Education: Key Competencies for the Future

Education: Key Competencies

for the Future APRIL 19-21, 2012

22nd ETEN Conference ESCOLA SUPERIOR DE EDUCAÇÃO * COIMBRA

Education: Key

Competencies for the Future

APRIL 19-21, 2012 22nd ETEN Conference ESCOLA SUPERIOR DE EDUCAÇÃO * COIMBRA

the competence of a person is related to the aggregate of her competencies

competence vs competency

The slides of this presentation will be available at: http://www.slideshare.net/adfigueiredo




2. THE WORLD WE LIVE IN

3. NEW COMPETENCIES FOR THE FUTURE

4. PUTTING THE COMPETENCIES TOGETHER

1. FROM THE 20th TO THE 21st CENTURY

5. CONCLUSIONS





5. CONCLUSIONS

industrial era

social era

EDUCATION IN THE LAST 200 YEARS

1. FROM 20th TO 21st CENTURY

industrial era

social era

industrialera

The industrial revolution has created the fascination with the machine and with the human processes that mimic the repeatability and accuracy of the machine

INDUSTRIAL ERA


With the generalization of the public schools, the organizational models of

industry were transposed to the schools.

Rows of desks, bells ringing, artificially separated disciplines, learning out of context, instruction of listening and answering, isolation and competition, rigid national curricula, standard tests.

INDUSTRIAL ERA


Industry has changed radically, since then, but education still keeps much of the old model.

disciplinary learning

learning as ‘knowledge’ delivery (or ‘content’) mechanical and industrial vision of learning

predominance of authority and hierarchy praise of uniformity primacy of quantity

INDUSTRIAL ERA


era industrial

social era

The new forms of socialization provided by communication networks (internet, cell phones) generated a multitude of new opportunities and promising approaches to learning

industrial era


SOCIAL ERA

multi-, trans- and meta disciplinary learning

learning as transformation organic and social vision of learning

predominance of leadership and collaboration praise of difference primacy of quality (supported by reasonable quantity)


SOCIAL ERA

mechanical and industrial vision of learning

learning as ‘knowledge’ delivery predominance of authority

and hierarchy

organic and social vision of learning learning as transformation predominance of leadership and collaboration

industrial era social era

praise of uniformity praise of difference

disciplinary learning multidisciplinary learning

primacy of quantity praise of quality (quantified)


IN WHICH ERA ARE WE? industrial

era social era

We are building the 21st century with the visions

of the 19th century

Definitely, in the industrial era!

industrial era

http://leading-learning.blogspot.com/


http://leading-learning.blogspot.com/






5. CONCLUSIONS

2. THE WORD WE LIVE IN

Everyone competes with everyone

Less competent are replaced by those who, in

other parts of the world, can do the same for less

Knowledge-intensive and innovation-led global world

The rate of change of the economy requires creative and

differentiated workforce

But the uniformity of school systems produces almost

undifferentiated workforce

The ability to create value, with creativity and competence, becomes essential for

survival in the labour market


temporary work

stable employment

PRESENT FUTURE

OPPORTUNITY

THREAT

full activity

stable employment

temporary work

PAST


problematic employment

Still too busy creating the stable full-time

workforce of the past

THREAT

OPPORTUNITY

Help children build their own ability to innovate and create value


THE ROLE OF SCHOOLS


NEW MEDIA, NEW (LEARNING) OPPORTUNITIES





5. CONCLUSIONS

What competencies should the citizens of the future

have to take advantage of these opportunities in

a global world?


What competencies should they have to

prevent their relegation to the margins of

the economy?

What competencies for the learners and the workforce?

communication, collaboration, creativity,

entrepreneurship, IT skills


Many studies on the subject:

What competencies for the learners and the workforce?

communication, collaboration, creativity,

entrepreneurship, IT skills

Information literacies:

to identify, search, locate, extract, analyse critically,

organize, use




http://edorigami.wikispaces.com/21st+Century+Pedagogy


Institute For The Future (IFTF), University of Phoenix

TEN SKILLS FOR THE FUTURE WORKFORCE



SENSE-MAKING, ability to determine the deeper meanings and the courses of action to act in complex situations

SOCIAL INTELLIGENCE, ability to participate in the collective construction of solutions

ADAPTIVE THINKING, ability to think and act in ways that transcend the rote and rule-based

CROSS-CULTURAL COMPETENCY, ability to operate in diverse cultural settings

COMPUTATIONAL THINKING, ability to translate aggregates of data into abstract concepts and conduct data-based reasoning

SOCIAL MEDIA LITERACY, ability to critically use social media as instruments

of empowerment and transformation

TRANSDISCIPLINARITY, ability to reason and build knowledge

across multiple disciplines

DESIGN MIND-SET, ability to create solutions in contexts where only part

of the requirements are known

COGNITIVE LOAD MANAGEMENT, ability to discriminate and filter the information needed to produce successful solutions

VIRTUAL COLLABORATION, ability to work, drive engagement, and demonstrate

presence as a member of a virtual team.






5. CONCLUSIONS

What impacts should those diagrams and lists

have on our practice?

4. PUTTING COMPETENCIES TOGETHER

The new generations are already living in this (increasingly virtual) world

It is in this world that they will be finding the markets for their knowledge and competence

It is in this world that they will be sought

It is in this world that they will be hired


Beyond the traditional competencies, which keep being essential,

For this reason,

Beyond the lists of competencies traditionally associated to the 21st century,

(writing is even more vital now, because it is through writing that we daily build

our brand image in this world)


they must be able to create and maintain the brand image that lets them be

recognized and found in this world,

they must internalize, through their action and interaction, the culture

of this connected world

(their “web track” or “life portfolio”)


They must learn how to live, lead, cooperate, collaborate, create,

co-create, self-organize, and co-organize in this world

they must learn to create value that is widely recognized in this world






5. CONCLUSIONS

5. CONCLUSIONS

WHAT TODAY’S WORLD NEEDS

WHAT THE SCHOOL SYSTEMS ARE PRODUCING

5. CONCLUSIONS

As citizens, make sure that the system doesn’t slide back to the industrial paradigms of the past

If we recognize this reality, we should:

5. CONCLUSIONS

As educators, contribute to the education of whole citizens capable of autonomously creating

their difference, value, success, and happiness in the world of opportunity where we live




THE END The slides will be made available at: http://www.slideshare.net/adfigueiredo