REPORT:INTERNATIONAL CONFERENCE & WORKSHOP25 JANUARY – 1 FEBRUARY 2014

Releasing a higher potential together!

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Hello…

This is the story of how students and educators from several countries gathered together to solve a large and complex problem that affects the world. The participants

represented different cultural backgrounds, religions and tradi­tions. They challenged themselves to find new solutions and learned to build on their differences and tackle the problem with respect for each other, their knowledge and the willing­ness to share.

In Nacka we strongly believe in a high quality education for all students and. In order to fully meet our goals, we need to look at what is around us, both nationally and internationally. We understand the importance to learn from others’ experien ces and in exchange share what we are good at.

Our conference and workshop certainly gave us many great opportunities to learn from each other and will have possitive influence on our schools.

We are proud to share with you our experiences and what we learned –

Welcome to the story of Wintercamp 2014.

... AND WELCOME TO OUR STORY OF HOW A NORMAL

WINTER WEEK IN AN UPPER SECONDARY SCHOOL

IN NACKA BECAME THE UNUSUAL BACKDROP TO AN

INTERNATIONAL EXCHANGE OF KNOWLEDGE AND

BUILDING OF A GLOBAL COMMUNITY.

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”I think I have discovered more and more, and in particular through this exchange between students and schools, the importance of, as a teacher, creating real interest by asking the right questions. Perhaps we should all give students more room to explore their surroundings and reality?”

HUANG KIAT CHAN, SINGAPORE

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ASEAN+3 WINTERCAMP 2014 – FOR A HIGHER POTENTIAL TOGETHER

During a cold and snowy winter week in January there was feverish activity in Nacka Gymnasium an Upper Secondary School, when around 70 secondary students, teachers and professors from Asia visited Sweden. Most of the young people and their teachers came from top­rated schools in the much debated PISA measurement system and represented countries such as Brunei, China, Indonesia, South Korea, Malaysia, Singapore, Thailand and Vietnam. Along with young people from two schools in Nacka, Ekliden’s school and Myrsjöskolan, they worked on oceanic problems and challenges on the theme of ”The Sea – To be or not to be”. In addition to finding solu­tions to oceanic problems, the overall objective of the conference was to learn from each other ­ to make visible and offer each other new methods and new knowledge and thus create an added value for all involved – Releasing a higher potential together.

This year’s conference is the fifth, and the first held in a non­Asian country. ASEAN+3 and the municipal schools in Nacka municipality have enjoyed close and fruitful cooperation for several years and so Nacka was asked to host on this occasion. Curiosity about Sweden is great, as is interest in Swedish schools, which have managed to produce creative and indepen­dent students.

The comprehensive program for ASEAN+3 Wintercamp 2014, which was a long time in the planning, was put together by committed teachers and students at Nacka Gymnasium. All the conference participants came well prepared and had, with support from Nacka Gymnasium’s students, studied the issues that were discussed during Wintercamp. These were important and complex topics such as poisoning, littering and acidification of our oceans and seas, eutrophication and overfishing, dis­ruption of food chains and ecosystems, rising sea levels and disputes over territorial waters.

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The conference week got off to a gentle start for the visitors with guided tours of Stockholm, some shopping and visits to Skansen and the Wasa museum. When the real work began the young people and their teachers and professors had a packed schedule. Early wake­up calls at the hostel at Zinkensdamm, breakfast and then off by subway and bus to Nacka Gymna­sium and the day’s first lecture, group work or presentations. Lecturers were invited from the Swedish Society for Nature Conservation, Stockholm Resilience Centre and the Swedish Agency for Marine and Water Management. Nature photo­grapher Magnus Lundgren was on site with his film ”Under the Surface” while Einar Fransson, Education Director for Nacka’s municipal schools and nursery schools, told the visit­ing teachers and professors about the Swedish school system.

Fantastic PowerPoints were put together and the entire foyer in Nacka Aula was restyled with the young people’s fine and well­executed work presenting proposals on how the problems of the oceans can be tackled. Many of the young people told of how valuable the work done in mixed groups was and that, through this collaboration, they had gained insight into different cultures and ways of learning. They also saw differences in the countries’ school systems as something that may have an influ­ence on them.

