21st century skills

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21st century skills comprises the skills, abilities, and dispositions of learning that have been identified as being necessary for success in 21st century society and the workplace by educators, business leaders, academics, and government agencies. It is part of a growing international movement that focuses on the skills needed for students to master in preparation for success in a rapidly changing digital society. Many of these skills are also associated with deeper learning, based on mastering skills such as analytic reasoning, complex problem solving, and teamwork. These skills differ from traditional academic skills because they are not content-based knowledge.

During the last decades of the 20th century and into the 21st century, society has been accelerating changes in the economy and technology. Its influence on the workplace, and thus on demands on the educational system preparing students for labor, has been significant in several ways. Beginning in the 1980s, large governments, educators and employers issued a series of reports that identified key skills and implementation strategies to guide students and workers to meet changing workplace and community demands.

The current workforce is significantly more likely to change the career field or occupation. Those in the Baby Boom generation enter the world of work with the goal of stability; the next generation is more concerned with finding happiness and satisfaction in their working lives. Young workers in North America now tend to change jobs at a much higher rate than before, on average every 4.4 years. With this mobility of labor there is a demand for different skills, allowing people to be flexible and adaptable in different roles or in different career fields.

Since the western economy has changed from industry-based to service-based, trade and calling has a smaller role. However, certain hard skills and certain skill mastery, with a focus on digital literacy, are in increasing demand. People skills that involve interaction, collaboration, and managing others are increasingly important. Skills that allow people to be flexible and adaptable in different roles or in different fields, those that involve processing information and managing people more than manipulating equipment - in offices or factories - are in greater demand. It is also referred to as "applied skills" or "subtle skills", including personal, interpersonal, or learning skills such as life skills (problem-solving behavior), people skills, and social skills. Skills have been grouped into three main areas:

• Learning and innovation skills : critical thinking and problem solving, communication and collaboration, creativity and innovation
• Digital literacy capabilities : information literacy, media literacy, information and communication technology literacy (ICT)
• Careers and Life Skills : flexibility and adaptability, initiative and self-direction, social and cross-cultural interaction, productivity and accountability

Many of these skills are also identified as key qualities of progressive education, a pedagogical movement that began in the late nineteenth century and continues in various forms to date.

Video 21st century skills

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Since the early 1980s, various government, academic, nonprofit, and corporate entities have done enough research to identify the key personal and academic skills and competencies they set up required for present and future generations. The identification and application of 21st century skills into education and workplace began in the United States but has spread to Canada, the United Kingdom, New Zealand, and through national and international organizations such as APEC and OECD.

In 1981, the US Education Minister created the National Commission for Excellence in Education to examine the quality of education in the United States. "The Commission released its report of A Nation at Risk: Imperative for Educational Reform in 1983. The main finding is that" educational reform should focus on the goal of creating a Learning Society. "Recommended reports include instructional content and skills:

Five New Basics: English, Mathematics, Science, Social Sciences, Computer Science Other Curriculum Issues: Develop skills, thoroughness and skills in Foreign Language, Performing Arts , Fine Arts, Vocational Studies, and the pursuit of higher education.
Skills and abilities (consolidated):

• enthusiasm for learning
• deep understanding
• applying learning
• examination, investigation, critical thinking and reasoning
• communication - write well, listen effectively, discuss intelligently, good at foreign languages,
• culture, social, and environment - understanding and implication
• technology - understand computers as information, computing, and communication devices, and the world of computers, electronics, and related technologies.
• variety of learning in various fields - visual art, performing arts, and vocational

Until the beginning of the 21st century, education systems around the world are focused on preparing their students to gather content and knowledge. As a result, schools focus on providing literacy skills and counting to their students, as these skills are deemed necessary to gain content and knowledge. Recent developments in technology and telecommunications have made information and knowledge everywhere and accessible in the 21st century. Therefore, while skills such as literacy and numeracy are still relevant and necessary, they are no longer adequate. In response to technological, demographic and socio-economic change, the educational system is beginning to make a shift toward providing their students with a variety of skills that not only rely on cognition but also on the interdependence of cognitive, social, and emotional characteristics.

