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Education:
                                         Key Competencies
                                             for the Future

APRIL 19-21, 2012
22nd ETEN Conference
ESCOLA SUPERIOR DE EDUCAÇÃO * COIMBRA
competence vs competency
                                             Education:
                       the competence of a person is related
                                                      Key
                        to the aggregate of her competencies

                                      Competencies
                                                  for the
                                                  Future
APRIL 19-21, 2012
    The slides of this presentation will be available at:
22nd ETEN Conference
    http://www.slideshare.net/adfigueiredo
ESCOLA SUPERIOR DE EDUCAÇÃO * COIMBRA
Education:
                                         Key Competencies
                                             for the Future

APRIL 19-21, 2012
22nd ETEN Conference
ESCOLA SUPERIOR DE EDUCAÇÃO * COIMBRA
1. FROM THE 20th TO THE 21st CENTURY
               2. THE WORLD WE LIVE IN
  3. NEW COMPETENCIES FOR THE FUTURE
4. PUTTING THE COMPETENCIES TOGETHER
                      5. CONCLUSIONS
1. FROM THE 20th TO THE 21st CENTURY
               2. THE WORLD WE LIVE IN
  3. NEW COMPETENCIES FOR THE FUTURE
4. PUTTING THE COMPETENCIES TOGETHER
                      5. CONCLUSIONS
1. FROM 20th TO 21st CENTURY


EDUCATION IN THE LAST 200 YEARS

      industrial	
        social	
  
         era	
             era	
  
1. FROM 20th TO 21st CENTURY

              INDUSTRIAL ERA


            industrial
            industrial	
        social	
  
               era	
             era	
  



The industrial revolution has created the fascination
with the machine and with the human processes that
mimic the repeatability and accuracy of the machine
1. FROM 20th TO 21st CENTURY

                      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.
                    Industry has changed radically, since then, but
                    education still keeps much of the old model.
1. FROM 20th TO 21st CENTURY

                   INDUSTRIAL ERA


disciplinary learning
mechanical and industrial vision of learning
learning as ‘knowledge’ delivery (or ‘content’)
predominance of authority and hierarchy
praise of uniformity
primacy of quantity
1. FROM 20th TO 21st CENTURY

                   SOCIAL ERA


                 era	
  
              industrial	
        social	
  
              industrial	
  
                 era	
             era	
  



The new forms of socialization provided by communication
 networks (internet, cell phones) generated a multitude of
 new opportunities and promising approaches to learning
1. FROM 20th TO 21st CENTURY

                       SOCIAL ERA


multi-, trans- and meta disciplinary learning
organic and social vision of learning
learning as transformation
predominance of leadership and collaboration
praise of difference
primacy of quality (supported by reasonable quantity)
1. FROM 20th TO 21st CENTURY


          industrial era
 social era
           disciplinary learning   multidisciplinary learning
      mechanical and industrial    organic and social
             vision of learning    vision of learning
learning as ‘knowledge’ delivery   learning as transformation
     predominance of authority     predominance of leadership
                and hierarchy      and collaboration
            praise of uniformity   praise of difference
            primacy of quantity    praise of quality (quantified)
1. FROM 20th TO 21st CENTURY


IN WHICH ERA ARE WE?
                  industrial	
       social	
  	
  
                     era	
            era	
  

       Definitely, in the
         industrial era!
We are building the 21st
century with the visions
     of the 19th century
                                                      http://leading-learning.blogspot.com/
1. FROM 20th TO 21st CENTURY




                http://leading-learning.blogspot.com/
1. FROM THE 20th TO THE 21st CENTURY
               2. THE WORLD WE LIVE IN
  3. NEW COMPETENCIES FOR THE FUTURE
4. PUTTING THE COMPETENCIES TOGETHER
                      5. CONCLUSIONS
2. THE WORD WE LIVE IN




  Knowledge-intensive and
innovation-led global world

       Everyone competes
            with everyone

       Less competent are
 replaced by those who, in
   other parts of the world,
  can do the same for less
2. THE WORD WE LIVE IN