The young people put together their group work in a ”Pecha Kucha” presentation which was presented on the closing day and that will serve as an entry in a major international competition for students from different countries, where the aim is to preserve the world’s oceans. The competition is called World Oceans Day 2014 and will be staged by the Mundus Maris organisation in June, 2014.

There would, of course, be scope for more than lectures and work during the conference, so much effort and planning was made to combine business with pleasure. There were many visits to dif­ferent types of museums. The guests became acquainted with the Natural History Museum and Cosmonova, Aquaria, the Nobel Museum and also Open­air museum and zoo ”Skansen”. In bet­ween there was time for shopping, ice skating and sightseeing, while the teachers and professors made study visits to The Royal Institute of Technology and Ekliden’s School in Nacka.

”Learning from each other and working together in groups has been very good. It has worked well because we all are good at speaking English.”

NGUYEN HOANG TUNG, VIETNAM

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The visiting students also got a feel of the social home environment of their Swedish friends, where they were invited to dinner and given a taste of exotic specialities such as meatballs and crispbread.

An important and much appreciated part of Wintercamp’s pro­gram was the workshop that teachers had on one of the last days. In brief, the workshop was designed as a game with a playing field, dice and pieces to move with. However, it was up to the participants themselves to give the game content, and this was ba­sed on discussions and the exchange of experiences. The starting point was playing cards that were marked with ”Springboard” and ”Setback”. It all ended with a panel debate. Read more about the exciting workshop in a separate section of this booklet.

In order to emphasise the need to learn from each other and understand how the integration of different kinds of knowledge such as the science, practical, aesthetic and social subjects, can enhance the total value of that knowledge, the Upper Secondary School YBC, Young Business Creatives, was also involved in ASEAN+3 Wintercamp 2014.

ASEAN+3 Wintercamp 2014 in Nacka has left a significant mark and made an impression on all the participants. In Nacka’s municipal schools and pre­schools, we will continue to work for increased collaboration. Collaboration between teachers, pupils, schools and countries with the aim of maximising all our students’ knowledge potential.

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THE PATH THROUGH EDUCATION

One of the major highlights of the ASEAN+3 Wintercamp conference in Nacka was the well­received workshop which was held at the end of the week. The participants consisted of the guest teachers and professors along with some principals and teachers from Nacka municipality. A number of specially invited guests and decision­makers also attended. It was all observed and documented by interested journalists.

The workshop was carried out in the form of a parlour game on the theme of the path through education. What challenges and opportunities do our students face on their long journey through school? How can we create a successful education for our students and help them to achieve their goals?

The aim of the game was to create interesting discussions and dialogues between teachers and at the same time highlight the most important experiences and focus areas we need to get to grips with for the sake of the students. The game produced interesting approaches on how we can provide the necessary conditions for the school of the future.

In Nacka, we are taking what we have learnt from the workshop and using it in our management group to find areas of development for the future.

ALL THOSE WHO WORK WITH THE EDUCATION OF YOUNG PEOPLE HAVE THE

SAME OBJECTIVE – WE STRIVE TO GIVE OUR STUDENTS THE VERY BEST START IN LIFE;

SOLID KNOWLEDGE AND STRONG SELF-ESTEEM. THE PATH THROUGH THE EDUCA-

TION SYSTEM – FROM THE FIRST SCHOOL DAY TO GRADUATION – IS LINED WITH

MANY FACTORS THAT AFFECT THE STUDENT’S DEVELOPMENT. TEACHING METHODS,

REQUIREMENTS AND EXPECTATIONS, TEACHERS AND FELLOW STUDENTS...

BY DISGUISING THIS SERIOUSNESS IN PLAY AND GAMES WE CAN TAKE A CLOSER

LOOK AT WHAT HELPS AND WHAT HINDERS.

