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Key address at the 22nd ETEN Conference, April 19-21, Coimbra, Portugal
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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
Education: Key Competencies
for the Future APRIL 19-21, 2012
22nd ETEN Conference ESCOLA SUPERIOR DE EDUCAÇÃO * COIMBRA
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
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
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
1. FROM 20th TO 21st CENTURY
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
1. FROM 20th TO 21st CENTURY
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
1. FROM 20th TO 21st CENTURY
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
1. FROM 20th TO 21st CENTURY
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)
1. FROM 20th TO 21st CENTURY
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)
1. FROM 20th TO 21st CENTURY
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/
1. FROM 20th TO 21st CENTURY
http://leading-learning.blogspot.com/
1. FROM 20th TO 21st CENTURY
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
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
2. THE WORD WE LIVE IN
temporary work
stable employment
PRESENT FUTURE
OPPORTUNITY
THREAT
full activity
stable employment
temporary work
PAST
2. THE WORD WE LIVE IN
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
2. THE WORD WE LIVE IN
THE ROLE OF SCHOOLS
2. THE WORD WE LIVE IN
NEW MEDIA, NEW (LEARNING) OPPORTUNITIES
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
What competencies should the citizens of the future
have to take advantage of these opportunities in
a global world?
3. NEW COMPETENCIES FOR THE FUTURE
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
3. NEW COMPETENCIES FOR THE FUTURE
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
3. NEW COMPETENCIES FOR THE FUTURE
Many studies on the subject:
3. NEW COMPETENCIES FOR THE FUTURE
http://edorigami.wikispaces.com/21st+Century+Pedagogy
Many studies on the subject:
Institute For The Future (IFTF), University of Phoenix
TEN SKILLS FOR THE FUTURE WORKFORCE
3. NEW COMPETENCIES FOR THE FUTURE
Many studies on the subject:
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.
3. NEW COMPETENCIES FOR THE FUTURE
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
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
4. PUTTING COMPETENCIES TOGETHER
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)
4. PUTTING COMPETENCIES TOGETHER
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”)
4. PUTTING COMPETENCIES TOGETHER
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
4. PUTTING COMPETENCIES TOGETHER
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
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
Education: Key Competencies
for the Future APRIL 19-21, 2012
22nd ETEN Conference ESCOLA SUPERIOR DE EDUCAÇÃO * COIMBRA
THE END The slides will be made available at: http://www.slideshare.net/adfigueiredo