21st century skills William BickerdikePresentation Transcript
Skills for the 21st century William Bickerdike, Regional Manager, South Asia, Cambridge International Examinations November 2012
21st century skills – what does it mean? Numeracy Literacy Citizenship
Teaching in the 21st century “ A generation ago, teachers could expect that what they taught would last their students a lifetime. Today, because of rapid economic and social change, schools have to prepare students for jobs that have not yet been created, technologies that have not yet been invented and problems ” that we don’t yet know will arise. Andreas Schleicher, OECD Education Directorate
The Challenge of 21st century education Memory tests frustrate the educational process Exams can support or subvert development Education systems around the world have more to do.
OECD proposed that students should be introduced to: new ways of thinking: including creativity, critical thinking, problem-solving and decision-making; new ways of working: including new forms of collaboration and communication; using new tools for working: including the capacity to harness the potential of new technologies.
Changing the Educational Paradigmadapted from Helping students to become better learners Hargreaves Presentation in Delhi 2006.] 19th / 20th Century assumptions 21st Century assumptionsIntelligence is perceived as unitary, Intelligence is understood as multifixed and innate faceted, plastic and [to a certain extent] learnableLearning is the acquisition of Students as producers, not justsubject content. Students are consumers of knowledge. Learningconsumers of knowledge focus on application of knowledgeCurriculum focuses on content Curriculum focuses on processes ofcoverage and behavioural objectives learning to learn, metacognition and skill developmentInformation and knowledge focus Information literacy. Learning to handle information is the focus
19th / 20th Century assumptions 21st Century assumptionsEducation is limited to the school Education is lifelong andand for fixed periods unconstrained in time and placeTeaching and learning roles are Roles are blurred and overlappingsharply defined and segregated. School as a network and part of aSchool is a place with clear rigid broader webboundaries. School like a factory.Schools and teachers are Schools and teachers areautonomous embedded in complex interconnected relationshipsLocal, national and international Local, national and global focusfocusSchools prepare for lifelong Students identities and destinies areemployment in one future occupation fluid and changing
Teaching and Assessing 21st century skills Singapore Collaborative Project Work Junior College students in Singapore gain communication, collaboration and presentation skills Cambridge IGCSE® Enterprise Trans-disciplinary course to help students understand how enterprises succeed, developing their knowledge and skills in creativity, financial planning, team working Cambridge Global Perspectives and problem-solving Cross curricular course including group work, seminars, projects, and working with other students around the world. Develops students’ ability to think critically about a range of global issues where there is always more than one point of view
Cambridge Global Perspectives Aims to prepare today’s learners for tomorrow Based on skills rather than specific content Develops a flexible set of skills valued by universities and employers Thinking and problem solving skills Research and communication Engages learners with global issues Requires students to work collaboratively Provides learners and schools with a wide choice of study topics.
Cambridge IGCSE Enterprise The first Cambridge IGCSE® to ask learners to set up and run a new enterprise Develops an understanding of the principles of running a small business and what it takes to be an entrepreneur Discusses contemporary enterprise issues in a range of local, national and global contexts Learners investigate the world of work and entrepreneurial organisations.
New technologies Access to new technologies is paramount for 21st century skills Innovative teaching practices will flourish when particular conditions are in place such as 1. teaching collaboration that focuses on peer support 2. professional development that involves the active engagement of teachers 3. school culture that offers common vision of innovation.
Virtual Learning Platform Supports the development of 21st century skills Brings teachers and learners together from around the world provides media rich, interactive teaching and learning resources interface with social media focus on teacher professional development and role as reflective practitioner.
Developing a global awareness21st century skills = the development of skills for local and global citizenshipEducation has a vital role to play in promoting understanding and mutual respectYoung people need a greater global awareness and knowledge of other countries.
Cambridge IGCSE India Studies India in today’s world: achievements, challenges and opportunities Drawn up in consultation with Indian teachers and CBSE A skills-based course Designed for international uptake.
Cambridge IGCSE India Studies: aims Opens young minds to the complexity of the world and the diversity of human experience Contributes to the preparation of confident individuals and responsible citizens of the 21st century Enables curriculum flexibility.
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