5TOP 5 MOST IMPORTANT FACTORS THAT AFFECT THE STUDENT’S SCHOO-LING ACCORDING TO THE PARTICIPANTS

1. Dedicated professional teachers

2. The social environment for students (stress, pressure, peers)

3. Parental involvement

4. Teachers’ classroom time

5. Educational leadership in school

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springboardsGOOD COMRADES IN THE CLASSROOM

GOOD LINGUISTIC SKILLS

SCHOOLS THAT TAKE RESPONSIBILITY

CREATIVE ACTIVITIES

OUTDOOR ACTIVITIES

GOOD ENVIRONMENT (HEALTH, SAFETY,

CREATIVITY)

GOOD SCHOOL BUILDINGS

GOOD TEACHER TRAINING

MIXED CLASSES (HIGH AND LOW ACHIEVERS)

A CLEAR VISION

TEACHERS WITH UP-TO-DATE TEACHING

METHODS

SCHOOL LIBRARIES THAT RECEIVE STATE AID

A CONDUCIVE LEARNING ENVIRONMENT

GOOD ICT

RULES AND PROCEDURES THAT MAINTAIN

STUDENT DISCIPLINE

POSITIVE REVIEWS (STUDENT)

SOCIAL MEDIA FOR COMMUNICATION AND

MOTIVATION

HIGHER AGE FOR GRADES, 12-13 YEARS OLD

GOOD SCHOOL PLAYGROUND FOR YOUNG-

ER STUDENTS

CLEAR RULES FOR STUDENTS

GOOD TEACHERS

HIGH LEVEL OF MOTIVATION AND DESIRE IN

THE STUDENT

GOOD ECONOMY IN SCHOOL

LOTS OF TIME TO SUPPORT PUPILS IN THEIR

GOALS

GOOD MANAGEMENT OF THE SCHOOL

MOTIVATION FROM TEACHERS

MOTIVATION FROM PARENTS

MOTIVATION FROM SOCIETY

QUALIFIED TEACHERS

SUPPORT FORM OTHER TEACHERS

SCHOOL MANAGEMENT THAT TAKES VIABLE

DECISIONS

SUPPORT FROM PARENTS

TEACHER SUPPORT FROM PARENTS

HEALTH CARE AT THE SCHOOL

INCENTIVES FOR TEACHERS

CONTINUOUS PROFESSIONAL DEVELOPMENT

PROGRAMMES FOR TEACHERS

WELL-BEING (FEELING GOOD & LIKING GO-

ING TO SCHOOL)

HIGHLY EDUCATED PARENTS

HIGH EXPECTATIONS FROM PARENTS

STUDENT’S ABILITIES

GOOD LEARNING METHODS

HIGHLY EDUCATED PARENTS

FOCUS ON STUDENTS MORE THAN

TEACHERS

GOOD COOPERATION AMONG STUDENTS

GOOD PARENTS

COOPERATING TEACHERS

FREE SCHOOL (NO FEES)

PASSIONATE TEACHERS WHO CARE ABOUT

THE STUDENTS

RECOGNISE ALL QUESTIONS AT EXAMINA-

TIONS

GOOD SOCIAL RELATIONSHIPS IN SCHOOL

GOOD CURRICULUM

GOOD BALANCE BETWEEN SCHOOL WORK

AND LEISURE

GOOD LEARNING ENVIRONMENT

GOOD DEVELOPMENT PROGRAMMES FOR

TEACHERS

POSITIVE CHANGES IN THE EDUCATION

SYSTEM

MOTIVATE FURTHER STUDY AT UNIVERSITY

SOCIAL MEDIA ENCOURAGES SHARING OF

INSPIRATION

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The participants sat in groups around their own tables. The workshop began with a brief personal presentation round for everyone, followed by an exchange of views on issues such as: what makes a successful school in your country? How has your school worked to help students reach their maximum poten­tial? What made you succeed? What held you back?

Then it was time to start playing the game itself, which was basically very simple. A player rolls a dice and moves his/her playing piece as many steps as the number rolled. Every time a player lands on a green or red dot, he takes a card of the same colour and follows the instructions on it. The green cards are marked ”Springboard” and the red cards ”Setback”, but there are no set instructions. The participants’ task is then to com­plete the game drawing inspiration from authentic situations which describe events or facts that can be either a help (spring­board) or a barrier (setback) to a student’s path towards the future. The written instructions must also contain a consequen­ce or penalty. How many steps forward does this Springboard take you? How many steps backwards must you take because of this setback? Perhaps it is so bad that you must start again from the beginning?

When, after many interesting discussions, all the groups had finished their games, they changed tables and tested out another group’s game. This created new discussions and conversations as all the groups had different experiences and thoughts to contribute.

Finally, the groups were ready to receive a guest at their tables. A last round was played with one of the specially invited guests and political decision­makers who then chose a red and a green card from the table. The cards were then used as a basis for discussion at the final panel debate.

