Reference : SCHOOL FUTURES - using scenario approaches to inform transformation initiatives in th...
Scientific journals : Article
Arts & humanities : Multidisciplinary, general & others
Sustainable Development
http://hdl.handle.net/10993/47029
SCHOOL FUTURES - using scenario approaches to inform transformation initiatives in the Luxembourg school system
English
König, Ariane mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
Raber, Bo Manuel mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
Drenth, Gerard [NormannPartners]
McGinley, Ciaran [NormannPartners]
Schartz, Francis [e Luxembourg National Council for Sustainability]
30-Apr-2021
ECA Journal
European Court of Auditors
1
194
No
Luxembourg
LUXEMBOURG
[en] Alternative, plausible, but challenging visions of the future – called scenarios – help us to explore the future today, to familiarise ourselves with a ‘systems thinking’ approach, and to strengthen our ability to address the uncertainties of tomorrow. This anticipation competency, that also includes a capacity for systemsthinking and making normative judgements, isparticularly important for younger generations still at school. In Luxembourg, the Education Scenarios Project served to develop a set of nationalscenarios for education, andthe sequel Schol Futures Project helped to leverage these scenarios in school development processes that engaged students as well as teachers in futureoriented systems thinking. Ariane König, Senior Research Scientist at the University of Luxembourg, Ciaran McGinley, Senior Associate at NormannPartners, Bo ManuelRaber of the University of Luxembourg, Francis Schartz, former president of the Luxembourg National Council for Sustainability, and Gerard Drenth, Senior Associate at Normann Partners, worked with in collaboration with diverse stakeholders in the Luxembourg education system, including with students and teachers from three different schools in Luxembourg. Below they share insights and experiences relating to the scenario approaches used.
http://hdl.handle.net/10993/47029
https://www.eca.europa.eu/Lists/ECADocuments/JOURNAL21_01/JOURNAL21_01.pdf

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