scholarly journals Engineering Education, Moving into 2020s: Essential Competencies for Effective 21st Century Electrical and Computer Engineers

2020 ◽  
Author(s):  
Junaid Qadir ◽  
Kok-Lim Alvin Yau ◽  
Muhammad Ali Imran ◽  
Ala Al-Fuqaha
Keyword(s):  
Engineering Education ◽  
Lifelong Learning ◽  
21St Century ◽  
State Of The Art ◽  
Modern World ◽  
The Third ◽  
Turbulent Times ◽  
Meta Learning ◽  
Engineering State ◽  
Uncertain Future

As we move into the third decade of the 21st century, the 2020s, the unprecedented rate of technological disruption and the short-lived nature of the specifics of engineering state-of-the-art require us to carefully evaluate what it takes to be an effective engineer and what this entails for engineering education and their lifelong learning. While it is true that certain basics of engineering will not change, there will be an increased premium for some skills (such as lifelong learning, meta-learning, collaboration, creativity, critical thinking, communication skills, and cultural/global literacy). 21st-century skills are, as such, timeless skills: it is paradoxically the volatile nature of the modern world that has forced us from ephemeral vocational fads back to these permanently valuable skills. In this work, after reporting on the skills that policy tanks and thought leaders deem necessary for the 21st century, we provide a synthesis in which we describe the pulls and pushes that learners and educators will face in the turbulent times of 2020 and beyond, and how they can thrive in the uncertain future through holistic well-rounded engineering education.

Promoting Active and Meaningful Learning for Digital Learners

2018 ◽  
pp. 294-315 ◽  
Author(s):  
Ebba Ossiannilsson
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
21St Century ◽  
Next Generation ◽  
Learning And Teaching ◽  
The Third ◽  
Systemic Transformation ◽  
Digital Learners ◽  
Collaborative Education ◽  
Quality Learning

This chapter focuses on learners and the transformation of education for UNESCO SDG4 to ensure inclusive, affordable and quality education for all to support lifelong learning, based on access, equity, diversity, and quality. It addresses the current need for open, innovative, and collaborative education. The first theme concerns the next generation of learners, and includes lifelong learning, ethics, inclusion, and modernization of higher education. The second theme focuses on 21st century skills and digital learners. The third theme examines the ways in which learners take the lead in and own their learning, including self-determined learning. The last theme considers models of quality learning for the next generation of learners, as well as learning, and teaching in unbundling scenarios. A model on systemic transformation through a smart framework is also presented.

Promoting Active and Meaningful Learning for Digital Learners

2021 ◽  
pp. 496-517
Author(s):  
Ebba Ossiannilsson
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
21St Century ◽  
Next Generation ◽  
Learning And Teaching ◽  
The Third ◽  
Systemic Transformation ◽  
Digital Learners ◽  
Collaborative Education ◽  
Quality Learning

This chapter focuses on learners and the transformation of education for UNESCO SDG4 to ensure inclusive, affordable and quality education for all to support lifelong learning, based on access, equity, diversity, and quality. It addresses the current need for open, innovative, and collaborative education. The first theme concerns the next generation of learners, and includes lifelong learning, ethics, inclusion, and modernization of higher education. The second theme focuses on 21st century skills and digital learners. The third theme examines the ways in which learners take the lead in and own their learning, including self-determined learning. The last theme considers models of quality learning for the next generation of learners, as well as learning, and teaching in unbundling scenarios. A model on systemic transformation through a smart framework is also presented.

scholarly journals Russia in the Digital World: International Competition and Leadership

2021 ◽  
Vol 19 (2) ◽  
pp. 64-85
Author(s):  
Andrei O. Bezrukov ◽  
Mikhail V. Mamonov ◽  
Maxim A. Suchkov ◽  
Andrei A. Sushentsov
Keyword(s):  
International Relations ◽  
21St Century ◽  
State Policies ◽  
International Competition ◽  
Modern World ◽  
Competitive Advantages ◽  
The Third ◽  
Digital World ◽  
The Impact

Technology has become one of the most important spheres in the race for power in the 21st century. The two main technology ecosystems—the American and the Chinese—have clearly taken shape by the beginning of the third decade of this century. A dilemma for Russia in this regard is whether to join one of the existing ecosystems or develop one of its own. The paper critically examines the impact of contemporary trends in the digital domain on international relations and state policies, weighs up Russia’s competitive advantages and the challenges in this domain, and charts a strategy that Moscow should follow in the modern world of digital competition.

scholarly journals Education for physical, psychological and social health as an element of preventive gerontology based on the example of Universities of the Third Age

2020 ◽  
Vol 2 (1) ◽  
pp. 39-44
Author(s):  
Jacek Pruszynski ◽  
Jacek Putz ◽  
Dorota Cianciara
Keyword(s):  
Lifelong Learning ◽  
Social Life ◽  
Personal Development ◽  
Healthy Lifestyle ◽  
Learning System ◽  
Modern World ◽  
Elderly Persons ◽  
Third Age ◽  
The Third ◽  
The Right

The changes that take place in the modern world make it difficult, especially for elderly persons, to adapt to the constantly transforming environment. One of the most effective ways to prevent the marginalization of senior persons and enable their active inclusion in the structures of the society of the 21st century is using the lifelong learning opportunities available to "a person of the third age". Lifelong learning is offered by Universities of the Third Age (U3A). In Poland, the first U3A was founded, at the initiative of Professor Halina Szwarc in 1975 at the Centre of Post-Graduate Medical Education (CPGME) in Warsaw, one of its main goals being to include elderly persons in the lifelong learning system. This unit and other universities of the third age that followed, offer space for personal development and socializing and create appropriate conditions for elderly persons to participate in the social life on a regular basis. For more than 40 years, the U3As in Poland have offered programmes that meet the various needs of senior persons, with activities dedicated to broadening their knowledge, education, personal development, developing skills and interests, spending their free time actively and promoting a healthy lifestyle, thus contributing to preventive gerontology and health in the holistic meaning of the term. One of the factors that could affect the structure and implementation of U3A programmes is the evident feminisation of their students. Because of this, educational programmes and other activities offered to U3A students may be selected mainly to suit female interests, reducing the engagement of men to a minimum. Another possible challenge is ensuring the right team of lecturers.

