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The Future of Education and Skills: OECD Education 2030 Framework Knowledge, skills, attitudes and values are seen as interconnected and interacting to produce competencies (or capabilities) in action.
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Ever since schools were invented there have been debates about the degree to which the role of education is to be the supply side of the skills that employers want or something else. In the past few decades we have become much clearer about which skills are most important for employability and, excitingly, they bear a remarkable resemblance to what...
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... the OECD offered a model of education which seeks to show the relationships between knowledge, skills, attitudes and values with competencies (their word for capabilities) 15 , Figure 9: There is, arguably, one more conceptual stage beyond capabilities which suggests that the outcome of schooling is not only about being capable but also about routinely deploying capabilities in a range of real-world settings, something I have developed through work with schools in Australia 16 . Figure 10 shows this progression: Dispositions and habits, I suggest, are an even stronger forms of capabilities. A young person who is disposed routinely to persevere in a variety of contexts is much more likely to succeed than one who has some good persevering techniques but frequently fails to apply these! We know from the earlier descriptions of what matters to employers in this paper, that that the development of certain capabilities and dispositions is important. We equally know that such employability habits and transferable skills require deep learning if they are to be developed. The USA National Research Council defines deeper learning ...
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The purpose of this document is to provide national stakeholders with a comprehensive set of guidelines that may facilitate a situational analysis of the nation state context and determine the nation’s state of readiness in terms of the digitalisation of TVET and skills development. It focuses on the processes, steps and tools that nation states should consider adopting when developing the situational analysis. In practice, this process is tantamount to a detailed Digital TVET & Skills Systems Situational Analysis in the country.
The purpose of a national network is to advocate for and support the acceleration of the digital transformation of their national TVET and skills development systems. The network will also facilitate, coordinate, and support the implementation of different activities of the initiative in their respective countries. The guidelines serve as a framework for the technical secretariat of each national network to envision the initiative in their own context, understand the current issues related to digitalisation of the national TVET and skills development system, and comprehend the broad context in which these issues exist.
UNESCO’s role in this process is primarily to operate as a catalyst for an ongoing process of systemic change within an agreed framework. As the national networks stabilize, it is the national networks that will take up ownership of the Pan African Network for the acceleration of digital transformation of TVET and skills development systems in Africa. UNESCO will assist countries in establishing a sustainable and operational national network that enables their national TVET and skills development systems to transform digitally.
The population ageing problem and the need for finding feasible solutions and tools to support elderly people in self-managing their well-being and maintaining their independence and Quality of Life (QoL) have drawn the attention of the research community of multiple disciplines. In particular, mHealth taking advantage of advances in wearables that can track vital signs and smartphone technologies, has shown promising results in this respect in the last decade. Along with the advances in this field, however, a lot of challenges arose, such as safeguarding the elderly persons’ privacy and data rights. The proposed system, MyHealthWatcher, is a personalized mHealth system for elderly people which supports wearable sensors and integration with a monitoring platform used by health professionals and caregivers. For the implementation of the system particular emphasis was given to adhering to principles of ethical design, thus allowing users to be in control of their data.
The Arab world is constantly evolving in the field of human-computer interaction. However, HCI’s involvement in design education in Arab institutions faces many different challenges than in the West. A single disciplinary study, industry-academia separation, Arabic language, and limited HCI research resources are seen as major barriers to HCI integration, backed by examples of the Egyptian education system. This poster proposes five solutions to be implemented in the Arab world to help introduce HCI concepts and principles to students, academia, and industry researchers. These solutions encourage improving interdisciplinary collaboration, increasing awareness of the importance of HCI education, creation of research databases for students and researchers, policies and activities organization, improving teaching systems, and discovery of language opportunities. The adoption of such solutions creates an environment in which the corporate sector, philanthropy, and the general public can all contribute to general academic education and research, especially HCI-related projects.
Neste ensaio discutem-se os reptos da formação em Geografia e na Educação Geográfica, na sociedade contemporânea, bem como algumas mudanças conceptuais e metodológicas que se devem operar nos programas de estudos e nas práticas pedagógicas, para que os formandos adquiram os conhecimentos e desenvolvam as capacidades adequadas ao desempenho eficiente das sua profissão, e a ciência geográfica incremente a sua visibilidade e relevância social. Duas questões de fundo servem de âncora à nossa discussão: Será que os caminhos trilhados pela formação em geografia potenciam o desenvolvimento dos pilares da resiliência, da inovação e da sustentabilidade? E os professores de geografia, será que estão a ser formados para educarem geograficamente os jovens? Reconhecendo os esforços que têm sido feitos, mas também as limitações dos atuais programas de estudos e dos métodos de ensino dominantes nas instituições de formação, das escolas de ensino médio e fundamental às universidades, defendemos a ideia que itinerários formativos mais consistentes com os reptos da sociedade contemporânea passam por uma recentragem da formação e das práticas de ensino na aquisição do “conhecimento poderoso”, na mestria de “conceitos liminares” e no desenvolvimento de experiências de “aprendizagens transformadoras”. Devido à sua dimensão estratégica, o investimento da educação nestes domínios constitui um contributo importante para formar profissionais mais comprometidos com a mudança e a configuração de um futuro para o mundo mais resiliente e sustentável, em termos sociais e ambientais.
