Transformative Competencies For 2030 Oecd-Books Pdf

TRANSFORMATIVE COMPETENCIES FOR 2030 OECD
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TRANSFORMATIVE, IN BRIEF COMPETENCIES Three transformative. FOR 2030 competencies can help, To meet the challenges of the 21st century. students thrive in our, students need to be empowered and feel. that they can aspire to help shape a world, world and shape a better. where well being and sustainability for, themselves for others and for the planet.
is achievable The OECD Learning Compass, 2030 has identified three transformative. competencies that students need in order, to contribute to and thrive in our world and KEY POINTS. shape a better future, Students need to acquire three. Creating new value means innovating to, transformative competencies to help. shape better lives such as creating new jobs, shape the future we want creating new.
businesses and services and developing, value reconciling tensions and dilemmas. new knowledge insights ideas techniques, and taking responsibility. strategies and solutions and applying them, to problems both old and new When learners. When students create new value they ask, create new value they question the status. questions collaborate with others and, quo collaborate with others and try to think.
try to think outside the box in order to, outside the box. find innovative solutions This blends a, Reconciling tensions and dilemmas. sense of purpose with critical thinking and, means taking into account the many. creativity, interconnections and inter relations between. seemingly contradictory or incompatible In an interdependent world students. ideas logics and positions and considering need to be able to balance contradictory. the results of actions from both short and or seemingly incompatible logics and. long term perspectives Through this process demands and become comfortable with. students acquire a deeper understanding of complexity and ambiguity This requires. opposing positions develop arguments to empathy and respect. support their own position and find practical, Students who have the capacity to take.
solutions to dilemmas and conflicts, responsibility for their actions have a. Taking responsibility is connected to the, strong moral compass that allows for. ability to reflect upon and evaluate one s, considered reflection working with others. own actions in light of one s experience and, and respecting the planet. education and by considering personal, ethical and societal goals.
Turn this page, an interactiev, For the full concept note click here. More content at www oecd org education 2030 project. TRANSFORMATIVE COMPETENCIES TAKING RESPONSIBILITY, Tom Bentley Executive Director Policy RMIT University Taking Responsibility Japan Technologies. Australia Source http www oecd org education 2030 project teaching and learning. learning transformative competencies, Source http www oecd org education 2030 project teaching and learning. learning transformative competencies, OECD LEARNING COMPASS 2030. 1 DOWNLOAD, the free SnapPress, mobile app, Well being.
n this page with, Co agency with peers e 2030, teachers parents. communities, Attitudes Values, 3 DISCOVER, interactive. Student agency, www oecd org education 2030 project. Transformative Competencies for 2030, Building on the OECD Key Competencies identified through the DeSeCo 1 project the. OECD Learning Compass 2030 defines transformative competencies as the types. of knowledge skills attitudes and values students need to transform society and shape the. future for better lives These have been identified as creating new value reconciling. tensions and dilemmas and taking responsibility, These transformative competencies can be used across a wide range of contexts and.
situations and they are uniquely human All three transformative competencies can be. seen as higher level competencies that help learners navigate across a range of different. situations and experiences Grayling 2017 1 In that sense they are highly transferable. these competencies can be used throughout a lifetime. The ability to cope with uncertainty develop new attitudes and values and act productively. and meaningfully even when goals shift remains for the moment a uniquely human skill. Laukonnen Biddel and Gallagher 2018 2 As of this writing artificial intelligence AI. cannot compete with humans capacity to create new value reconcile tensions or take. responsibility, These competencies are needed more in societies that continue to become more diverse and. more interdependent as they develop and in economies where the impact of new. technologies requires new levels of skills and human understanding Jobs that require. creative intelligence are less likely to be automated in the next couple of decades Berger. T and Frey B 2015 3 Reconciling tensions and dilemmas requires reading and. understanding complex and ambiguous contexts a skill that to date cannot be easily. programmed into an algorithm Similarly AI does not yet have a will of its own nor a. sense of ethics and so cannot make the kinds of ethical decisions responsible citizens do. Students will need to be able to use their ability to consider the moral and ethical. implications of their actions to among many other things ensure that the great and growing. power of artificial intelligence is used to the benefit of all people. The transformative competencies can be taught and learned in schools by incorporating. them into existing curricula and pedagogy For example countries can embed the. competency of creating new value into such subjects as the arts language technology. home economics mathematics and science using an inter disciplinary approach. Transformative competencies can also be acquired at home in the family and in the. community during interactions with others, OECD FUTURE OF EDUCATION AND SKILLS 2030 OECD LEARNING COMPASS 2030 OECD 2019. Creating new value Innovation is at the core of inclusive growth and sustainable. development, Creating new value refers to a person s ability to innovate and act entrepreneurially in a. general sense by taking informed and responsible actions Bentley T 2017 4 The OECD. Innovation Strategy 2015 articulates the importance of innovation as a driver of economic. growth and social development that addresses urgent global challenges such as. demographic shifts resource scarcity and climate change Innovation is needed to create. new jobs new businesses and new products and services particularly in light of the. accelerated pace of change in the 21st century, But innovation is about more than creating new jobs businesses products and services it. is also about developing new knowledge insights ideas techniques strategies and. solutions and applying them to problems both old and new It requires a vision of. sustainability and resilience both for society and for the economy Bentley T 2017 4. as the new value created is not just economic but also social and cultural Rychen 2016 5. When learners create new value they ask questions collaborate with others and try to think. outside the box In doing so they can become more prepared and resilient when. confronted with uncertainty and change and can develop a greater sense of purpose and. self worth Pedagogical approaches that give students the opportunity to apply their. learning to real life scenarios and challenges such as how to attain food and water security. how to reduce youth unemployment or how to adapt to urbanisation help students develop. new thinking ideas and insights, Box 1 Key constructs associated with creating new value.
