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21st century competences

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21st century competences. A comparative analysis of international frameworks. Natalie Pareja Roblin. Ghent University (Belgium) Joke Voogt. University of Twente (The ... – PowerPoint PPT presentation

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Title: 21st century competences


1
21st century competences
  • A comparative analysis of international frameworks

Natalie Pareja Roblin Ghent University
(Belgium) Joke Voogt University of Twente (The
Netherlands)
2
Society has changed from an industrial society
Mass production
3
to a knowledge society
Knowledge
4
Drivers for change
5
Changes 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

6
Changes 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)

7
Changes in the way we live, learn, work
8
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9
Need for new competences
21st century skills
Key competences
Knowledge, skills and attitudes
Life long learning competences
21st century learning
10
Frameworks for 21st century competences
11
Research questions and goals
21st century competences
12
What are 21st century competences?
13
ICT Competences
14
What are 21st century competences?
15
(No Transcript)
16
Implementation of 21st century competences
17
Implementation Approaches
18
Implementation 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)
19
Assessment 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)

20
Stakeholders
21
Challenges
  • 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?

22
Further 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

24
Thank you for your attention!Questions?
Natalie Pareja Roblin natalie.parejaroblin_at_ugent.
be Joke Voogt j.m.voogt_at_utwente.nl
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