Helsinki / Helsingfors Fredag den 17. september Undervisningsmiljø og social trivsel

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1 Helsinki / Helsingfors Fredag den 17. september 2010 Hyvät käytännöt Pohjoismaissa: Kuka viihtyy koulussa? -seminaari kouluviihtyvyydestä Norden i praktiken: Vem trivs i skolan? -ett seminarium om trivsel i skolan Undervisningsmiljø og social trivsel Ole Juhl, centerleder Dansk Center for Undervisningsmiljø, Danmark

2 Dansk Center for Undervisningsmiljø, DCUM Grundat 2002 som rådgivningscenter för hela landet Är rikstäckande och baserat i Randers Arbetar för att säkra en god barn- och undervisningsmiljö i dagomsorg, på skolor och utbildningsinstitutioner. Danish Centre of Educational Environment, DCUM Established in 2002 as a national consultancy centre The centre is national and registered in Randers Works to ensure a good environment for children and education in day-care facilities, at schools and at institutes of education.

3 Undervisningsmiljölagen Rättigheter och plikter Elever har rätt till en god undervisningsmiljö, så att undervisningen uppfyller alla säkerhets- och hälsokriterier. Undervisningsmiljön ska främja elevernas möjlighet till utveckling och lärande, och omfattar därför också skolans psykiska och estetiska miljö. The law on the educational environment Rights and duties Pupils have the right to a good educational environment, so that the classes may take place under safe and healthy conditions. The educational environment should encourage the pupils development and learning possibilities, and therefore also includes the psychological and aesthetic environment.

4 Deltagande i skolans säkerhetsarbete Elever har rätt att välja undervisningsmiljörepresentanter för att tillgodose deras intressen hos skolledningen. Eleverna kan välja två representanter till varje säkerhetsgrupp, som finns på skolan i enlighet med lagen om arbetsmiljö, och som sysslar med frågor som gäller undervisningsmiljön. Participation in the security work at the institute of education The pupils have the right to choose representatives for the educational environment to safeguard their interests towards the management of the school. The pupils can choose two representatives for each security group formed at the school according to the law on working environment and dealing with questions of importance to the educational environment.

5 Eleverna sköter själva valet och uppsättningen av representanter Undervisningsmiljörepresentanterna deltar i skolans säkerhetsoch hälsoarbete när frågor behandlas som gäller elevernas undervisningsmiljö. The pupils take care of the election and nomination of the representatives themselves. The representatives for the educational environment participate in the security and health work at the school, when dealing with matters of importance to the pupils educational environment.

6 Utvärdering av undervisningsmiljön Skolans ledning ansvarar för att det utarbetas en skriftlig undervisningsmiljöutvärdering kring säkerhets- och hälsoförhållanden, samt förhållanden rörande den psykiska och estetiska miljön på skolan. Evaluation of the educational environment The management of the school arrange for a written evaluation of the educational environment concerning the security and health conditions as well as the conditions concerning the psychological and aesthetic environment at the school to be composed.

7 The Educational Environment Act: 1. Rights and duties All pupils and students have the right of a good educational environment in order for the education to be carried out in a safe and healthy way. The educational environment should improve the pupils possibilities of development and learning and therefore it also covers the psychical and aesthetic environment. Pupils and students should collaborate with the management in providing and maintaining a good educational environment.

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9 The Educational Environment Act: 2. Danish Centre of Educational Environment The Danish Centre of Educational Environment is a state institution. The purpose of the institution is to take part in ensuring and developing a good educational environment in Denmark, including providing pupils and students as well as educational institutions and authorities with guidance and advice regarding issues about educational environment. The centre collects and systematizes knowledge about rules and practice important to the educational environment and makes this knowledge accessible to the public. The centre is a forum for dialogue and development of a good educational environment in Denmark, and it can take initiatives regarding any issue which it finds important to the educational environment.

10 The Educational Environment Act: Each year, the centre publishes a report about its work. The Danish Centre of Educational Environment is managed by a board of 15 members: The Chairman is appointed by the Minister of Education, five members represent pupils and students, one member represents the parents, one member represents the teachers, and seven members represent the owners of the educational institutions.