Important efforts are made by the Secretary of the US Labor Commission to Achieve Necessary Skills (SCANS), a national coalition called the 21st Century Skills Partnership (P21), the International Organization for Economic Cooperation and Development, the American Association of Colleges and Universities, researchers at MIT and other higher education institutions, and private organizations.

Additional research has found that the top skills demanded by Fortune 500 companies in 2000 have shifted from traditional reading, writing and numeracy to teamwork, problem solving, and interpersonal skills. A 2006 Conference Board survey of about 400 entrepreneurs revealed that the most important skills for new entrants include verbal and written communications and critical thinking/problem solving, in front of basic knowledge and skills, such as reading comprehension and math. While 'three R' is still considered fundamental to new entrants' capabilities, employers emphasize that applied skills such as teamwork and critical thinking are 'essential' to success in the workplace. "

A 2006 report by MIT researchers responded to suggestions that students acquire critical skills and critical competencies independently by interacting with popular culture, noting three sustained trends indicating the need for pedagogical policies and interventions: "

• The Participation Gap - unequal access to opportunities, experiences, skills, and knowledge that will prepare youth for full participation in the world of the future.
• Transparency Issues - The challenges young people face in learning to see clearly how the media shape the perception of the world.
• Ethical Challenges - A breakdown of traditional forms of professional training and socialization that can prepare young people for their growing public role as media producers and community participants. "

According to the labor economist at MIT and the Graduate School of Education Harvard, the economic changes brought about for more than four decades by new technology and globalization, the demands of entrepreneurs for people with competencies such as complex thinking and communication skills have greatly improved. They argue that the success of the US economy will depend on the nation's ability to give students "basic skills in problem solving and communication that computers do not have."

In 2010, the Common Core State Standards Initiative, an effort sponsored by the National Governors Association (NGA) and Council of Chief School School Officers (CCSSO), issued a Common Core Standard, calling for integration of 21st century skills into K-12 curriculum across America Union.

Maps 21st century skills

Skill

Skills and competencies that are generally considered "21st century skills" vary but share some common themes. They are based on the premise that effective learning, or deeper learning, a range of student education outcomes including the acquisition of strong core academic content, high-level thinking skills, and learning dispositions. This pedagogy involves creating, working with others, analyzing, and presenting and sharing learning experiences and learned knowledge or wisdom, including peers and mentors and teachers. This contrasts with the more traditional learning methodology that involves learning by memorizing and repeating info/knowledge back to the teacher for value. Skills directed at students and workers to encourage engagement; seek, forge, and facilitate connections to broader knowledge, ideas, associates, instructors, and audiences; create/produce; and presentation/publishing. Classification or grouping has been done to encourage and promote pedagogy that facilitates deeper learning through traditional instruction as well as active learning, project-based learning, problem-based learning, and more. A 2012 survey conducted by the American Management Association (AMA) identified three key skills needed for their employees: critical thinking, communication, and collaboration. Below is a list of 21st century skills that are easier to identify.

General Core

The General Core Standards issued in 2010 are intended to support "the application of knowledge through high-level thinking skills." The stated objective initiative is to promote the skills and concepts necessary for lectures and career readiness in various disciplines and life in the global economy. Skills identified for success in literacy and mathematics:

• convincing reasoning
• collection of evidence
• critical thinking, problem solving, analytical
communication

SCANS

After the release of the A Nation at Risk , the US Department of Labor appoints the Commission Secretary to Reach the Necessary Skills (SCANS) to determine the skills needed for young people to succeed in the workplace for cultivate a high-performing economy. SCANS focuses on what they call the "life-learning" system. In 1991, they released their preliminary report, What School Work Needed . The report concludes that high-performance workplaces require workers with fundamental underlying skills: basic skills and knowledge, thinking skills to apply that knowledge, personal skills to manage and perform; and five major competencies in the workplace.

