a comparative analysis of international frameworks natalie pareja roblin ghent university (belgium)...
TRANSCRIPT
21st century competences
A comparative analysis of international frameworks
Natalie Pareja RoblinGhent University (Belgium)
Joke VoogtUniversity of Twente (The Netherlands)
Mass producti
on
Society has changed from an industrial society…
Knowledge
…to a knowledge society
Drivers for change
Changes in economy and labor market
Increase in demand for people with (formal) high and medium qualifications
Jobs occupied by highly qualified people are expected to rise by 16 million between 2010 and 2020 (European Commission)
By 2020, knowledge and skills intensive jobs (e.g. managers, professionals ) will represent more than 42% of total employment (Cedefop)
Changes in economy and labor market
Increase in demand for people with (formal) high and medium qualifications
Students need to be prepared for jobs that do not yet exist
The most demanded jobs in 2010 did not exist in 2004 (US Secretary of Education)
Changes in the way we live, learn, work
Need for new competences
Key competences
21st century learning
21st century skills
Life long learning competences
Knowledge, skills and attitudes
Frameworks for 21st century competences
Research questions and goals
21st century competences
What are 21st century competences?
ICT Competences
What are 21st century competences?
Implementation of 21st century competences
Implementation: Approaches
Implementation: 21st century learning
Aspect Traditional pedagogy
Less…
Emergent pedagogy for knowledge society
More…
Active Activities prescribed by teacher
Whole class instruction Little variation Pace determined by the
program
Activities determined by learners
Small groups Differentiation Pace determined by
learners
Collaborative
Individual Homogeneous groups
Working in teams Heterogeneous groups
Creative Reproductive learning Apply known solutions to
problems
Productive learning Find new solutions to
problems
Integrative No link between theory and practice
Separate subjects Discipline based
Strong theory and practice links
Relations between subjects Thematic(Adapted from Voogt, 2003)
Assessment of 21st century competences
Largely performance-based
Enable the collection of multiple types of information about learners’ performance (e.g. outcomes, processes, rationales).
Focused on accountability (assessment of learning) as well as on productive and useful feedback (assessment for learning)
Flexible and responsive to new developments
Meets the criteria of good assessments (i.e., fair, valid, part of a comprehensive assessment system)
Stakeholders
Challenges
How can 21st century competences be operationalized? What should students learn at different age levels in terms of knowledge, skills and attitudes?
How are 21st century competences connected to core subjects?
What is the role of formal and informal education in facilitating the acquisition of 21st century competences?
How can the use of ICT promote the mastery of 21st century competences?
Further steps...
Create awareness: stimulate public debate among
various stakeholders
Encourage collaboration and networking
Establish stronger connections between formal and informal learning
Create ownership among teachers and provide them
with professional development opportunities
Build on already existing (good) practices
Research
“It is not the strongest of the species that survives, nor the
most intelligent that survives. It is the one that is the most adaptable to change”
Charles Darwin
Thank you for your attention!
Questions?
Natalie Pareja Roblin: [email protected] Voogt: [email protected]