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12 The Educational Environment Act: 3. Participation in the safety work of the educational institution Pupils and students have the right to elect two representatives of the educational environment who can look after their interests towards the management of the educational institution. These representatives are members of safety group required by the Working Environment Act, when this group is working with issues that are important to the educational environment. The students themselves elect their representatives! The educational environment representatives of the students participate in the safety and health work at the educational institution.

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14 The Educational Environment Act: 4. Evaluation of the educational environment The management of the educational institution makes sure that a written evaluation of the educational environment is made with focus on safety and health conditions as well as the psychical and aesthetic environment. The evaluation of the educational environment must be accessible to the public. The evaluation of the educational environment must be updated at least every third year

15 The Educational Environment Act: The evaluation of the educational environment must include at least four elements: 1 A mapping of the physical, psychical, and aesthetic educational environment of the educational institution 2 A description and valuation of any problems within the educational environment 3 The workout of an action plan showing the tempo and order in which problems should be solved 4 Suggestions to guidelines for follow-up on the action plan

16 4 Elements of the Evaluation of the Educational Environment : 1. Identification/mapping 4. Follow-up 2. Description/ evaluation 3. Priority/action plan

17 The Educational Environment Act: The management of the educational institution must involve the educational environment representatives in the planning, implementation, and follow-up on the evaluation of the educational environment.

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19 The Educational Environment Act: 5. Coming into force etc. The Act came into force on 1st of August 2001 The Act does not apply to the Faroe Islands and Greenland

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21 The Educational Environment has Influence! Psychical Physical Aesthetic

22 The Psychical Educational Environment Six factors that are important for pupils psychical well-being Participation in decision making Social climate and school culture Safety and trust Contact and support Friendship, community, and responsibility Joint activities

23 Participation in Decison Making There is a connection between participation, motivation, and content One would like to be allowed to make decisions in order to make ones everyday life work (pupil)

24 Social Climate and School Culture It is the Management s responsibility that the school has: A high level of information A democratic culture Equality and mutual respect between pupils and teachers Recognition of the pupils personality

25 Safety and Trust One out of five pupils in the primary school is often or always afraid of expressing their opinion within the class!

26 Contact and Support

27 Friendship, Community, Responsibility A bad way of talking can contribute to legalising mocking I was afraid of a girl because she was very good at making the others keep me outside. Afraid that she would have everybody and I would have no one (pupil)

28 Joint Activities Joint, social activities can contribute to preventing that some pupils feel lonely and outside the community in the school

29 Physical Educational Environment Physical surroundings Materials & maintenance Furniture Noise Temperature & ventilation Light Chemicals Cleaning/hygiene Motion

30 Focus Is on Aesthetic: When school surroundings and activities are important When everyday school life offers positive and sensual experiences When the school is inspiring and tempting

31 Aesthetic Means Unconditional Recognition Via the Senses : Sight Hearing Taste Smell Feeling Aesthetic in everyday life

32 Præsentation af Termometeret Ny version lanceret 3. marts 2010

33 Om Termometeret Gratis spørgeskemasystem til alle skoler og uddannelsesinstitutioner Elektronisk, fleksibelt system med valgfrie emner Mulighed for selv at tilføje egne emner og spørgsmål Talende spørgeskemaer til indskoling og SFO Eleverne er anonyme Brug værktøjet, når det passer jer til alle klasser eller udvalgte klasser Benchmarkingredskab for kommunerne Findes også som et Børnemiljøtermometer til alle dagtilbud

34 Lidt statistik 3461 afsluttede T-undersøgelser i grundskolen klasser I Danmark er der ca elever i grundskolen Skoleåret : Ca besvarelser fra elever i klasse fordelt på 421 skoler Ca besvarelser fra elever i klasse fordelt på 614 skoler

35 Termometeret: Hvad skal det bruges til? Kortlægger skolernes undervisningsmiljø Viser elevernes syn på deres psykiske, fysiske og æstetiske rammer i skolen Inddrager på en nem måde alle jeres elever i UMV ens fase 1 Er et pædagogisk redskab, der måler effekten af jeres indsats Sammenligner undersøgelser - følg udviklingen i jeres undervisningsmiljø

