This document discusses the competencies needed for the future based on changes in the modern world. It outlines how education still reflects an outdated industrial model and needs to adapt to today's more global, knowledge-based economy. The key competencies identified include communication, collaboration, creativity, entrepreneurship, and digital literacy. Schools must help students develop abilities like sense-making, social intelligence, and computational thinking to succeed. Educators are challenged to provide an education that will allow citizens to thrive and create value in this new environment.

1. Transcript
 1. Education: Key Competencies for the FutureAPRIL 19-21, 201222nd ETEN
ConferenceESCOLA 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 FutureAPRIL 19-21, 2012 The slides
of this presentation will be available at:22nd ETEN Conference
http://www.slideshare.net/adfigueiredoESCOLA SUPERIOR DE EDUCAÇÃO * COIMBRA
 3. Education: Key Competencies for the FutureAPRIL 19-21, 201222nd ETEN
ConferenceESCOLA SUPERIOR DE EDUCAÇÃO * COIMBRA
 4. 1. FROM THE 20th TO THE 21st CENTURY 2. THE WORLD WE LIVE IN 3. NEW
COMPETENCIES FOR THE FUTURE4. 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 FUTURE4. PUTTING THE COMPETENCIES TOGETHER 5.
CONCLUSIONS
 6. 1. FROM 20th TO 21st CENTURYEDUCATION 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 fascinationwith the
machine and with the human processes thatmimic 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 ofindustry 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 ERAdisciplinary learningmechanical and
industrial vision of learninglearning as ‘knowledge’ delivery (or ‘content’)predominance of
authority and hierarchypraise of uniformityprimacy 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 ERAmulti-, trans- and meta disciplinary
learningorganic and social vision of learninglearning as transformationpredominance of
leadership and collaborationpraise of differenceprimacy 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 learninglearning 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 CENTURYIN WHICH ERA ARE WE?
industrial social era era Definitely, in the industrial era!We are building the 21stcentury
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 FUTURE4. PUTTING THE COMPETENCIES TOGETHER 5.
CONCLUSIONS

2.  16. 2. THE WORD WE LIVE IN Knowledge-intensive andinnovation-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 workforceThe 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 FUTUREproblematic full stable employmentemployment activity
temporary work
 19. 2. THE WORD WE LIVE INTHE 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 INNEW MEDIA, NEW (LEARNING) OPPORTUNITIES
 21. 1. FROM THE 20th TO THE 21st CENTURY 2. THE WORLD WE LIVE IN 3. NEW
COMPETENCIES FOR THE FUTURE4. 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 FUTUREMany studies on the subject: What
competencies for the learners and the workforce? communication, collaboration, creativity,
entrepreneurship, IT skills
 24. 3. NEW COMPETENCIES FOR THE FUTUREMany 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 FUTUREMany studies on the subject:
http://edorigami.wikispaces.com/21st+Century+Pedagogy
 26. 3. NEW COMPETENCIES FOR THE FUTUREMany studies on the subject:TEN SKILLS
FOR THEFUTURE WORKFORCEInstitute For The Future (IFTF),University of Phoenix
 27. 3. NEW COMPETENCIES FOR THE FUTURESENSE-MAKING, ability to determine the
SOCIAL MEDIA LITERACY, ability todeeper meanings and the courses of critically use
social media as instrumentsaction to act in complex situations of empowerment and
transformationSOCIAL INTELLIGENCE, ability TRANSDISCIPLINARITY, abilityto participate
in the collective to reason and build knowledgeconstruction of solutions across multiple
disciplinesADAPTIVE THINKING, ability to DESIGN MIND-SET, ability to createthink and act
in ways that transcend solutions in contexts where only partthe rote and rule-based of the
requirements are known COGNITIVE LOAD MANAGEMENT, abilityCROSS-CULTURAL
COMPETENCY, ability to discriminate and filter the informationto operate in diverse cultural
settings needed to produce successful solutionsCOMPUTATIONAL THINKING, ability to
translate VIRTUAL COLLABORATION, ability toaggregates of data into abstract concepts
work, drive engagement, and demonstrateand 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 FUTURE4. PUTTING THE COMPETENCIES TOGETHER 5.
CONCLUSIONS
 29. 4. PUTTING COMPETENCIES TOGETHER What impacts shouldthose 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 themarkets 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

3.  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
competenciestraditionally associated to the 21st century,
 32. 4. PUTTING COMPETENCIES TOGETHER they must internalize, through their action
and interaction, the culture of this connected worldthey 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 FUTURE4. PUTTING THE COMPETENCIES TOGETHER 5.
CONCLUSIONS
 35. 5. CONCLUSIONSWHAT TODAY’S WORLD NEEDS
 36. 5. CONCLUSIONSWHAT 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 creatingtheir 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 FutureAPRIL 19-21, 201222nd ETEN
ConferenceESCOLA SUPERIOR DE EDUCAÇÃO * COIMBRA