Basic Skills

• Basic Skills: reading, writing, performing arithmetic and math operations, listening and speaking.
• Thinking Skills: think creatively, make decisions, solve problems, visualize, know how to learn, and why
• Personal Quality: showcases responsibility, self-esteem, social skills, self-management, and integrity and honesty

Workplace Competencies

• Source: identifying, organizing, planning and allocating resources
• Interpersonal: work with others (participate as a team member, teach other new skills, serve clients/customers, train leadership, negotiate, work with diversity )
• Information: obtaining and using information (obtaining and evaluating, organizing and maintaining, and interpreting and communicating information; using a computer to process information )
• System: understand complex relationships (understand system, monitor and improve performance, upgrade or design system)
• Technology: work with various technologies (choose technology, apply technology on task, maintain and troubleshoot equipment)

Partnership for 21st Century Skills (P21)

In 2002, the Partnership for 21st Century Skills (now Partnership for 21st Century Learning, or P21 ) was established as a nonprofit organization by a coalition that includes members of the national business community, education leaders and policy makers: National Education Association (NEA), US Department of Education, AOL Time Warner Foundation, Apple Computer, Inc., Cable in the Classroom, Cisco Systems, Inc., Dell Computer Corporation, Microsoft Corporation, SAP, Ken Kay (President and Founder) and Dins Golder-Dardis. To encourage a national conversation about "the importance of 21st century skills for all students" and "position 21st century readiness at US K-12 education centers", P21 identifies six key skills:

• The core subject.
• 21st century content.
• Learning and thinking skills.
• Information and communication technology literacy (ICT).
• Life skills.
• 21st century assessment.

7C Skills have been identified by P21 senior fellows at P21, Bernie Trilling, and Charles Fadel:

• Critical thinking and troubleshooting
• Creativity and innovation
• Cross-cultural understanding
• Media communication, information, and literacy
• ICT Computing and literacy
• Careers and learning independence

The Four Cs

The P21 organization also conducts research that identifies the deeper competencies and learning skills they call Four C's learning from the 21st century:

• Collaboration
• Communications
• Critical thinking
• Creativity

New Literacy Site The University of Southern California enrolls four different "C" skills:

• Create
• Circulate
• Connect
• Collaborate

7 Surviving Skills

In 2008, author and researcher at Harvard Graduate School of Education, Tony Wagner identified what he called "7 Resistant Skills" needed for a modern workplace:

• Critical thinking and troubleshooting
• Collaboration
• Agility and adaptability
• Initiatives and entrepreneurship
• Effective spoken and written communication
• Access and analyze information
• Curiosity and imagination

Participatory culture & amp; new media literacy

Researchers at MIT, led by Henry Jenkins, Director of the Comparative Media Studies Program, in 2006 issued a white paper ("Facing Participatory Cultural Challenges: Media Education for the 21st Century"), which examines digital media and learning. To address this Digital Gap, they recommend the efforts undertaken to develop the cultural competence and social skills necessary to fully participate in modern society, rather than just advocating installing computers in each class. What they call participatory culture shifts this literacy from the individual level to wider connections and engagement, on the premise that networks and collaborations develop important social skills for new literacy. This in turn builds the traditional basic knowledge and skills taught in schools: traditional literacy, research, technical, and critical analysis skills.

Participatory culture is defined by this study as having: low barriers to artistic expression and civic engagement, strong support for creating and sharing one's creations, informal guidance, beliefs that member contributions are important, and social connections (regardless of what others think about their creations ). Participatory cultural forms include:

• Affiliates - membership, formal and informal, in an online community centered around various forms of media, such as message boards, metagaming, clan games, and other social media).
• Expression - produces new creative forms, such as digital sampling, skinning and modding, fan videomaking, fan fiction writing, zine, mash-up.
• Collaborative Troubleshooting - working together in teams, formal and informal, to complete tasks and develop new knowledge (such as via Wikipedia, alternative reality games, pampering).
• Circulation - forms media streams (such as podcasting, blogging) .