                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


                PAST




 THREAT                 stable employment         OPPORTUNITY

                         temporary work

              PRESENT
               FUTURE



problematic                                             full
                        stable employment
employment                                            activity
                         temporary work
2. THE WORD WE LIVE IN


THE ROLE OF SCHOOLS
                                 THREAT
                      Still too busy creating
                          the stable full-time
                       workforce of the past


                        OPPORTUNITY
        Help children build their own ability
               to innovate and create value
2. THE WORD WE LIVE IN


NEW MEDIA, NEW (LEARNING) OPPORTUNITIES
1. FROM THE 20th TO THE 21st CENTURY
               2. THE WORLD WE LIVE IN
  3. NEW COMPETENCIES FOR THE FUTURE
4. PUTTING THE COMPETENCIES TOGETHER
                      5. CONCLUSIONS
3. NEW COMPETENCIES FOR THE FUTURE


         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?
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
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:
                                         http://edorigami.wikispaces.com/21st+Century+Pedagogy
3. NEW COMPETENCIES FOR THE FUTURE
Many studies on the subject:



TEN SKILLS FOR THE
FUTURE WORKFORCE
Institute For The Future (IFTF),
University of Phoenix
3. NEW COMPETENCIES FOR THE FUTURE

SENSE-MAKING, ability to determine the                 SOCIAL MEDIA LITERACY, ability to
deeper meanings and the courses of              critically use social media as instruments
action to act in complex situations                   of empowerment and transformation

SOCIAL INTELLIGENCE, ability                               TRANSDISCIPLINARITY, ability
to participate in the collective                           to reason and build knowledge
construction of solutions                                      across multiple disciplines

ADAPTIVE THINKING, ability to                         DESIGN MIND-SET, ability to create
think and act in ways that transcend                solutions in contexts where only part
the rote and rule-based                                    of the requirements are known

                                                 COGNITIVE LOAD MANAGEMENT, ability
CROSS-CULTURAL COMPETENCY, ability
                                                 to discriminate and filter the information
to operate in diverse cultural settings
                                                  needed to produce successful solutions
COMPUTATIONAL THINKING, ability to translate
                                                    VIRTUAL COLLABORATION, ability to
aggregates of data into abstract concepts
                                                work, drive engagement, and demonstrate
and conduct data-based reasoning
                                                 presence as a member of a virtual team.
1. FROM THE 20th TO THE 21st CENTURY
               2. THE WORLD WE LIVE IN
  3. NEW COMPETENCIES FOR THE FUTURE
4. PUTTING THE COMPETENCIES TOGETHER
                      5. CONCLUSIONS
4. PUTTING COMPETENCIES TOGETHER




    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


                                For this reason,

     Beyond the traditional competencies,
              which keep being essential,
         (writing is even more vital now, because
           it is through writing that we daily build
                     our brand image in this world)

          Beyond the lists of competencies
traditionally associated to the 21st century,
4. PUTTING COMPETENCIES TOGETHER



      they must internalize, through their
        action and interaction, the culture
                  of this connected world

they must be able to create and maintain
        the brand image that lets them be
     recognized and found in this world,
     (their “web track” or “life portfolio”)
4. PUTTING COMPETENCIES TOGETHER




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

   They must learn how to live, lead,
      cooperate, collaborate, create,
        co-create, self-organize, and
           co-organize in this world
1. FROM THE 20th TO THE 21st CENTURY
               2. THE WORLD WE LIVE IN
  3. NEW COMPETENCIES FOR THE FUTURE
4. PUTTING THE COMPETENCIES TOGETHER
                      5. CONCLUSIONS
5. CONCLUSIONS

WHAT TODAY’S WORLD NEEDS
5. CONCLUSIONS

WHAT THE SCHOOL SYSTEMS ARE PRODUCING
5. CONCLUSIONS

           If we recognize this reality, we should:

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

      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
                                                Education:
                                         Key Competencies
                                             for the Future

