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.

scholarly journals Global Educational policies and its effects on the academic profession in Brazil

2013 ◽  
Vol 8 (1) ◽  
Author(s):  
José Ronaipe Machado
Keyword(s):  
Higher Education ◽  
Academic Career ◽  
Academic Profession ◽  
Educational Policies ◽  
Higher Education System ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
The World ◽  
Neoliberal Ideology ◽  
The Status

This paper discusses the relationships between the current situation of professors of higher education institutions in Brazil and the changes that have come about in the Brazilian educational system as it has been affected and guided by neoliberal ideology principles through influence of International Organizations such as the World Bank and the IMF. Concepts like globalization, global governance and neocolonialism in the field of educational policy making achieve strong relevance as one intends to understand and explain the roots that are in the origins of the situation which academic professorate faces in countries like Brazil as well as in many others across the world. As part of this broader world and global context, Brazilian professors have to face similar, and sometimes even tougher challenges, as educational policies regulated by a new educational act have been implemented in the country throughout the last fifteen years. Under the influence of neoliberal ideas, massification and diversification in the higher education system have led to what many scholars call a state of fragmentation of the academic profession, which is characterized by increasing bureaucratization, heavy accountability requirements, inadequate remuneration and insufficient intellectual preparation to meet academic demands. Accountability and university bureaucratization have reduced teachers’ autonomy. The development with the greatest impact on the academic profession is the growing amount of professors with unstable and part-time appointments. As an apparent symptom of the decline of the status of the professoriate, they are paid a low salary to teach a few courses. In such a context, the value of academics is declining and new generations have been unwilling to embrace the academic career. Having well-trained, fairly paid and academically engaged faculty members is as crucial as ever, since countries count on good professors to prepare and form young people to be actively involved in the knowledge-based economy and in the information society.

scholarly journals The Collaborative Problem Based Learning Model Innovation

2021 ◽  
Vol 11 (4) ◽  
pp. 102
Author(s):  
Endah Hendarwati ◽  
Luthfiyah Nurlaela ◽  
Bachtiar Syaiful Bachri
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Role Model ◽  
Problem Based Learning ◽  
Collaborative Problem Solving ◽  
Collaborative Problem ◽  
Model Matrix ◽  
Pbl Model

Learning models that can specifically support 21st-century skills which are fundamentals and global in nature, especially in higher education, are still not available. The Problem Based Learning (PBL) model and the Collaborative Learning (CL) model have characteristics that have the potential to support these skills. The purpose of the study is to develop a collaborative problem-based learning (CPBL) model. The study's results are five model syntaxes consisting of problem orientation, organization, collaborative problem solving, presentation and discussion, and evaluation. Besides, a model matrix was produced to guide lecturer and student learning activities to achieve fundamental and global 21st-century skills, namely problem solving, critical thinking, and collaboration. The syntaxes and matrix of the model produced are feasible, valid, and practically implemented to produce graduates who have ready and competitive skills. Thus, the developed CPBL model can become an innovative initial role model for learning to support learning at various levels, especially higher education, to produce graduates who have skills that are ready and competitive in the current era, maybe even in the future.   Received: 18 March 2021 / Accepted: 21 May 2021 / Published: 8 July 2021

The Four C's, Constructivism, and Digitizing Curriculum

2021 ◽  
pp. 65-86
Author(s):  
Amy Earl ◽  
Vicki Anne Carbee ◽  
Karina Becerra-Murillo ◽  
Amanda Marie Evans
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Global Economy ◽  
Industrial Revolution ◽  
Educational Systems ◽  
Educational Practices ◽  
Fourth Industrial Revolution ◽  
Global Workforce ◽  
The World ◽  
Integrate Technology

It is estimated that by 2055 humans will have entered the fourth industrial revolution, a period where technology devices will replace or redefine the human workforce. In preparation, countries around the world have transitioned their educational practices to address the needs of the ever-changing global economy and technology advancements. This shift towards preparing a technology literate workforce is frequently referred to as 21st century skills, the implementation of curriculum which meets the projected needs of learners in the future workforce. Although educators are encouraged to integrate technology in training to better equip the learner in navigating the continuously evolving digital workspace, how this is done is less clear. The purpose of this chapter is to share an inclusive method of how educational systems can digitize constructivism with 21st century skills to ensure all students are prepared for the global workforce.

scholarly journals Integrating 21st Century Skills in Higher Education Engineering Curricula

2020 ◽  
Vol 13 (2) ◽  
pp. 77
Author(s):  
Sigrid Schefer-Wenzl ◽  
Igor Miladinovic
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Communication Skills ◽  
21St Century ◽  
21St Century Skills ◽  
Complex Problem ◽  
Degree Programs ◽  
Complex Problem Solving ◽  
Engineering Studies ◽  
Engineering Degree

Engineering studies are often too focused on the development of engineering skills. This results in graduates with deficits in 21<sup>st</sup> century skills, such as complex problem solving, teamwork, or communication skills. To address this issue, sophisticated concepts need to be introduced in order to attractively include 21<sup>st</sup> century skills into engineering curricula. This paper presents related concepts, which we have applied in the engineering degree programs, and discusses their benefits and drawbacks according to our experiences. We also provide recommendations about integrating 21<sup>st</sup> century skills courses into engineering curricula.

scholarly journals Quality Assurance in Multicultural University - People’s Friendship University of Russia

2020 ◽  
Vol 3 (1) ◽  
pp. 51-64
Author(s):  
Diana Spulber
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Foreign Students ◽  
High Performance ◽  
Knowledge Based ◽  
Research Institution ◽  
Knowledge Based Economy ◽  
The World ◽  
Presidential Decree ◽  
Russian Education

