About the authors
Bernie Trilling is founder and CEO of 21st Century Learning Advisors and the former global director of the Oracle Education Foundation. He has participated in different organizations which work on the development of 21st-century methodologies.
Charles Fadel founded the Center for Curriculum Redesign and has worked in a variety of educational projects around the world.
The book is written from an educational point of view, providing information on the skills and attitudes needed by teachers, administrators, parents, and students. Authors appeal to the significant changes suffered in the last years which require certain adaptations to the classroom, programs, and lessons. The book includes a DVD with examples of education programs adapted to the 21st century.
The book entails three parts. First, it describes the environment surrounding the 21st century. Second, the authors describe which would be the skills required to succeed in the 21st century, and in the last part, they focus on a proposal for learning in this age.
The 21st-century skills covered by the authors are divided into three broad groups:
- Learning and innovation skills such as problem-solving, critical thinking, creativity, teamwork, and collaboration.
- Computer literacy skills such as digital citizenship, as well as research and the accurate use of information, media, and technological systems to achieve effective communication.
- Professional and life skills such as adapting to changes, developing initiative and self-direction, global and cultural awareness, and interaction, productivity, leadership, and accountability.
By Academic Committee
Changes in the workplace are necessary to match the 21st-century skills demands. Global citizens today agree that as time goes by the place of work changes, but the competencies that go along with it should too. We cannot deny that the skills required in the 21st-century gear towards factors such as competitiveness, innovation, and creativity.
Workers nowadays need an advanced mentality, open mind and disposition to unlearn and relearn putting into practice soft skills such as time management, leadership, resilience, and self-direction, among others.
Workplaces are changing. Many workers are still illiterate when it comes to succeeding in the involving work environment, taking into account that company’s know-how goes hand in hand with technology. The power of technology will promote modern devices and a more efficient communication network as the workplace setting improves. If a company wants to keep its quality and be competitive in its market, then workers will need to keep up with the latest technology trends and adapt rapidly to the changes that occur on a daily basis.
Companies have also seen the necessity to make adjustments in their infrastructure to promote spaces where workers can interact in different ways. Moreover, design places where creativity and innovation flourish. The need for spaces that nurture teamwork and discussion contribute to the development of creative solutions and distinct concepts gathering different opinions and points of view. Thus, generating change too.
As times change, society and minds also change. Back in the days having domain and knowledge in the core subjects at school were enough to be considered a successful person and prepared for the real world. Currently, this era takes much more skills than just being able to read, write and solve mathematical equations.
To gain success, we must now have a range of knowledge in diverse areas of expertise such as science, technology, and culture, as well as being creative, innovative, flexible, and possess the ability to work in teams, solve problems, think critically, and communicate effectively.
Assumptions regarding success in the workplace have also changed. It is not just about inventing a product that allures people because it is not costly and it works. Now it has to be original, significant and prepossessing. Moreover, many jobs are being delegated to other countries because they can save money by having other people do the same job for less pay. Technology in itself poses dichotomy as it advances, the workplace changes in a way where humans compete against it for the same job. However, if the personnel can adapt, learn and innovate it will outsmart computers and avoid a worker’s replacement since jobs now demand specialization.
Employees need to keep pace with competencies so that managers and directors can see that they possess the skills from the 21st century. They have to prove and make visible, making the right decisions, using the right information and tools, that they can do the job right, come up with the best solutions and produce the most incredible and rewarding product or service. Many professionals have already embarked in these skills adopting technology and software as essential to getting the job done making them a limited, yet valuable source due to the attitude rather than their expertise on the subject.
by Erick Mariano Izaguirre
“Why do I need to study this? What for do I need to know this? How is this going to help me in the future?” Do these questions sound familiar to you? If you are a teacher, you must have heard these questions dozens of times. Decontextualized new content usually leads students to this uncomfortable query.
Director and writer Spencer Cathcart, known for The Lie We Live (2015) claims: “We discover the world through a textbook. For years we sit and regurgitate what we’re told. Tested and graded like subjects in a lab. Raised not to make a difference in this world, raised to be no different. Smart enough to do our job but not to question why we do it.” His words seem to make much more sense now that the concept of “21st-century skills” is catching on.
Nowadays an increasing number of business people, politicians, and educators are sold to the idea that the new generations of students need the provision of “21st-century skills” to be able to succeed in our fast-evolving reality. Today we are experiencing such an incredible amount of changes that what students learn at schools is obsolete in a couple of years. The reason why teaching students competencies instead of content has become much more urgent now than any time before.
An article published by The Glossary of Education Reform in the year 2014 suggests that “21st-century skills can be applied in all academic subject areas, and in all educational, career, and civic settings throughout a student’s life.” It is of high relevance to highlight that some of the most common characteristics considered as 21st-century skills, critical thinking, and problem-solving, have been neglected for many years in our educational systems. Some claim this has been the result of deficient assessment tools since we have been immersed in evaluation methods that force students to learn the necessary content to pass an exam, thus leaving aside the sole purpose of education, learning for life.
In addition to critical thinking and problem solving, there is an extensive list of characteristics that companies around the world and the planet itself demand from every single citizen. Civic, ethical, and social justice literacy as well as, global awareness, multicultural literacy, humanitarianism, ecosystems understanding, and environmental and conservation literacy are just some of the skills we have not been able to master yet due to their lack of economic productivity. It is well-known that education systems will respond to the needs of those who fund them, especially now that education is a private and very lucrative business. However, understanding the extent of the situation is just the beginning. Now the big challenge is to come up with a way to tackle the problem we face in our educational systems.
Those who concern the most about this education crisis seem to be, as mentioned before, governments and large enterprises. But why has this become an issue in these times specifically? If education has always responded to the economic needs and productivity, and students have been trained to do their future jobs well, then we should wonder: Are they simply being taught how to earn a living, or how to live as well? It is evident that the economic needs grew much faster than our awareness on topics such as social justice, global issues, and humanitarianism.
Finland, for example, pursuits to become the first country in the world to get rid of all school subjects. The Finnish education system is considered one of the best in the world. It is common to always appear in the top ten rating. According to an article published by Bright side in November 2016, “Instead of individual subjects, students will study events and phenomena in an interdisciplinary format.” The purpose of this is to empower students in making decisions about what phenomenon they want to learn more in detail about depending on their future professional interests. The suggested changes also contemplate the end of the old-fashioned way of teaching in which students just sit behind school desks waiting to be asked a question by the teacher and answering based on the content of a particular textbook or material. All this will surely provide society with a new generation of professionals who do not only know how to do the jobs they are hired for, but also can be active participants and decision makers in a world of ever accelerated transformations.
Once we become aware of the whole picture of how the economic, political, and educational system is intertwined and understand that the 21st century and the planet need more active participants rather than just followers, we will also be able to change the way we teach and learn. The actions we take after this will hopefully contribute to not having more students wondering what for they have to learn something.
Abbot, S., editor. “21st Century Skills Definition.” The Glossary of Education Reform, 25 Aug. 2016, edglossary.org/21st-century-skills/.
The Lie We Live: Information Clearing House – ICH.” The Lie We Live: Information Clearing House – ICH, Information Clearing House, 3 Mar. 2016, www.informationclearinghouse.info/article44357.htm.