APRIL 19-21, 2012
22nd ETEN Conference
ESCOLA SUPERIOR DE EDUCAÇÃO * COIMBRA
Education: Key Competencies for the Future

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Education: Key Competencies for the Future

  • 1. Education: Key Competencies for the Future APRIL 19-21, 2012 22nd ETEN Conference ESCOLA SUPERIOR DE EDUCAÇÃO * COIMBRA
  • 2. competence vs competency Education: the competence of a person is related Key to the aggregate of her competencies Competencies for the Future APRIL 19-21, 2012 The slides of this presentation will be available at: 22nd ETEN Conference http://www.slideshare.net/adfigueiredo ESCOLA SUPERIOR DE EDUCAÇÃO * COIMBRA
  • 3. Education: Key Competencies for the Future APRIL 19-21, 2012 22nd ETEN Conference ESCOLA SUPERIOR DE EDUCAÇÃO * COIMBRA
  • 4. 1. FROM THE 20th TO THE 21st CENTURY 2. THE WORLD WE LIVE IN 3. NEW COMPETENCIES FOR THE FUTURE 4. PUTTING THE COMPETENCIES TOGETHER 5. CONCLUSIONS
  • 5. 1. FROM THE 20th TO THE 21st CENTURY 2. THE WORLD WE LIVE IN 3. NEW COMPETENCIES FOR THE FUTURE 4. PUTTING THE COMPETENCIES TOGETHER 5. CONCLUSIONS
  • 6. 1. FROM 20th TO 21st CENTURY EDUCATION IN THE LAST 200 YEARS industrial   social   era   era  
  • 7. 1. FROM 20th TO 21st CENTURY INDUSTRIAL ERA industrial industrial   social   era   era   The industrial revolution has created the fascination with the machine and with the human processes that mimic the repeatability and accuracy of the machine
  • 8. 1. FROM 20th TO 21st CENTURY 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. Industry has changed radically, since then, but education still keeps much of the old model.
  • 9. 1. FROM 20th TO 21st CENTURY INDUSTRIAL ERA disciplinary learning mechanical and industrial vision of learning learning as ‘knowledge’ delivery (or ‘content’) predominance of authority and hierarchy praise of uniformity primacy of quantity
  • 10. 1. FROM 20th TO 21st CENTURY SOCIAL ERA era   industrial   social   industrial   era   era   The new forms of socialization provided by communication networks (internet, cell phones) generated a multitude of new opportunities and promising approaches to learning
  • 11. 1. FROM 20th TO 21st CENTURY SOCIAL ERA multi-, trans- and meta disciplinary learning organic and social vision of learning learning as transformation predominance of leadership and collaboration praise of difference primacy of quality (supported by reasonable quantity)
  • 12. 1. FROM 20th TO 21st CENTURY industrial era social era disciplinary learning multidisciplinary learning mechanical and industrial organic and social vision of learning vision of learning learning as ‘knowledge’ delivery learning as transformation predominance of authority predominance of leadership and hierarchy and collaboration praise of uniformity praise of difference primacy of quantity praise of quality (quantified)
  • 13. 1. FROM 20th TO 21st CENTURY IN WHICH ERA ARE WE? industrial   social     era   era   Definitely, in the industrial era! We are building the 21st century with the visions of the 19th century http://leading-learning.blogspot.com/
  • 14. 1. FROM 20th TO 21st CENTURY http://leading-learning.blogspot.com/
  • 15. 1. FROM THE 20th TO THE 21st CENTURY 2. THE WORLD WE LIVE IN 3. NEW COMPETENCIES FOR THE FUTURE 4. PUTTING THE COMPETENCIES TOGETHER 5. CONCLUSIONS
  • 16. 2. THE WORD WE LIVE IN Knowledge-intensive and innovation-led global world Everyone competes with everyone Less competent are replaced by those who, in other parts of the world, can do the same for less
  • 17. 2. THE WORD WE LIVE IN 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
  • 18. 2. THE WORD WE LIVE IN PAST THREAT stable employment OPPORTUNITY temporary work PRESENT FUTURE problematic full stable employment employment activity temporary work
