Knowledge-based Techniques for Developing Engineering Applications in the 21st Century

2007 ◽  
Author(s):  
Dave Cooper ◽  
Gianfranco LaRocca
Keyword(s):  
21St Century ◽  
Engineering Applications ◽  
Knowledge Based

Challenges and Prospects of Information Communication Technology (ICT) in Teaching Technical Education towards Globalisation

2014 ◽  
pp. 237-255 ◽  
Author(s):  
Oladiran Stephen Olabiyi
Keyword(s):  
Information And Communication Technologies ◽  
21St Century ◽  
Technical Education ◽  
Communication Technologies ◽  
Vocational Education And Training ◽  
Information Communication ◽  
Knowledge Based ◽  
The World ◽  
Information And Communication ◽  
And Training

The relevance of Information and Communication Technologies (ICTs) in the field of Technical Vocational Education and Training (TVET) cannot be overemphasised in the knowledge-based and globalised society. The world of works is in as continuous a state of change as ICT itself, thus posing more challenges to the workers in the 21st century and the institutions responsible for their preparation. Therefore, this chapter discusses the challenges and prospects of ICT in teaching TVE towards globalisation. The chapter points out clearly the meaning, philosophy, and objectives of TVET, concept and types of ICT, the need for effective utilisation of ICTs and its role in TVET, the challenges and solutions to the effective utilisation of ICTs in TVET, and the prospect of using ICT in teaching TVET. The chapter concludes by suggesting solutions for proper planning, management, and effective utilisation of ICTs resources in TVET.

A Model for Teacher Training to Improve Students' 21st Century Skills in Online and Blended Learning

2018 ◽  
pp. 399-427
Author(s):  
Julia Breddermann ◽  
Juan-Francisco Martínez-Cerdá ◽  
Joan Torrent-Sellens
Keyword(s):  
Teacher Training ◽  
21St Century ◽  
21St Century Skills ◽  
Educational Environment ◽  
Face To Face ◽  
Knowledge Based ◽  
Professional Challenges ◽  
Film Education ◽  
Social Innovations ◽  
K 12

This chapter presents and develops a model of teacher training considering six socio-technical areas that are currently affecting the K-12 educational environment in both face-to-face, blended and online learning: 1) development of 21st century skills; 2) conducting social innovations; 3) appropriate knowledge management among educators; 4) a renovation of classrooms in pursuit of creative classrooms; 5) effective educational practices; and 6) all these issues under a formal educational context that has its own standard and curricular rules. In this context, a literature review on skills needed in the knowledge based society has been realized together with an analysis of possible film education scenarios for media and web-enhanced classrooms, and an exploratory qualitative research about actual ICT activities at school and their outcomes. The entire research regards teachers' lifelong learning with the aim to acquire regularly new competencies. These new abilities enable them to face new professional challenges.

Trust in Knowledge-Based Organizations

2005 ◽  
pp. 2892-2896
Author(s):  
Maija-Leena Huotari ◽  
Mirja Iivonen
Keyword(s):  
21St Century ◽  
Primary Source ◽  
Economic Globalization ◽  
Well Being ◽  
Knowledge Generation ◽  
Positive Aspect ◽  
Knowledge Based

The knowledge-based society of the 21st century is characterized by knowledge generation as the primary source of wealth and social well-being. As partly intangible in nature, increased understanding of knowledge and information as a resource is critical (Sveiby, 1996; Teece, 1998). Such intangibles are gradually replacing traditional elements of power in states (Rosecrance, 1999), also emphasizing the role of trust in the positive aspect of economic globalization.

scholarly journals Entering Global Knowledge Society: Role of Education

2013 ◽  
Vol 7 (3) ◽  
pp. 239-247 ◽  
Author(s):  
Ivo Slaus
Keyword(s):  
21St Century ◽  
Global Education ◽  
Obstet Gynecol ◽  
Knowledge Society ◽  
Human Being ◽  
Global Knowledge ◽  
Knowledge Based ◽  
Holistic Approaches ◽  
Contemporary Education

