Key address at the 22nd ETEN Conference, April 19-21, Coimbra, Portugal

1. Education:
Key Competencies
for the Future
APRIL 19-21, 2012
22nd ETEN Conference
ESCOLA SUPERIOR DE EDUCAÇÃO * COIMBRA

2. competence vs competency
Education:
the competence of a person is related
Key
to the aggregate of her competencies
Competencies
for the
Future
APRIL 19-21, 2012
The slides of this presentation will be available at:
22nd ETEN Conference
http://www.slideshare.net/adfigueiredo
ESCOLA SUPERIOR DE EDUCAÇÃO * COIMBRA

3. Education:
Key Competencies
for the Future
APRIL 19-21, 2012
22nd ETEN Conference
ESCOLA SUPERIOR DE EDUCAÇÃO * COIMBRA

4. 1. FROM THE 20th TO THE 21st CENTURY
2. THE WORLD WE LIVE IN
3. NEW COMPETENCIES FOR THE FUTURE
4. PUTTING THE COMPETENCIES TOGETHER
5. CONCLUSIONS

5. 1. FROM THE 20th TO THE 21st CENTURY
2. THE WORLD WE LIVE IN
3. NEW COMPETENCIES FOR THE FUTURE
4. PUTTING THE COMPETENCIES TOGETHER
5. CONCLUSIONS

6. 1. FROM 20th TO 21st CENTURY
EDUCATION IN THE LAST 200 YEARS
industrial
social
era
era

7. 1. FROM 20th TO 21st CENTURY
INDUSTRIAL ERA
industrial
industrial
social
era
era
The industrial revolution has created the fascination
with the machine and with the human processes that
mimic the repeatability and accuracy of the machine

8. 1. FROM 20th TO 21st CENTURY
INDUSTRIAL ERA
With the generalization of the public
schools, the organizational models of
industry were transposed to the schools.
Rows of desks, bells ringing, artificially separated
disciplines, learning out of context, instruction of
listening and answering, isolation and competition,
rigid national curricula, standard tests.
Industry has changed radically, since then, but
education still keeps much of the old model.

9. 1. FROM 20th TO 21st CENTURY
INDUSTRIAL ERA
disciplinary learning
mechanical and industrial vision of learning
learning as ‘knowledge’ delivery (or ‘content’)
predominance of authority and hierarchy
praise of uniformity
primacy of quantity

10. 1. FROM 20th TO 21st CENTURY
SOCIAL ERA
era
industrial
social
industrial
era
era
The new forms of socialization provided by communication
networks (internet, cell phones) generated a multitude of
new opportunities and promising approaches to learning

11. 1. FROM 20th TO 21st CENTURY
SOCIAL ERA
multi-, trans- and meta disciplinary learning
organic and social vision of learning
learning as transformation
predominance of leadership and collaboration
praise of difference
primacy of quality (supported by reasonable quantity)

12. 1. FROM 20th TO 21st CENTURY
industrial era
social era
disciplinary learning multidisciplinary learning
mechanical and industrial organic and social
vision of learning vision of learning
learning as ‘knowledge’ delivery learning as transformation
predominance of authority predominance of leadership
and hierarchy and collaboration
praise of uniformity praise of difference
primacy of quantity praise of quality (quantified)

13. 1. FROM 20th TO 21st CENTURY
IN WHICH ERA ARE WE?
industrial
social
era
era
Definitely, in the
industrial era!
We are building the 21st
century with the visions
of the 19th century
http://leading-learning.blogspot.com/

14. 1. FROM 20th TO 21st CENTURY
http://leading-learning.blogspot.com/

15. 1. FROM THE 20th TO THE 21st CENTURY
2. THE WORLD WE LIVE IN
3. NEW COMPETENCIES FOR THE FUTURE
4. PUTTING THE COMPETENCIES TOGETHER
5. CONCLUSIONS

16. 2. THE WORD WE LIVE IN
Knowledge-intensive and
innovation-led global world
Everyone competes
with everyone
Less competent are
replaced by those who, in
other parts of the world,
can do the same for less

17. 2. THE WORD WE LIVE IN
The rate of change of the
economy requires creative and
differentiated workforce
But the uniformity of school
systems produces almost
undifferentiated workforce
The ability to create value, with creativity
and competence, becomes essential for
survival in the labour market

18. 2. THE WORD WE LIVE IN
PAST
THREAT stable employment OPPORTUNITY
temporary work
PRESENT
FUTURE
problematic full
stable employment
employment activity
temporary work

19. 2. THE WORD WE LIVE IN
THE ROLE OF SCHOOLS
THREAT
Still too busy creating
the stable full-time
workforce of the past
OPPORTUNITY
Help children build their own ability
to innovate and create value

20. 2. THE WORD WE LIVE IN
NEW MEDIA, NEW (LEARNING) OPPORTUNITIES

21. 1. FROM THE 20th TO THE 21st CENTURY
2. THE WORLD WE LIVE IN
3. NEW COMPETENCIES FOR THE FUTURE
4. PUTTING THE COMPETENCIES TOGETHER
5. CONCLUSIONS

22. 3. NEW COMPETENCIES FOR THE FUTURE
What competencies should
the citizens of the future
have to take advantage of
these opportunities in
a global world?
What competencies
should they have to
prevent their relegation
to the margins of
the economy?

