Title: 21st century competences
121st century competences
- A comparative analysis of international frameworks
Natalie Pareja Roblin Ghent University
(Belgium) Joke Voogt University of Twente (The
Netherlands)
2Society has changed from an industrial society
Mass production
3to a knowledge society
Knowledge
4Drivers for change
5Changes in economy and labor market
- 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)
- Increase in demand for people with (formal) high
and medium qualifications
6Changes 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)
7Changes in the way we live, learn, work
8(No Transcript)
9Need for new competences
21st century skills
Key competences
Knowledge, skills and attitudes
Life long learning competences
21st century learning
10Frameworks for 21st century competences
11Research questions and goals
21st century competences
12What are 21st century competences?
13ICT Competences
14What are 21st century competences?
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16Implementation of 21st century competences
17Implementation Approaches
18Implementation 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)
19Assessment 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)
20Stakeholders
21Challenges
- 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?
22Further 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
23-
- 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
24Thank you for your attention!Questions?
Natalie Pareja Roblin natalie.parejaroblin_at_ugent.
be Joke Voogt j.m.voogt_at_utwente.nl