36 Emner i Termometeret øvrige klassetrin Generel tilfredshed Klassen og kammeraterne Mobning Konflikter Klasselæreren Timerne og undervisningen Stress Rammer 1: Lokaler, indretning, æstetik og udearealer Rammer 2: Ergonomi og indeklima Aktivitetsmuligheder Sikkerhed Kost og rygning Helbred og velbefindende

37 Hvordan er resultatrapporten bygget op? Simple tabeller viser, hvor mange elever (antal og omregnet i procent), der har sat kryds ved de enkelte svarmuligheder ved hvert spørgsmål Et søjlediagram viser et pointtal for hvert emne (fx Generel tilfredshed" og Klassen og kammeraterne") i jeres undersøgelse. Pointtallet viser, hvordan I klarer jer på en skala fra 0 til 10, hvor 10 er bedst Et søjlediagram med landsgennemsnittet over samme pointtal Et søjlediagram viser et pointtal for jeres bonusresultater dvs. for de "ekstra" emneområder, der kan beregnes ud fra elevernes svar på forskellige spørgsmål på tværs af de Termometer-emner, I har valgt at tage med i jeres undersøgelse Et søjlediagram med landsgennemsnittet over samme pointtal for bonusresultater Hvis I har føjet jeres egne, hjemmelavede emner og spørgsmål til undersøgelsen, præsenteres resultaterne heraf i simple tabeller Elevernes eventuelle kommentarer til undersøgelsen i prosaform

38 Simple tabeller

39 Søjlediagram over pointtal for hvert emne Udvalgte klasser, samlet

40 Landsgennemsnit

41 Bonusresultater Indskoling: Social trivsel Læring Sundhed Det fysisk/æstetiske miljø Relation mellem elever og lærere Øvrige klassetrin ( klasse): Social trivsel Læring Sundhed Det fysisk/æstetiske miljø Relation mellem elever og lærere Medindflydelse

42 Eksempel på visning af bonusresultat

43 Søjlediagram over pointtal for hvert emne Udvalgte klasser, hver for sig

44 Eksempel på visning af bonusresultat Alle klasser hver for sig

45 Resultater på tværs af undersøgelser - følg udviklingen

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47 Hvad er benchmarking med Termometeret? Benchmarking betyder at sammenligne eller måle sig i forhold til andre En metode til kontinuerligt og systematisk at vurdere og sammenligne skolernes og SFO ernes undervisningsmiljø

48 Den kommunale forvaltning - krav til benchmarking Mindst to eller flere skoler har gennemført undersøgelser i Termometeret Hver enkelt undersøgelse omfatter minimum 2 hold og besvarelser fra minimum 20 elever

49 Hvordan kommer man i gang? Centralt placeret person vælges som kommunens benchmarker Vedkommende tilmelder sig systemet på

50 Hvad kan den kommunale benchmarker?

51 Benchmarkeren fortsat

52 Resultatet i simple tabeller - samlet

53 ...og et søjlediagram for emner

54 ...og et søjlediagram for bonusresultater

55 Benchmarkeren kunne også vælge

56 Resultat fordelt på institutioner

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58 God stil i benchmarking Informér skolerne Resultater er pejlinger og bør vurderes i dialog med skolerne Sæt undervisningsmiljøet på dagsordenen mellem skolerne Koordiner opfølgning og eventuelle kommunale tiltag med skolerne - inddrag skolerne i processen

59 FRA KORTLÆGNING TIL DE NÆSTE FASER I UMV EN

60 Creative Educational Environments Inspiration from common rooms and areas

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76 Flexibility Furniture, Appliances, Decoration, Exhibition etc.

77 Furniture

78 Learning and Interior

79 The Outside

80 Use of the Outside

81 The Class Room

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86 Tak for jeres opmærksomhed! Dansk Center for Undervisningsmiljø Blommevej 40 DK 8930 Randers NØ Telefon