23. 3. NEW COMPETENCIES FOR THE FUTURE
Many studies on the subject:
What competencies for the
learners and the workforce?
communication,
collaboration, creativity,
entrepreneurship, IT skills

24. 3. NEW COMPETENCIES FOR THE FUTURE
Many studies on the subject:
What competencies for the
learners and the workforce?
communication,
collaboration, creativity,
entrepreneurship, IT skills
Information literacies:
to identify, search, locate,
extract, analyse critically,
organize, use

25. 3. NEW COMPETENCIES FOR THE FUTURE
Many studies on the subject:
http://edorigami.wikispaces.com/21st+Century+Pedagogy

26. 3. NEW COMPETENCIES FOR THE FUTURE
Many studies on the subject:
TEN SKILLS FOR THE
FUTURE WORKFORCE
Institute For The Future (IFTF),
University of Phoenix

27. 3. NEW COMPETENCIES FOR THE FUTURE
SENSE-MAKING, ability to determine the SOCIAL MEDIA LITERACY, ability to
deeper meanings and the courses of critically use social media as instruments
action to act in complex situations of empowerment and transformation
SOCIAL INTELLIGENCE, ability TRANSDISCIPLINARITY, ability
to participate in the collective to reason and build knowledge
construction of solutions across multiple disciplines
ADAPTIVE THINKING, ability to DESIGN MIND-SET, ability to create
think and act in ways that transcend solutions in contexts where only part
the rote and rule-based of the requirements are known
COGNITIVE LOAD MANAGEMENT, ability
CROSS-CULTURAL COMPETENCY, ability
to discriminate and filter the information
to operate in diverse cultural settings
needed to produce successful solutions
COMPUTATIONAL THINKING, ability to translate
VIRTUAL COLLABORATION, ability to
aggregates of data into abstract concepts
work, drive engagement, and demonstrate
and conduct data-based reasoning
presence as a member of a virtual team.

28. 1. FROM THE 20th TO THE 21st CENTURY
2. THE WORLD WE LIVE IN
3. NEW COMPETENCIES FOR THE FUTURE
4. PUTTING THE COMPETENCIES TOGETHER
5. CONCLUSIONS

29. 4. PUTTING COMPETENCIES TOGETHER
What impacts should
those diagrams and lists
have on our practice?

30. 4. PUTTING COMPETENCIES TOGETHER
The new generations are already
living in this (increasingly virtual) world
It is in this world that they will be finding the
markets for their knowledge and competence
It is in this world that they will be sought
It is in this world that they will be hired

31. 4. PUTTING COMPETENCIES TOGETHER
For this reason,
Beyond the traditional competencies,
which keep being essential,
(writing is even more vital now, because
it is through writing that we daily build
our brand image in this world)
Beyond the lists of competencies
traditionally associated to the 21st century,

32. 4. PUTTING COMPETENCIES TOGETHER
they must internalize, through their
action and interaction, the culture
of this connected world
they must be able to create and maintain
the brand image that lets them be
recognized and found in this world,
(their “web track” or “life portfolio”)

33. 4. PUTTING COMPETENCIES TOGETHER
they must learn to create value that
is widely recognized in this world
They must learn how to live, lead,
cooperate, collaborate, create,
co-create, self-organize, and
co-organize in this world

34. 1. FROM THE 20th TO THE 21st CENTURY
2. THE WORLD WE LIVE IN
3. NEW COMPETENCIES FOR THE FUTURE
4. PUTTING THE COMPETENCIES TOGETHER
5. CONCLUSIONS

35. 5. CONCLUSIONS
WHAT TODAY’S WORLD NEEDS

36. 5. CONCLUSIONS
WHAT THE SCHOOL SYSTEMS ARE PRODUCING

37. 5. CONCLUSIONS
If we recognize this reality, we should:
As citizens, make sure that the
system doesn’t slide back to the
industrial paradigms of the past
As educators, contribute to the education of
whole citizens capable of autonomously creating
their difference, value, success, and happiness in
the world of opportunity where we live

38. THE END
The slides will be made available at:
http://www.slideshare.net/adfigueiredo
Education:
Key Competencies
for the Future
APRIL 19-21, 2012
22nd ETEN Conference
ESCOLA SUPERIOR DE EDUCAÇÃO * COIMBRA