The skills identified are:

• Play
• Simulations
• Allotment
• Multitasking
• Distributed Cognition
• Collective Intelligence
• Judgment
• Transmediation Navigation
• Network
• Negotiations

A 2005 study (Lenhardt & Madden) found that more than half of all teenagers have created media content, and roughly one-third of teenagers using the Internet have shared their content, demonstrating a high degree of involvement in participatory cultures. Such digital literary literature emphasizes the intellectual activity of a person who works with advanced information communication technologies, not on the prowess of the tool.

21st century EnGauge Skill

In 2003, Northern Regional Education Laboratory and Metiri Group issued a report entitled "EnGaugeÃ,® 21st Century Skills: Literacy in the Digital Age" based on two years of research. The report calls for policymakers and educators to define 21st century skills, highlighting the relationship of those skills to conventional academic standards, and recognizing the need for multiple assessments to measure and evaluate these skills in the context of today's current global academic and technological and technological standards. To provide a shared understanding of, and the language for discussion, the needs of students, citizens, and workers in modern digital society, the report identifies four "skill groups":

• Digital-Age Literacy
• Inventive Thinking
• Effective Communication
• Higher Productivity

OECD Competencies

In 1997, the member states of the Organization for Economic Cooperation and Development launched a Program for International Student Assessment (PISA) to monitor "the extent to which students near the end of compulsory education have acquired essential knowledge and skills for full participation in society". In 2005 they identified three "Category Competencies:"

• Using Tools Interactively
• Interact in Heterogeneous Groups
• Act Autonomy

American Association of Colleges and Universities

AAC & amp; U did some research and surveys on their members. In 2007 they recommended that high school graduates achieve four skills - Essential Learning Outcomes:

• Knowledge of Human Culture and the Physical and Natural World
• Intellectual and Practical Skills
• Personal and Social Responsibility
• Integrative Learning

They found that the most discussed skills on campus and university goals were:

• write
• critical thinking
• quantitative reasoning
• oral communication
• intercultural skills
• information literacy
• ethical reasoning

2015 Survey from AAC & amp; U adds the following destination:

• analytic reasoning
• research skills and projects
• interdisciplinary learning integration
• applying learning outside the classroom
• civil engagement and competence

ISTE/NETS performance standards

The ISTE Education Technology Standards (formerly National Education Technology Standards (NETS) ) is a set of standards published by the International Society for Technology in Education (ISTE) to utilize technology use in K -12. This is sometimes mixed with information and communication technology (ICT) skills. In 2007, NETS issued a series of six performance indicators (only the first four exist on their website in 2016):

• Creativity and Innovation
• Communications and Collaboration
• Research and Information Fluency
• Critical Thinking, Problem Solving, and Decision Making
• Digital Citizenship
• Operation and Technology Concepts

Literacy ICT Literacy literacy standards (2007)

In 2007 the Educational Testing Service (ETS) Panel released its digital literacy standard:

Information and Communication Technology (ICT) Expertise:

• Cognitive skills
• Technical expertise
• ICT Skills

A person with this skill is expected to perform these tasks for a set of specific information: access, manage, integrate, evaluate, create/publish/present. The emphasis is on proficiency with digital tools.

Dedicated learning styles and categories

In 2005, Chris Dede of the Harvard Graduate School of Education developed a new digital literacy based framework entitled

Neomillennial Learning Style :

• Fluency in some media
• Active learning based on collective search, sifting, and experience synthesis.
• Expressions through non-linear association web representations.
• A shared design by teachers and students from a personalized learning experience.

Dede category system
With the exponential expansion of personal access to Internet resources, including social media, information and content on the Internet has grown from being created by website providers to individual and community contributors. The Internet of the 21st century centers on material created by a small number of people, Web 2.0 tools (eg Wikipedia) drive online communication, collaboration, and content creation by a large number of people (individually or in groups) in the online community.