The workshop was very well received and many of the partici­pants said they had got a lot of new ideas and insights that they intended to continue developing in their home countries.

In Nacka, we are taking what we have learned from the work­shop and using it in our management group to find areas of development for the future.

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PASSIONATE VISIONARY WITH CHANGE AS THE GOAL

”All students in Nacka’s municipal schools will succeed ...”

– MY VISION IS THAT ALL STUDENTS IN NACKA MUNICIPALITY’S SCHOOLS WILL SUCCEED,

THEY WILL ACHIEVE GRADES IN ALL SUBJECTS, AND THESE WILL BE GOOD GRADES. WHAT

IS MEANT BY SUCCESS CAN BE DIFFICULT TO DEFINE, BUT I WANT ALL PUPILS TO HAVE THE

OPPORTUNITY AND BE ENCOURAGED TO REACH THEIR FULL POTENTIAL THROUGH THE

MAXIMUM DEVELOPMENT OF ALL THEIR ABILITIES. THEY SHOULD FEEL THAT THEY ARE IN

CHARGE OF THEIR LIVES AND THAT THEY CAN INFLUENCE AND BE INVOLVED IN THEIR

SCHOOLING AND HELP TO CREATE A SUCCESSFUL FUTURE FOR THEMSELVES AND OTHERS.

I WANT THE STUDENTS TO LEAVE SCHOOL AND, THANKS TO THEIR TIME THERE, HAVE A

GOOD FUTURE. NOT JUST GO INTO THE FUTURE BECAUSE THEY HAVE FINISHED SCHOOL.

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EINAR FRANSSON is Director of Education for Nacka’s Municipal schools and preschools and the vision is his. With long experience in the Swedish school system both as teacher and leader, he argues that continuous improvement and modi­fication of approach and methodology in schools is extremely important. Sweden should, and to some extent already does, take a look around the world and be open to different and new methods and approaches in pedagogy, and thereby find new ways to reach high educational outcomes for students. But he also knows that prominent countries are looking at Sweden and there is considerable interest in how we, despite relatively few teaching hours in subjects such as mathematics, can achieve the results we achieve in the various studies. Many Asian teachers and professors wonder why their pupils, who may have 15 hours maths in a week compared to our three or four, do not perform in line with the amount of teaching received. How do Swedish teachers teach? He also notes that Sweden has one of the highest innovation index values in the world and thinks this is linked to the way education is delivered. What do we do in school to make students innovative and to stimulate individual learning?

Nacka has for many years enjoyed a fruitful collaboration with successful schools in Korea, one of the Member States of ASEAN +3. Einar began this exchange before he came to Nacka and, as principal, received a request for a study visit by a Korean delegation. They saw, and still see, Sweden as having an exciting approach to schooling and wanted to come and visit the Swedish school environment to see if they could learn anything from our methods. The Koreans were also curious about our school system and wanted to get to know what an independent school is and how school vouchers work.

After the initial contact there followed many international conferences, congresses and study visits for Einar Fransson both as host and guest, the latest one being Wintercamp 2014 in Nacka, when Nacka municipality was chosen to be the proud organiser of ASEAN + 3’s annual conference, with the theme of ”The Sea – to be or not to be”, on the condition of the world’s oceans.

FAKTA/ EINAR FRANSSON

Age: 55 years old

Family: Married to Unni

Lives: House in Uttran, Botkyrka

Favourite places: The forest and Brazil

Favourite subject in school: History and science

Most important to develop in school now: A school where everyone can grow and develop.

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– We must, of course, learn from the best countries, particular­ly in science subjects where Sweden does not have very good measurements in the much debated PISA survey. Happily though, Nacka municipality has the best results in the coun­try. But we must also not forget to point out that our Swedish students are gifted with abilities that are lacking in the leading countries, abilities that are not given the same dignity in the measurements and reports. Some examples of this are Swe­dish students’ creativity, leadership and team­building skills in school work. I believe that we have a lot to learn from each other. When we have visits from top performing countries’ stu­dents and teachers we often get praise and appreciation from the teachers because our young people are so communicative, outgoing and independent. This can apply to presentations, group work and purely social situations.

