Changing trends in the social and job market brought to fore the debate on Education for the 21st Century. The main issues revolve around what skills will be required and how they will be availed. There are questions on why this shift has occurred and why it is necessary to be alive to these facts. Persons providing education need to appreciate the skills that will define the world in years to come.
Numerous research works have been presented on the skills and competencies that will survive the next few decades. This means that students must be prepared through provision or direction to where they can find the skills. Several facts have been agreed upon so far.
One major issue running across the debate is that more education remains central to better achievement. It provides unwavering security of opportunities that will help the person support his or her family. It is one of the sure ways of achieving a middle class lifestyle for most people.
Traditional subjects retain their anchorage point and give a slight advantage to those pursuing them. They include language arts, Maths and sciences. Evidence fronted indicates that those who advance in subjects Mathematic skills hold an advantage over their peers.
There is a need for broader thinking and competencies beyond formal education. These competencies include critical thinking, focus on solutions, collaboration and communication, the ability to come up with new processes and products as well as adapt quickly to changing work environments. This prepares an individual for a dynamic world ahead that is increasingly liquid and unpredictable. Malleability will be an asset.
The extra skills required for survival cannot be taught or exist on their own. Students who engage with deep content have a higher possibility of developing better survival skills like critical thinking. The suggestion is that, the competencies cannot be isolated from the curriculum.
The demand for certain skills is driven by certain forces. They include automation where computers are increasingly edging out the demand for more people in work places. This means that jobs that depend on directions like accounting are increasingly being phased out. This has however led to a shift in demand for persons who can engage in strategic thinking and management, communication, reading, writing and mathematics.
Other forces reshaping skill requirement include globalization. One can apply skills in any part of the world. It increases competition and requires broader understanding of issues. The other force is corporate changes where bureaucracy has been reduced. Most companies have restructured to create efficient and simple structures. The ability to replace so many people at the same time is demanded.
An increasing older global population is required is presenting a potential danger. It means that people must be prepared to do that which they did not engage in traditionally. Diverse skills are called to fore. There is a need for individuals to take personal responsibility at work. This is affecting job security, working years and work related social benefits like health. One is supposed to handle that a personal level.
Education for the 21st Century must therefore factor in a number of issues. Focus on traditions basic skills and knowledge, prepare students for application of this knowledge in solving social challenges and finally broaden the competency of each graduate. This will make the persons competitive in the years to come.
Numerous research works have been presented on the skills and competencies that will survive the next few decades. This means that students must be prepared through provision or direction to where they can find the skills. Several facts have been agreed upon so far.
One major issue running across the debate is that more education remains central to better achievement. It provides unwavering security of opportunities that will help the person support his or her family. It is one of the sure ways of achieving a middle class lifestyle for most people.
Traditional subjects retain their anchorage point and give a slight advantage to those pursuing them. They include language arts, Maths and sciences. Evidence fronted indicates that those who advance in subjects Mathematic skills hold an advantage over their peers.
There is a need for broader thinking and competencies beyond formal education. These competencies include critical thinking, focus on solutions, collaboration and communication, the ability to come up with new processes and products as well as adapt quickly to changing work environments. This prepares an individual for a dynamic world ahead that is increasingly liquid and unpredictable. Malleability will be an asset.
The extra skills required for survival cannot be taught or exist on their own. Students who engage with deep content have a higher possibility of developing better survival skills like critical thinking. The suggestion is that, the competencies cannot be isolated from the curriculum.
The demand for certain skills is driven by certain forces. They include automation where computers are increasingly edging out the demand for more people in work places. This means that jobs that depend on directions like accounting are increasingly being phased out. This has however led to a shift in demand for persons who can engage in strategic thinking and management, communication, reading, writing and mathematics.
Other forces reshaping skill requirement include globalization. One can apply skills in any part of the world. It increases competition and requires broader understanding of issues. The other force is corporate changes where bureaucracy has been reduced. Most companies have restructured to create efficient and simple structures. The ability to replace so many people at the same time is demanded.
An increasing older global population is required is presenting a potential danger. It means that people must be prepared to do that which they did not engage in traditionally. Diverse skills are called to fore. There is a need for individuals to take personal responsibility at work. This is affecting job security, working years and work related social benefits like health. One is supposed to handle that a personal level.
Education for the 21st Century must therefore factor in a number of issues. Focus on traditions basic skills and knowledge, prepare students for application of this knowledge in solving social challenges and finally broaden the competency of each graduate. This will make the persons competitive in the years to come.
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