen an eis Geschichten deelen.
It is so fun to be able to participate – much more than just sitting at school, which can be so dull.
I want to chat with others about our experiences and share our stories.
Lucas*, primary school Gare C4, Luxembourg City Design for Change workshop, 2022
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We learn not only at school, daycare and the Maison Relais but everywhere and at any time: from each other, with each other and among each other.
Let’s regard education as a joint task because education needs society and society needs education.
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The hazel’s flexible branches are often used to weave baskets and fences. The hazel also provides habitat and food for various animal species, thus strengthening ecological systems.
5.
5. The only way forward is together
Because learning happens everywhere – not just at school – it is essential to integrate all existing educational and support services. Such networks of educational stakeholders in a city, municipality or region can plan, coordinate and evaluate educational opportunities in a professional and coordinated manner. The expression that encapsulates this scenario is “educational landscapes” – vibrant networks that jointly promote the comprehensive development of children and young people.
Education is possible everywhere and at any time. Let’s create and use these opportunities.
Education does not occur only in the formal sector (school and university), where curricula and educational goals dictate everyday life and formal qualifications are awarded. It also takes place in the non-formal sector (where more or less structured and rarely assigned teaching and learning processes happen in groups, clubs and organisations) as well as in the informal sector (where children and young people gain unplanned and random experiences at work, in their free time, with family or friends) and in the “wild” sector (where they courageously explore the boundaries and limits of the illegal).
Extracurricular activities are one of the solutions to prevent juvenile delinquency. Children who do not participate in such activities often have less self-confidence, do not feel valued and find less meaning in their everyday lives.
Simone Flammang, first advocate general and member of the board of directors of the Œuvre Nationale de Secours Grande-Duchesse Charlotte
Let’s Talk Education, 24.05.2023, Luxembourg City, neimënster
Mir gefält dass mir bëssen d’Géigend besiche vun Esch an eise Quartier bësse besser kenneléieren. Mir sinn amgaangen opzeschreiwen wat mir fillen, wat mir richen a wat mir gesinn.
I appreciate that we are visiting our neighbourhood in Esch and getting to know it better. We are currently writing down what we feel, smell and see.
Ava*, primary school Brill C3, Esch-sur-Alzette Design for Change workshop, 2022
5. The only way forward is together
In the context of globalisation, education must provide space for adventures and experiences in and with nature. Local educational projects and location-based pedagogy allow children to spend time outdoors, explore their environment and master new challenges.
Kris Clees, founder and CEO of Natur · Beweegung Entwécklung (NBE)
Let’s Talk Education, 03.03.2023, Marnach, Cube 521
Non-formal and informal learning, in particular, shape us throughout our lives. According to studies, the human learning process can be described using the 70/20/10 formula:
we learn 70% in everyday life, at work and when solving problems and challenges,
we learn 20% from feedback, observations and role models,
we learn 10% in formal learning settings.
Interdisciplinary learning and extracurricular activities have helped me identify my interests, strengths and weaknesses, allowing me to make more informed decisions about my studies and career.
Lara Bertemes, former UN Youth Delegate for Luxembourg
Let’s Talk Education, 03.03.2023, Marnach, Cube 521
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5. The only way forward is together
Children and young people need educational landscapes for their development and for the community.
Bringing together various educational stakeholders in a city, municipality or region can enable a more holistic approach to the educational needs of children and young people by better recognising, addressing and supporting their individual differences. Such networks of players in early childhood education, school education, extracurricular activities, cultural institutions, youth work, social services and local groups and communities facilitate more comprehensive promotion and support services and reduce inequality of opportunity. In the long term, this leads to better educated, more socially competent and engaged citizens who achieve more fulfilling lives.
The 2020 National Report on the Situation of Youth in Luxembourg (“Rapport national 2020 sur la situation des enfants au Luxembourg”) indicates that cross-departmental cooperation that places young people at the centre and sees them as equal members of society and as competent and empowered actors requires strong networking and collaboration among practical structures. This transversal, interlinked and coordinated cooperation is particularly important to support at-risk groups.
We must learn to act and function together to advance and transform education. Teachers, parents and policymakers have to work hand in hand to ensure that tomorrow’s education provides equal opportunities to every child.
Allal Boussata, chairman of Luxembourg-Rif
Let’s Talk Education, 24.05.2023, Luxembourg City, neimënster
5. The only way forward is together
Education is a shared societal endeavour, which implies an inclusive process of public policy formulation and implementation.
Civil society, teachers and educators, the private sector, communities, families, youth and children all have important roles in realising the right to quality education.
Education 2030 (Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” UNESCO)
Education needs society because society needs education.
Citizens can contribute significantly to the education of children and young people by supplementing the offerings of the formal education system, engaging in social activities, advocating for diversity and inclusion and developing parentcommunity partnerships. In this way, civil society allows children and young people to develop as individuals, actively participate in social processes and experience democratic principles. All this ultimately helps ensure that education is relevant, diverse and accessible to all.
It takes a village to raise a child.
African proverb
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5. The only way forward is together
10 quality features of an educational landscape
An educational landscape recognises the needs of children and young people and reflects their environment.
Facilitating biographical transitions:
Helping children and young people transition smoothly between educational pathways and life stages.
Facilitating multiplying learning environments:
Integrating extracurricular learning spaces to diversify experiences and perspectives.
Promoting cooperation:
Creating an environment that motivates teachers, parents, students and other educational stakeholders to work together holistically.
Enabling flexible pathways:
Facilitating more flexible journeys through the education system to meet individual needs.
Creating equal opportunities through development opportunities:
Offering all children and young people equal development opportunities.
The “Cap Futur” project of the Lycée Guillaume Kroll (LGK) encourages social commitment in sports and culture and promotes a sense of responsibility, team spirit and social commitment. In addition to their regular lessons, the students join a club of their choice for three years and are accompanied by a coach.
UP_FOUNDATION’s “Bildungslandschafte Lëtzebuerg” programme promotes the networking, creation and integration into local education policy of participative, innovative and sustainable local educational landscapes across Luxembourg. Based on systematic partnerships between local educational stakeholders, these dynamic local networks help overcome challenges and strengthen the positive development of children and young people at the local level.
Adopting a holistic view of education:
Considering formal, non-formal and informal learning opportunities.
5. The only way forward is together
Establishing a solid common denominator for cooperation:
Developing a common foundation for the collaboration of all parties involved.
In an educational landscape, all stakeholders work together to support children and young people. They create equal opportunities for comprehensive education through exchange, joint programming and systematic cooperation.
The aim is to promote skills of children and young people, enabling them to actively contribute to shaping a sustainable society.
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Allocating responsibilities:
Relieving the burden on stakeholders by distributing responsibilities and obligations.
Creating an educational community and responsibility: Building a genuine community where all stakeholders are committed to education and development. Promoting integration and proximity to the community: Contributing to integration and proximity in a city, municipality or region by embedding the educational landscape in society and strengthening social ties.
The Service Enfance Ettelbruck acts as a local player on several levels. On one hand, it develops and supports local educational projects that enable children to articulate their needs and participate in communal activities. On the other, it offers networking opportunities to establish local partnerships that inspire similar initiatives.
Contact points for parents offer numerous resources, such as meetings, courses, activities and conferences, to support parents and parents-to-be. They primarily facilitate the exchange of information and establish direct contact between private individuals and professionals. At the local level, parents can socialise, exchange ideas and information and advocate for one another. At a national level, parents are brought together, and society is sensitised to their central role in raising children.
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