The different competence levels of Swedish and Asian young people in different areas are probably related to cultural and social conditions. But they just have different types of knowledge and the schools have different methods of bringing it out. The different methods and cultures are important and necessary in different ways but they should be developed and used in order for the students to reach their maximum potential.

By active collaboration with students and teachers from high­performance countries we can get the best of each other. It is a win­win situation. Einar also considers it significant that the Asian school leaders and teachers he has come in contact with during the years look favourably on the Swedish school system, our teaching methods and the results we achieve. They think that Sweden achieves good results in relation to the time students spend on their studies and that we should be pleased about this. The road to knowledge and learning begins in pre­school education where the focus is on the small child, thinks Einar Fransson. Pre­school education is an extremely im­portant part of overall schooling, particularly when it comes to

”The road to knowledge and learningbegins in pre-school education where the focus is on the small child.”

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the science subjects. He talks with warmth of his talented co­workers in Nacka’s municipal nursery schools, who do fantastic work with the small children, giving them the opportunity to learn and understand tricky science­related issues through creative play and exploration at a very young age. This paves the way for faster and greater understanding and better prepared­ness when they later attend school.

Nacka’s municipal preschools and schools have long sought to encourage creativity in order to stimulate children’s and young people’s learning. Based on contemporary research, modern technology is used with the focus on developing pedagogy and methodology to get as much as possible from that technology.

The municipal schools in Nacka make up a learning organisation and the 2600 employees share know­ledge and experience with each other in a natural process. Clear leadership, committed educators, a learning network and a common culture are im­portant parts of the overall work, along with the development of working methods which strengthens the children’s and the students’ participation in the learning process and increases the possibility of dialogue.

– We must ask ourselves the question of what it is that drives quality, says Einar. What works? We must dare to talk to each other. Measure and analyse and ask ourselves what we see. And, on the basis of that, decide how we should act and do better. Be professional and state a view. Not be so afraid to evaluate, otherwise we cannot change. Dare to ask the question: what makes a good teacher? A good leader? It is the management’s and teachers’ responsibility when things do not work in school. Not the students’.

One way to find out what works and what does not is to interact with colleagues and students and to involve everybody in the school’s work, Einar thinks. The organisation can learn from everyone who is a part of it. The participation of both youth and adults is therefore natural at conferences and study visits like ASEAN+3 Wintercamp 2014. Leaders, students,

”The road to knowledge and learning begins in pre-school education where the focus is on the small child.”

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teachers, politicians and inspirational lecturers all gathered here to share knowledge, ideas and experiences with a scientific focus. Large parts of the programme were put together by a group of teachers at Nacka Gymnasium and the focus was, of course, on science and how we should go about solving the pro­blems that are related to our seas. But we also wanted to high­light other important pieces of the puzzle in order to further develop continued future international cooperation between

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countries; therefore, the Hotels and Tourism programme at Nacka Gymnasium was also integrated in order to take the best possible care of the guests, and students from YBC Upper Secondary School’s Social Science Programme specialising in media, information and communication, documented the conference in video, audio, image and text. Everything was extremely well done and very much appreciated.

– It is imperative to share in each other’s knowledge and expe­rience, Einar thinks. There should be collaboration between countries, so that everyone, both students and teachers, can achieve their full potential. It is necessary that we see each individual in their entirety and adapt teaching to individual needs. And that means giving continued extra support to the students who need it to develop, but also providing additional challenges to the students who need them in order not to be bored. This applies to the science subjects, but also to language and communication, which are at least as important in order to convey and understand each other’s way of tackling an issue and in proposing solutions to problems.

– Sweden must think globally on educational issues and the message that we are a part of the world must be communicated in the best possible way in school and in teaching.

– I can see that ASEAN+3 is one of the world’s leading organisations in education that promotes students’ ability to reach their maximum potential. We value the collaboration highly because we have in a very generous way been invited to share their important work. This is a contributory factor for us to be able to develop our schools to be the best in Sweden, Einar concludes.

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ASIAN TEACHERS LOOK FOR INSPIRATION IN NACKA

YUGRINA MOHD YASSIN, TEACHER IN BRUNEI:

What did you find when you visited the Swedish school? – Swedish students are very independent. I believe that it is made possible by the class sizes, which are quite small compared to what I am used to. There is more time for contact between teachers and students. I also believe that the students get used to working in groups at an early stage. The students are

good at sharing ideas with each other.