ABSTRACT We discuss the role of global education in the 21st century for a changing human being and for a rapidly changing world in order of achieving global knowledge-based society. It is shown that contemporary education has to encompass specialized, disciplinary education and paradigmatically different holistic approaches, and that the universities have a mission and a responsibility which goes far beyond the task of providing industry with efficient employees, marketable ideas or sciencebased solutions. Their mission is to produce mature, independent, critical and responsible personalities, who are not tools in anybody's service. How to cite this article Slaus I. Entering Global Knowledge Society: Role of Education. Donald School J Ultrasound Obstet Gynecol 2013;7(3):239-247.

TRENDS IN LIFE-CYCLE MODELS FOR SE AND KE: PROPOSAL FOR A SPIRAL-CONICAL LIFE-CYCLE APPROACH

1995 ◽  
Vol 05 (03) ◽  
pp. 445-465 ◽  
Author(s):  
F. ALONSO ◽  
N. JURISTO ◽  
J. PAZOS
Keyword(s):  
Life Cycle ◽  
Software Engineering ◽  
Software Development ◽  
21St Century ◽  
Knowledge Engineering ◽  
Life Cycle Approach ◽  
Life Cycle Model ◽  
Cycle Model ◽  
Knowledge Based ◽  
Technological Tools

The ten-year gap between the emergence of Software Engineering (SE) and Knowledge Engineering (KE) has led to the two disciplines developing along different methodological lines. In this paper, we point out that, after having passed through a period during which they ignored each other, followed by a competitive phase, the two disciplines have now reached a meeting point. We see the need for a life-cycle model for systems that integrate traditional and knowledge-based software. Besides, software development in the 21st century will entail open requirements and technological tools that will evolve during the life-cycle. Finally, the paper discusses a proposal for a conical-type spiral life-cycle model that seeks to meet all those needs.

scholarly journals Innovative-Methodological And Organizational-Pedagogical Prospects For Activating Social Activity Of The Future Teachers

2020 ◽  
Vol 02 (12) ◽  
pp. 335-339
Author(s):  
Sobirova Dilorom Haydaralievna ◽  
Keyword(s):  
Social Development ◽  
Teacher Development ◽  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
Social Activity ◽  
Knowledge Based ◽  
Life Long Learning ◽  
Teacher Professional ◽  
Conception Of Teaching

To develop students’ 21st century skills and render education more responsive to the challenges of a knowledge-based society, teachers’ development has been constantly called for. The conception of teaching as a life-long learning process is gaining momentum with the variety of conferences, courses/programmes, and published materials supporting it. But, to develop as teachers we need to understand the nature of this development. Does it mean professional, personal or social development? This article aims to clarify the meaning of teacher development through explaining what teacher professional, personal and social development mean and how these relate to teacher development.

scholarly journals Implementation of 21st Century Skills in Higher Education of Pakistan

2019 ◽  
Vol IV (III) ◽  
pp. 223-233
Author(s):  
Hayat Khan ◽  
N.B. Jumani ◽  
Nawab Gul
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Global Economy ◽  
Industrial Economy ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
The World ◽  
Skills Learning

The emergence of the global economy has changed the demands of citizenship and employment in the new millennium. The world is shifting from an industrial economy to knowledge based economy. Keeping in view these challenges, 21st century society and work sphere require individuals equipped with 21st century skills. Therefore the present study was designed to examine the implementation of 21st century skills in universities of Pakistan. The aim of the study was to examine the existing programs and practices at the universities and their relation with 21st century skills. Learning and innovation skills, also called 4Cs skills, were taken as 21st century skills in the present study. These skills consist of (i) critical thinking and problem solving, (ii) communication, (iii) collaboration, and (iv) creativity. Findings of the study revealed that these skills were not fully developed in majority of the students in universities.

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