scholarly journals Education of the twenty first century: features of development

2020 ◽  
Vol 47 (5) ◽  
pp. 22-44
Author(s):  
Mikhail I. Mukhin ◽  
Keyword(s):  
21St Century ◽  
Negative Impact ◽  
First Century ◽  
Modern World ◽  
Education Development ◽  
Progressive Development ◽  
The Third ◽  
Development Methodology ◽  
Self Development ◽  
Third Millennium

Relevance. The modern world is special, unprecedented changes are taking place. At the same time, present-day education does not always meet the challenges of the new millennium. The foregoing has a negative impact on the rate of development of the society and the country as a whole. The problem of this study is to reveal the aspects associated with the rapid changes in the society and the World in general, and to determine the trajectory of educational development in the third millennium. The aim is to identify, generalize and interpret the ideas for building education in the 21st century, to determine and substantiate the ways of its development. Methodology. When preparing the material, the author assigned primary importance to the conceptual provisions of humanistic pedagogy, along with the principles of integrity and systemness; objectivity; universal interrelation between phenomena; combination of the development retrospective with the development prospects; regarding the process of education development as self-evolution and self-development. Results and discussion. The proposition that education of the 21st century should be the advance one in its nature is substantiated. There is a focus on the skills to be mastered by everyone who will live in the house of the third millennium. Some content-related and technological aspects of education at a new stage of its development are revealed. Much attention is devoted to the questions of what a Person of the 21st century should be and what role the education plays in this process. The most controversial are the issues regarding transformations in the educational system: what changes are needed to create advance education, what should be improved in the nurturing system to enable a person of the third millennium not only to protect the modern civilization from sliding to the abyss, but also to ensure its progressive development, etc. Conclusion. According to futurologists, in the next two or three decades education will have to cover the distance that used to take two or three centuries. This will contribute to changes in its organizational, content-related and technological aspects. Education should become the advance one, ensuring the advance development of all institutions of the society and the country as a whole.

Health Informatics Education in the Third World

1989 ◽  
Vol 28 (04) ◽  
pp. 270-272 ◽  
Author(s):  
O. Rienhoff
Keyword(s):  
Developing Countries ◽  
Health Informatics ◽  
Third World ◽  
State Of The Art ◽  
The State ◽  
Collaboration Network ◽  
Educational Tools ◽  
The Third ◽  
The Third World

Abstract:The state of the art is summarized showing many efforts but only few results which can serve as demonstration examples for developing countries. Education in health informatics in developing countries is still mainly dealing with the type of health informatics known from the industrialized world. Educational tools or curricula geared to the matter of development are rarely to be found. Some WHO activities suggest that it is time for a collaboration network to derive tools and curricula within the next decade.

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.

Eva Parra-Membrives/Albrecht Classen (Hrsg. / Eds.): Literatur am Rand: Perspektiven der Trivialliteratur vom Mittelalter bis zum 21. Jahrhundert // Literature on the Margin: Perspectives on Trivial Literature from the Middle Ages to the 21st Century. Tübingen. Narr-Verlag, 2013.

2018 ◽  
Vol 50 (1) ◽  
pp. 295-296
Author(s):  
Peter Pabisch
Keyword(s):  
Middle Ages ◽  
21St Century ◽  
Comparative Studies ◽  
The Third ◽  
Language Studies ◽  
The Middle Ages ◽  
Literature And Language

Abstract The three scholarly works of recent years illuminate the versatility of their main editor Albrecht Classen in the interdisciplinary world of comparative studies, in literature and language studies. Together with his colleague Eva Parra-Membrives he offers insights on trivial literature also in view of bestsellers concerning the first two works under discussion here. The third work on multilingualism in the middle ages he edited alone. For all the works he found an impressive number of contributors who fill the chalice of offerings in a most versatile canon of topics.

Of numbers, narratives and challenges: Data as evidence in 21st century policy-making

2020 ◽  
Vol 36 (4) ◽  
pp. 1043-1055
Author(s):  
Gaby Umbach
Keyword(s):  
21St Century ◽  
Policy Making ◽  
Evidence Use ◽  
The Third ◽  
Use Of Data ◽  
Science Advice ◽  
Governance Tools ◽  
The Impact

This article1 offers reflections on the use of data as evidence in 21st century policy-making. It discusses the concept of evidence-informed policy-making (EIPM) as well as the governance and knowledge effects of data as evidence. With this focus, it interlinks the analysis of statistics and politics. The paper first introduces the concept of EIPM and the impact of evidence use. Here it focusses on science and knowledge as resources in policy-making, on the institutionalisation of science advice and on the translation of information and knowledge into evidence. The second part of the article reflects on data as evidence. This part concentrates on abstract and concrete functions of data as governance tools in policy-making, on data as a robust form of evidence and on the effects of data on knowledge and governance. The third part highlights challenges for data as evidence in policy-making, among them, politicisation, transparency, and diversity as well as objectivity and contestation. Finally, the last part draws conclusions on the production and use of data as evidence in EIPM. Throughout the second part of the reflections, reference is made to Walter Radermacher’s 2019 matrix of actors and activities related to data, facts, and policy published in this journal.

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