Education+for+the+21st+Century

=Education for the 21st Century=

==Changing Education Paradigms - Sir Ken Robinson animation video (see all Greg Whitby DNA)this link==

Education for an uncertain future at this link RSA

HOW TECHNOLOGY CHANGES DEMANDS FOR HUMAN SKILLS - OECD Education Working Paper No. 45 at this link

In this paper, I will argue that a technology-rich workplace requires foundational skills including

//Expert Thinking //(similar to Problem Solving in Technology-Rich Environments to be tested in the  //Complex Communication // (not being tested in the PIAAC).


 * Schools that just work** [[file:schools that just work.....pdf]]
 * Leadership [[file:MoralLeadership.pdf]]**

21st century schools video

Did You Know 4.0 video

Learning to Change-Changing to Learn video

Tapscott on Teaching the Net Generation ASCD video Tapscott on Changing Pedagogy for the Net Generation read oonline

Partnership for 21 st Century Skills (__[|www.21stcenturyskills.org]__)

 **Touching the future: Building skills for life and work**/ Johanna Wyn []

. The 28 page report takes as its framework this "innovation grid": //Formal Learning Informal Learning// //Sustaining Innovation// **Improve Supplement** //Disruptive Innovation// **Reinvent Transform** **Key** **Improve** schools through better facilities, teachers, and leadership. **Supplement** schools by working with families and communities. **Reinvent** schools to create an education better fit for the times. **Transform** learning by making it available in radically new ways. The report identifies two big challenges for schools: providing low-cost, high-quality "learning at scale" in the developing world; and, in the developed world, tackling (cracking) the failure of mass schooling to "deliver on its promise of social mobility and economic improvement for significant numbers of children". source
 * Building Innovation : Learning with technology** Katherine Moyle at this link damian's [[file:BuildingInnovation1.pdf]] [[file:BuildingInnovation2.pdf]][[file:BuildingInnovation3.pdf]] [[file:BuildingInnovation4.pdf]]
 * Learning from Extremes** Charles Leadbeater & Annika Wong at this link executive summary at this link

Authentic Learning for the 21st Century: An Overview at this link

USA - Educational Leadership magazine

National Curriculum - Wrong Way

In K-12, it’s well recognized that we have a big chasm now between what students do in school and what they do outside of school. Outside of school, students find information, interact with friends, and engage with the world in ways that are very technology-centric. In schools, it looks very much like it did in the 1950s. This is not surprising, because large systems tend to be very inert, so the structural education systems are very inert. Our education systems are not structured to look for innovation, and there needs to be something that is pushing on these systems to get them to integrate innovative ideas. There are pockets of innovation in the K-12 sector, but they’re on the edges. John Seely Brown has talked about the edge influencing and re-shaping the core, and this is beginning to happen within education systems.

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 In new markets utilizing new technologies, we can disaggregate and unbundle the commoditization of higher education, which has traditionally revolved around the intersection of the tutor (the teacher), the knowledge base (the content or other educational curriculum), and the assessment (the means to certify the knowledge that exists). Emerging models like the University of Phoenix, Kaplan, and other online groups have begun to challenge the incumbent system. We realize that many individuals can’t take the time to enroll in a four-year program at a university, or want to have flexible learning anywhere at any time. The system that we have now was structured for a good reason, it’s existed for a very good reason, and it’s been very resistant to change. When there’s pressure on these longstanding institutions, new organizations will pop up, and will begin to pull some of the education market their way because students realize they’re not being served as best as they could, or because they need more alternatives to a traditional degree, or because there’s more demand than there are spaces, allowing breathing room for alternatives to deal with the supply

International Society for Technology in Education (ISTE; __[|www.iste.org/]__), Partnership for 21 st Century Skills (__[|www.21stcenturyskills.org]__) Educational Testing Service (ETS) iSkills project (__[|www.ets.org/iskills/]__

Marissa Mayer on Google Innovation [] **__ Ideas for Innovation __** (in no particular order!) Ideas come from everywhere. You’re brilliant. We’re hiring. (Hire highly capability people.) A license to purse dreams. (20% innovation time.) Innovation, NOT instant perfection. Data is apolitical. (and critical for decision making) Users, not money. (Money follows users) Don’t kill projects. Morph them.

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**THE CONCEPT OF EDUCATION**

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 * Education can be broadly defined as the lifetime process of obtaining knowledge, attitudes, skills, and socially valued qualities of character and behaviour**. Education is generally considered to involve an intent to bring about learning, and for most types of education involves communication from one person to another. This communication can involve a wide variety of channels and media - it may be oral or written; it may be delivered face-to-face or by other means.

Education can occur within a variety of environments, some more formal than others. At one end of the spectrum is formal education, provided in the traditional manner by schools, universities and other formal institutions, which is typically systematic, planned and organised ahead of time, and usually has some evaluation of achievement. At the other end of the spectrum is non-formal education, which is generally unstructured and unplanned, and may not involve any student-teacher relationship or evaluation of achievement. Non-formal education includes some types of on-the-job training and self-directed learning, such as reading or following self-guided tutorials on computers. Learning also occurs unintentionally in a variety of non-formal situations. For example, while relaxing, conversing with friends, watching television, or listening to the radio, people can pick up knowledge about the world. A significant element of the learning experience of children as they grow up is of an informal, unstructured and incidental nature.

ASCED was developed primarily to provide a framework for statistical and administrative data on educational activity and attainment in Australia, rather than to provide a full framework for unstructured, unplanned or incidental learning activities. In developing ASCED it was therefore appropriate to adopt as far as possible the concepts used in **ISCED 1997, which defines education as “... all deliberate and systematic activities designed to meet learning needs** ...”.

The term “education” is used throughout this publication to refer to activities, formal or otherwise, which fall within this definition. The term is inclusive of the concept of training, because in the Australian context the traditional distinction between education and training has diminished and for many purposes is now inappropriate. Education is seen as extending beyond formal institutions and has become increasingly focused on producing marketable skills. Training now extends beyond vocational training institutions and the workplace, and is available in secondary schools, with students able to study for vocational certificates as part of their school work.