In 2009, Dede created a category system for Web 2.0 tools:

• Share (communal bookmark, photo/video sharing, social networking, author/fanfiction workshop)
• Think (blog, podcast, online discussion forum)
• Joint Creation (creation of wiki/collaborative files, mashups/creation of collective media, community of collaborative social change)

World Economic Forum

In 2015, the World Economic Forum published a report entitled 'New Vision for Education: Unlocking Technology Potentials' that focuses on issues that suppress the 21st century skills gap and ways to address them through technology. In the report, they defined a set of 16 essential skills for education in the 21st century. These skills include six "basic literacy", four "competencies" and six "character qualities" listed below.

Foundation Foundation

• Literacy and counting
• Scientific literacy
• ICT Literation
• Financial literacy
• Cultural Literacy
• Civil literacy

Competencies

• Critical thinking/troubleshooting/
• Communication
• Collaboration

Character Character

• Creativity
• Initiatives
• Persistence/grit
• Ability to adapt
• Curiosity
• Leadership
• Social and cultural awareness

National Research Council

In a paper entitled 'Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century' produced by the National Research Council of the National Academy, National Research defines 21st century skills, explains how skills relate to one another and summarizes evidence of century skills 21.

As a first step to describe "21st century skills," the National Research Council identifies three domains of competence: cognitive, interpersonal, and intrapersonal while acknowledging that the three temporary domains are distinct, interrelated in human development and learning. These three domains represent different aspects of human thinking and build on previous attempts to identify and regulate the dimensions of human behavior. The committee produces the following 21st century skills groups in the three domains mentioned above.

Cognitive Competence

• Cognitive processes and strategies: Critical thinking, problem solving, analysis, reasoning and argumentation, interpretation, decision making, adaptive learning
• Knowledge: Information literacy, ICT literacy, oral and written communication, and active listening
• Creativity: Creativity and innovation

Intrapersonal Competencies

• Intellectual openness: Flexibility, adaptability, artistic and cultural appreciation, personal and social responsibilities, appreciation of diversity, adaptability, continuous learning, intellectual interest and curiosity
• Work/awareness ethics: Initiative, self-direction, responsibility, perseverance, grit, career orientation, ethics, integrity, citizenship
• Positive core self evaluation: Self-monitoring, self-evaluation, self-reinforcement, physical and psychological health

Interpersonal Competence

• Teamwork and collaboration: Communication, collaboration, teamwork, teamwork, coordination, interpersonal skills
• Leadership: Responsibility, assertive communication, self-presentation, social influences with others

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Implementation

Several agencies and organizations have issued guidelines and recommendations for the application of 21st century skills in various learning environments and study spaces. These include five separate areas of education: standard, assessment, professional development, curriculum & amp; instruction, and learning environment.

The design of the learning environment and the curriculum has been influenced by initiatives and efforts to apply and support 21st century skills by moving from model model school schools and into different organizational models. Direct learning-based learning projects have resulted in program and space development such as STEM and space makers. A collaborative learning environment has encouraged flexibility in furniture and classroom layout as well as differentiated spaces, such as small seminar rooms near the classroom. Literacy with, and access to, digital technology has influenced the design of furniture and fixed components as students and teachers use tablets, interactive whiteboards and interactive projectors. The size of the classroom has grown to accommodate a variety of furniture arrangements and groupings, many of which are less space-efficient than the traditional configuration of tables in rows.

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See also

• Applied academics
• Design-based learning
• Learning environment
• Study room
• Learning by phenomenon
• STEM field

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References

Bellanca, J. (Ed.) (2010) 21st Century Skills: Rethinking How Students Learn. Press Tree Solutions, Bloomington, In. Bellanca, J (Ed.) (2014) Deeper Learning: Beyond 21st Century Skills. Press Tree Solutions, Bloomington, In. (Ben Franklin Award, Independent Publisher, Asso, 2016)

src: www.researchgate.net

External links

• edorigami - The 21st Century Study Room
• Seven Survival Skills
• Chris Dede, Comparing the Framework for "21st Century Skills", Harvard Graduate School, July 1009.
• How Do You Determine 21st Century Learning?
• Creating Schools in the 21st Century - Creating Schools/Student-Centered Workplaces for New Culture Students at Work , Bob Pearlman
• About eSTEM
• [1]

Source of the article : Wikipedia