  • 19. 2. THE WORD WE LIVE IN THE ROLE OF SCHOOLS THREAT Still too busy creating the stable full-time workforce of the past OPPORTUNITY Help children build their own ability to innovate and create value
  • 20. 2. THE WORD WE LIVE IN NEW MEDIA, NEW (LEARNING) OPPORTUNITIES
  • 21. 1. FROM THE 20th TO THE 21st CENTURY 2. THE WORLD WE LIVE IN 3. NEW COMPETENCIES FOR THE FUTURE 4. PUTTING THE COMPETENCIES TOGETHER 5. CONCLUSIONS
  • 22. 3. NEW COMPETENCIES FOR THE FUTURE 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?
  • 23. 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
  • 24. 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
  • 25. 3. NEW COMPETENCIES FOR THE FUTURE Many studies on the subject: http://edorigami.wikispaces.com/21st+Century+Pedagogy
  • 26. 3. NEW COMPETENCIES FOR THE FUTURE Many studies on the subject: TEN SKILLS FOR THE FUTURE WORKFORCE Institute For The Future (IFTF), University of Phoenix
  • 27. 3. NEW COMPETENCIES FOR THE FUTURE SENSE-MAKING, ability to determine the SOCIAL MEDIA LITERACY, ability to deeper meanings and the courses of critically use social media as instruments action to act in complex situations of empowerment and transformation SOCIAL INTELLIGENCE, ability TRANSDISCIPLINARITY, ability to participate in the collective to reason and build knowledge construction of solutions across multiple disciplines ADAPTIVE THINKING, ability to DESIGN MIND-SET, ability to create think and act in ways that transcend solutions in contexts where only part the rote and rule-based of the requirements are known COGNITIVE LOAD MANAGEMENT, ability CROSS-CULTURAL COMPETENCY, ability to discriminate and filter the information to operate in diverse cultural settings needed to produce successful solutions COMPUTATIONAL THINKING, ability to translate VIRTUAL COLLABORATION, ability to aggregates of data into abstract concepts work, drive engagement, and demonstrate and conduct data-based reasoning presence as a member of a virtual team.
  • 28. 1. FROM THE 20th TO THE 21st CENTURY 2. THE WORLD WE LIVE IN 3. NEW COMPETENCIES FOR THE FUTURE 4. PUTTING THE COMPETENCIES TOGETHER 5. CONCLUSIONS
  • 29. 4. PUTTING COMPETENCIES TOGETHER What impacts should those diagrams and lists have on our practice?
  • 30. 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
  • 31. 4. PUTTING COMPETENCIES TOGETHER For this reason, Beyond the traditional competencies, which keep being essential, (writing is even more vital now, because it is through writing that we daily build our brand image in this world) Beyond the lists of competencies traditionally associated to the 21st century,
  • 32. 4. PUTTING COMPETENCIES TOGETHER they must internalize, through their action and interaction, the culture of this connected world they must be able to create and maintain the brand image that lets them be recognized and found in this world, (their “web track” or “life portfolio”)
  • 33. 4. PUTTING COMPETENCIES TOGETHER they must learn to create value that is widely recognized in this world They must learn how to live, lead, cooperate, collaborate, create, co-create, self-organize, and co-organize in this world
  • 34. 1. FROM THE 20th TO THE 21st CENTURY 2. THE WORLD WE LIVE IN 3. NEW COMPETENCIES FOR THE FUTURE 4. PUTTING THE COMPETENCIES TOGETHER 5. CONCLUSIONS
  • 36. 5. CONCLUSIONS WHAT THE SCHOOL SYSTEMS ARE PRODUCING
  • 37. 5. CONCLUSIONS If we recognize this reality, we should: As citizens, make sure that the system doesn’t slide back to the industrial paradigms of the past 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
  • 38. THE END The slides will be made 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