copyright stefanakis 2002 education for the 21st century : developing educational competencies in a...

copyright stefanakis 2002

EDUCATION FOR THE 21ST CENTURY:Developing Educational Competencies

in a Rapidly Changing World

A Presentation

for Program on Improving

Quality in Educational SystemsJune , 2003Evangeline Harris Stefanakis,

Harvard University, Graduate School of Education

©adapted from work of Tony Wagner, Harvard University, 1999


THE CHANGING GLOBAL CONTEXT OF EDUCATION

• Both the world and students’ lives are changing as a result of the information age

• What students need to know and latest research findings about how students learn is also changing

• Educators/ Policy Makers must create new structures, curricula, and teaching methods in response


EDUCATION FOR TOMMOROW,EDUCATION FOR TOMMOROW, NOT JUST FOR TODAY (O’Sullivan) NOT JUST FOR TODAY (O’Sullivan)

• What does it mean to be an educated person today?

• What will it mean to be an educated person in tomorrow’s world?

• How can we best prepare tomorrow’s global individuals as lifelong learners and as citizens?


CHANGES IN THE GLOBAL LABOR MARKET & WORKPLACE

(Murnane and Levy, Brandt)

• A “techno-service” economy– economies are moving from manufacturing to

information and service– all students need more critical thinking skills

• Need for new set of skills:– self-motivation and life-long learning– problem solving– teamwork


CHANGES IN CITIZENSHIP REQUIREMENTS(Gardner, Hirsch, Sternberg)

• Critical Thinking: Increasing complexity of content, issues and ideas

• Civic Engagement: Need for active & informed citizens

• Civility: An increasingly diverse world– understand different perspectives/ cultures– a more respectful dialogue– a focus on humanity and the arts


CHANGES IN MANY STUDENTS’ LIVES

How true is this in other countries?

• Traditional incentives for learning are less of an influence in all students’ lives– less fear and respect for authority– fewer believe hard work = success =happiness

• Adults less of a presence in students’ lives– student’s come to school emotionally needy– youth are hungry for caring and community


REDEFINING THE EDUCATIONAL CHALLENGE

• We do not need to reform educational systems and schools because educators have failed

• We need to redesign schooling and redefine excellence because our present structures, curricula and methods of teaching are obsolete


SOME LESSONS FROM THE EDUCATION “MARKETPLACE”

( Murnane & Levy; Brandt)

QUALITIES OF SUCCESSFUL SCHOOLS:

• A clear and limited curricular focus

• Attention to smaller size/ smaller size units

• An organizationally “flat” structure =

• more teacher leadership & collaboration

• A strong sense of community

• A clear focus on explicit values


THE FOUR “C’S”:Principles for ‘Redesign’ (Wagner, 1999)

• Competencies, not “coverage”– What students can do with knowledge

• Coherence & Choice, not comprehensiveness– A few goals with clear outcomes; alignment of curriculum &

assessment; focused use of resources; a range of options • Core Values for students and adults

– Relationships matter: there is no learning and no collaboration without trust and respect

• Community & Collaboration – You can’t motivate a student you don’t know– You can’t educate a student alone


THE NEW BASICS:FOUR COMPETENCIES IN A CHANGING

WORLD

1. workplace

2. citizenship

3. life-long learning

4. personal growth and health


Initial Assessments

• HOW DO THESE IDEAS APPLY TO YOUR EDUCATIONAL SYSTEM?

• NAME 4 BASIC KNOWLEDGE/SKILL AREAS YOUR SYSTEM CURRENTLY OFFERS STUDENTS?


•

To Summarize, consider a process….

Focus on Quality of Teaching & Learning

Using Research as a Guide

Handout 10 -Follow-up Planning

A Process of Teacher Development

Evening Reflection-Given what I heard today, what should I advocate for in my educational system?

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