In order to create new value students need to have a sense of purpose curiosity and an. open mindset towards new ideas perspectives and experiences Creating new value. requires critical thinking and creativity in finding different approaches to solving. problems and collaboration with others to find solutions to complex problems. In evaluating whether their solutions work or not students may need agility in trying out. new ideas and may need to be able to manage risks associated with these new ideas. Students also need adaptability as they change their approaches based on new and. emerging insights and findings, Reconciling tensions and dilemmas Balancing competing contradictory or. incompatible demands, In a world of interdependency finding solutions to global challenges requires the ability to. handle tensions dilemmas and trade offs for instance between equity and freedom. autonomy and solidarity efficiency and democratic processes ecology and simplistic. economic models diversity and universality and innovation and continuity This requires. the skill of balancing seemingly contradictory or incompatible demands. Understanding the needs and interests of others is essential to securing one s own. well being and that of families and communities over time Developing the capacity to. understand and work alongside the needs interests and perspectives of others is therefore. essential The challenge is to reconcile multiple and often conflicting ideas or positions. and recognise that there may be more than one solution or method to finding a solution. OECD FUTURE OF EDUCATION AND SKILLS 2030 OECD LEARNING COMPASS 2030 OECD 2019. For example the concept of sustainable development is one possible answer to the tension. among economic growth environmental stewardship and social cohesion as it recognises. the complex and dynamic interplay among them instead of treating them as separate and. unrelated if not mutually exclusive issues Rychen 2016 5. Striking a balance between competing demands will rarely lead to an either or choice or. even a single solution To thrive in the future learners will have to be able to take into. account the many interconnections and inter relations between seemingly contradictory or. incompatible ideas logics and positions and consider the result of their actions from both. short and long term perspectives The competency required to understand a more complex. picture of the world is the ability to manage diversity and dissonance in a creative and. coping way Haste 2001 6 By holding conflicting ideas in tension learners can come up. with new ideas to test Through this process they can acquire a deeper understanding of. opposing positions develop arguments to support their own position and find solutions to. dilemmas and conflicts Eberly Center 2016 7, For example a systems thinking approach whereby students develop an understanding of. how complex systems behave by studying real life examples such as the. water energy food nexus or the circular economy can help students see various. opportunities for making change within a system This type of work will help learners. develop their ability to recognise multiple solutions and work successfully with ambiguity. Senge 2015 8, Box 2 Key constructs associated with reconciling tensions and dilemmas. To reconcile tensions and dilemmas students need first to have cognitive flexibility and. perspective taking skills so that they can see an issue from different points of view and. understand how these differing views result in tensions and dilemmas Students also need. to show both empathy and respect towards others who hold views different from their. own They may also need both creativity and problem solving skills to devise new and. different solutions to seemingly intractable problems particularly skills in conflict. resolution Reconciling tensions and dilemmas can involve making complex and. sometimes difficult decisions therefore students need to develop a sense of resilience. tolerance for complexity and ambiguity and a sense of responsibility towards others. Taking responsibility Considering the ethics of action. Dealing with novelty change diversity ambiguity and uncertainty and meeting challenges. responsibly assumes that individuals can think for themselves and work with others. OECD 2018 9 Responsibility is at the core of a mature sense of agency see the. concept note on Student Agency as it implies an understanding that actions have. consequences and that people have the power to affect others Leadbeater 2017 10 Taking. responsibility means that a person can reflect upon and evaluate his or her actions in light. of his or her experience personal and societal goals what he or she has been taught and. what is right and wrong Canto Sperber and Dupuy 2001 11 Haste 2001 12. OECD FUTURE OF EDUCATION AND SKILLS 2030 OECD LEARNING COMPASS 2030 OECD 2019. Advances in developmental neuroscience have demonstrated the ability of the brain to. change and develop over a lifetime with pronounced bursts during adolescence Brain. regions and systems that are especially plastic are those implicated in the development of. self regulation which includes the ability to plan ahead consider consequences of. decisions weigh risk and control impulses and emotions Steinberg 2017 13. Adolescence can now be seen as a time not just of vulnerability but of opportunity for. developing a sense of responsibility, Acting responsibly implies considered reflection and asking questions related to norms.
values meanings and limits such as What should I do Was I right to do that. Where are the limits Knowing the consequences of what I did should I have done it By. critically analysing and evaluating alternatives through an ethical lens students become. morally and intellectually mature Nussbaum 1997 14. Box 3 Key constructs associated with taking responsibility. shape a better future Creating new value means innovating to shape better lives such as creating new jobs businesses and services and developing new knowledge insights ideas techniques strategies and solutions and applying them to problems both old and new When learners create new value they question the status quo collaborate with others and try to think outside the box

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