AbstractIn a knowledge-based economy, higher education becomes the most important factor of national competitiveness. It is in the Universities that the most high-performance human capital is formed, knowledge and innovation are produced. Therefore, the last decades are characterized by the growth of global competition in the field of higher education educations. And for the purpose the President of Russian Federation in his plan for 2024 (presidential Decree No. 204 of May 7th, 2018) has been underlined the global goals and objectives set for the spheres of education and science for the next five years. Among them, in particular, is ensuring the competitiveness of Russian education at the world level and Russia’s entry into the top five countries in the world in research. Another purpose indicated for education is enrolment of foreigner’s students. The Peculiarity of PFUR is that in this University is mainly foreign studentsPeoples ‘ Friendship University of Russia is a unique University, a major international-oriented educational and research institution. In the walls of the Peoples ‘ Friendship University of Russia annually are trained citizens from 152 countries.The article will analyse the System of HEI Quality Assurance in Russia and development in the last years, will be analysed the interview data of VTSIOM in field of Quality of Russian Education. The Quality Assurance System at the PFUR will be illustrated starting from Boards, Procedures and arriving to indicators and how these indicators have been achieved.

scholarly journals THE CHALLENGES IN HIGHER EDUCATION INSTITUTIONS IN INDONESIA: ARE WE ENTREPRENEURIAL UNIVERSITY YET?

2019 ◽  
Vol 2 (3) ◽  
pp. 153
Author(s):  
Eko Sakapurnama ◽  
Martani Huseini ◽  
Pantius Drahen Soeling
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Entrepreneurial University ◽  
Entrepreneurial Universities ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
The World ◽  
Agents Of Change ◽  
The Government ◽  
Financial Income

Today, the world has entered the industry revolution 4.0 era. It is inevitable that higher education institutions become the agents of change of civilizations that support the phenomenon. Some conceptions related to knowledge-based economy, entrepreneurial university or third-generation university, became the frame of thinking of experts who encourage university policies and strategies. This literature review is intended as an analysis on the current condition of higher education institutions in Indonesia, especially Universitas Indonesia and Universitas Gajah Mada, both of which are leading universities in Indonesia. As a state-owned university that is given an autonomy, the government restricts their subsidy, and this has put both state-owned universities (PTNBH) in a dilemma in an attempt to implement their Tri Dharma's activities, mainly because unclear policy to get the financial income from non-educational costs. This article will highlight some thoughts related to entrepreneurial universities, such as definitions, transformation models, and challenges to become entrepreneurial universities.

Globalization and interconfessional communications

2001 ◽  
pp. 13-17
Author(s):  
Serhii Viktorovych Svystunov
Keyword(s):  
21St Century ◽  
Global Economy ◽  
Modern World ◽  
The World ◽  
Target Set ◽  
Almost All ◽  
Over Time ◽  
Rapid Appearance

In the 21st century, the world became a sign of globalization: global conflicts, global disasters, global economy, global Internet, etc. The Polish researcher Casimir Zhigulsky defines globalization as a kind of process, that is, the target set of characteristic changes that develop over time and occur in the modern world. These changes in general are reduced to mutual rapprochement, reduction of distances, the rapid appearance of a large number of different connections, contacts, exchanges, and to increase the dependence of society in almost all spheres of his life from what is happening in other, often very remote regions of the world.

scholarly journals Discipline and Institution Commitment: Professorial Views

2015 ◽  
Author(s):  
Jesús Glaz-Fontes
Keyword(s):  
Higher Education ◽  
Global Economy ◽  
Academic Work ◽  
Performance Pressure ◽  
Knowledge Based ◽  
Performance Based Funding ◽  
General Support ◽  
Conditions Of Work

Amid increasing expectations for socioeconomic relevance, higher education confronts, in many countries, a similar set of challenges: declining general-support levels linked with more performance-based funding, expanded enrollment demand, an increasingly knowledge-based and global economy, and a more intense managerialism. While giving unprecedented centrality to academic work, deteriorating conditions of work and of increased accountability has placed more performance pressure on the faculty.

scholarly journals Penguatan Karakter Kebangsaan dan Kompetensi Pedagogik Berorientasi Pada Keterampilan Abad 21

MADRASAH ◽  
2018 ◽  
Vol 10 (2) ◽  
pp. 83
Author(s):  
Puji Rahayu ◽  
Turmudi Turmudi ◽  
Agus Muharram ◽  
Mamad Kasmad ◽  
Nuur Wachid Abdul Majid
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Project Based Learning ◽  
National Character ◽  
Case Study Approach ◽  
Analysis Techniques ◽  
Study Approach ◽  
The World ◽  
Collection Data

<em>This research aims to reveal how the national character and pedagogic competence have oriented to 21st Century Skills for Students at Universitas Pendidikan Indonesia. This research used to qualitative that using case study approach. This research took place at UPI Campus Purwakarta. Informants at this time are: (1) leadership; (2) lecturers; and (3) students. Data analysis techniques using interactive models Miles and Huberman, namely: data collection, data condensation, display data, and concusion: drawing / verifying. The results of this research is the process of strengthening national character and mastery of pedagogic potential for PGSD UPI Students Purwakarta Campus is in accordance with the needs of 21st century skills. The learning process includes: (1) Project Based Learning; (2) Religious Tutorials; (3) Extracurricular Field Practices; and (4) Video Projects themed Local Wisdom. Through this method, they can help them to work in the world and be able to utilize pedagogic's teachers</em>

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