What differences do you see between the different school systems?

– From what I have heard it is quite flexible here. Students can choose more for them­selves what they want to work with based on what they are interested in. This was

new to me. In Brunei, the syllabus clearly states the areas we must cover during a given academic year. – There are changes happening for us now. We have many examina­tions, and we are trying to get away

from the students just learning in order to do well in the tests.

I would like them to learn because they are interested

THE JOURNAL SKOLVÄRLDEN TOOK THE OPPORTUNITY TO QUESTION SOME OF THE

PARTICIPATING TEACHERS AT WINTERCAMP 2014 IN NACKA ABOUT DIFFERENCES

BETWEEN THEIR SCHOOLS AND WHAT THEY CAN LEARN FROM EACH OTHER.

BY ÅSA LARSSON

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CHAN HUANG, TEACHER IN SINGAPORE:

What differences do you see between schools in Sweden and schools in Singapore? – It is not easy to compare because we are working in such different contexts. But one difference is that it is not so formal here between teachers and students. This is true not only of Sweden, but of the whole of Europe. For example, teachers are addressed by their first name. In Asia, we say ”Sir” or ”Mr”.

– There is a lot of interaction in the classroom here and the relationship between students and teachers feels natural. But during the conference we have mostly looked at the system level, and not so much at teaching. We should do that in the future.

During the panel debate you talked about what makes a good teacher. – Yes, I think that it is important to not just look at formal qualifications. Sometimes we put too much emphasis on this. For example, I am not sure that the best teacher is the one with the highest academic qualifications. I have met many talented teachers and, as a new teacher, a great deal can be learned from those who are more experienced. This is particularly the case when it comes to how to act in the classroom. Formal qualifica­tions do not say everything.

in learning more, and not just focus on graduation. That is one of the things that we have discussed here during the conference.

What do you think makes a good teacher? – You must have a clear goal of what you want the students to achieve. But even if you want students to achieve good results, the path that leads there must not be forgotten. It is no good if the students are only looking for high grades. I want to stimulate their interest as well. There must be a balance.

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TEO HÄRÉN,

”And so schools have to realise that they must listen to you young people if they are to develop.”

INSPIRER AT WINTERCAMP 2014

I am humble because I understand that the Swedish way is not necessarily right, though neither is the Indonesian,

but there may be something in between or a third option that nobody has thought of yet. And we understand that we have a lot to learn, but I am excited to see that there are also very many people who believe that they have much to learn from the Swedish School.

One of the most important points that arose during the work­shop is that you young people are the first generation to have so much to contribute to the development of schools. You may, for example, find an educational system in the USA that you show your teachers and say that this what they do in New York, should we not do the same when we teach Spanish? I did not have this when I went to school, so I think your generation is the most competent student group that has ever started school.

I believe that schools can learn a lot if they understand that they should listen to the students more than they have done in the past. Students used to be amateurs, but now I am sure there is a student in every school who knows most about, for example, how to use tablet computers or how to use pedagogy or rhetoric. And so schools have to realise that they must listen to you young people if they are to develop. I think that is an important lesson for all schools in the entire world.

I am sure that schools will develop. And this will happen because schools talk with each other at conferences like Wintercamp, and also because students such as yourselves push at and question the status quo, wanting smarter and more effective systems and wanting to learn more.”

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”And so schools have to realise that they must listen to

This Conference and Workshop will serve as an inspiration to all of us who met in Nacka. Our collaboration will continue and will help to accelerate our continuous learning, and ul­timately result in more inspirational learning institutions and perhaps set new standards beyond PISA.

We all – leaders, educators and students ­ are excited about the future and you will find us ready and happy to share our experiences and tell you more about the work and solutions we arrived at and more importantly How we worked together.

For me personally, it has been a privilege and delight to host this Conference. I would like to thank you all who made it possible, all of you who travelled long distances and participa­ted with great enthusiasm and energy.

Thank you all!

Einar Fransson, Director of Education Nacka’s municipal schools

Thank you!

…FOR ACCOMPANYING US THROUGH THE STORY

OF WINTERCAMP 2014.

CONTACT: Robin von Euler, Information Officer, Nacka’s municipal schools, robin.voneuler@nacka.se

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