A Profitable Education

2020 ◽  
pp. 359-381
Author(s):  
Rohit Mehta ◽  
Edwin Creely ◽  
Danah Henriksen
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Educational Practice ◽  
Educational Systems ◽  
Critical Approach ◽  
Political Influences ◽  
The Core ◽  
The Social

In this chapter, the authors take a multifaceted critical approach to understanding and deconstructing the term 21st century skills, especially in regard to technology and the role of corporations in the discourses about education. They also consider a range of cultural and political influences in our exploration of the social and academic meanings of the term, including its history and politics. The application of the term in present-day educational contexts is considered as well as possible futures implied through the term. The goal in this chapter is to counter ideas that might diminish a humanized educational practice. Specifically, the authors offer a critique of neoliberal discourses in education, particularly the neoliberal and corporate narrative around 21st century teaching and learning. They raise concerns about what an undue emphasis on industry-oriented educational systems can mean for the core purposes of education.

Student Learning and the Role of Information and Communication Technology (ICT) in 21st Century: A Review

2020 ◽  
Vol 3 (9) ◽  
pp. 181-185
Author(s):  
Jaspreet Singh ◽  
Amir Shamim Shiekh ◽  
Manmeet Kour ◽  
Pankaj Kumar
Keyword(s):  
Student Learning ◽  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
Teaching And Learning ◽  
Non Governmental Organizations ◽  
Information And Communication ◽  
Secondary Information

In the last few decades, Information Technology has transformed the entire world into a village, known as Global Village, as proposed by Marshal McLuhan. ICT has increased its influence in every field like the education sector, defense sector, technology etc. In the 21st century, information and communication technology (ICT) has become an important and integral part of most educational organizations throughout the world.. The use of ICT in classroom teaching and learning processes has become indispensable as it gives teachers and learners the opportunity to operate, store, control and retrieve data in addition to promoting self-regulated and active learning. (Ali, Haolader & Muhammad, 2013) Today we are dependent on technology and the role of ICT is increasing day by day and is believed to be a new normal. Keeping that in view, the present paper attempts to examine the relationship between information and communication technologies (ICT) and student learning. This conceptual paper  is based on secondary information collected from different sources such as books, journal articles, newspapers, reports of various government organizations, non-governmental organizations and soon.

The role of the social partners in the European employment strategy

1999 ◽  
Vol 5 (4) ◽  
pp. 522-541 ◽  
Author(s):  
David Foden
Keyword(s):  
Trade Union ◽  
European Council ◽  
Employment Policy ◽  
European Level ◽  
The Core ◽  
Amsterdam Treaty ◽  
The Social ◽  
National Implementation ◽  
Social Partners

This article considers the part played by the social partners in the development of the European employment strategy over recent months, and in particular their role with reference to the European employment policy guidelines for 1999. The guidelines and national implementation reports are central to the "Luxembourg process" defined in the Employment Title of the Amsterdam Treaty (which has been in force since May 1999, though the Employment Title was largely implemented by political agreement from 1997 onwards). Much of the European-level debate on employment during 1999 has concerned the "European pact for employment", which was heralded by the Vienna European Council of December 1998, and which all the relevant actors were urged to support. Agreement on the pact was reached at the June 1999 European Council in Cologne. This article begins, therefore, by describing the different elements which constitute the pact. The role of the social partners in relation to these components, including the Luxembourg process where it is most developed, is set out in the core of the article, with greater emphasis on trade union than employer involvement. The concluding section provides an overview.

Learning Black Language Matters

2017 ◽  
Vol 10 (4) ◽  
pp. 360-377 ◽  
Author(s):  
April Baker-Bell ◽  
Django Paris ◽  
Davena Jackson
Keyword(s):  
High School Students ◽  
Collaborative Research ◽  
Teaching And Learning ◽  
Qualitative Inquiry ◽  
Educational Justice ◽  
School Students ◽  
Culturally Sustaining Pedagogy ◽  
The Core ◽  
Black Language

How can and must critical qualitative inquiry be part of ongoing struggles for cultural and educational justice with the communities of our work? We explore this question by reflecting on our collaborative research on culturally sustaining pedagogy centered in the study of Black Language (BL). Building on the core humanizing research notion of dialogic consciousness-raising between researchers and participants, we describe the ways the three of us came to deepened knowledge about the role of BL in our lives and in the lives of the high school students we worked with through a humanizing research as culturally sustaining pedagogy framework. In this framework, the ability to participate in BL, research-based knowledge about BL, and critical collaborative research on BL joined reciprocal inquiry with teaching and learning to center the value of our Black language and Black lives within a schooling and research enterprise that often devalues both.

scholarly journals Inquiry through Industrial Chemistry in Compulsory Secondary Education for the Achievement of the Development of the 21st Century Skills

2021 ◽  
Vol 11 (9) ◽  
pp. 475
Author(s):  
María Diez Ojeda ◽  
Miguel Ángel Queiruga-Dios ◽  
Noelia Velasco-Pérez ◽  
Emilia López-Iñesta ◽  
José Benito Vázquez-Dorrío
Keyword(s):  
Secondary Education ◽  
21St Century ◽  
Real World ◽  
21St Century Skills ◽  
Educational Practice ◽  
Pilot Test ◽  
Industrial Chemistry ◽  
Education Systems ◽  
The Real ◽  
The Subject

At a key moment when education systems are moving towards the development of 21st-century skills at school, we propose to develop them with a series of enquiry activities connected to the real world on the subject of Chemistry in Compulsory Secondary Education. The four selected topics have practical aspects, as they are related to industrial chemistry, and are proposed in educational practice using the 5E model. The results obtained in a pilot test with 22 students show that the context created facilitates the development of 21st century competences. It is understood that this novel proposal can be successfully employed in other contexts.

scholarly journals Social constructivism in the field of education and learning

2011 ◽  
Vol 43 (2) ◽  
pp. 177-194
Author(s):  
Jovana Milutinovic
Keyword(s):  
Social Constructivism ◽  
Teaching And Learning ◽  
School Context ◽  
Deep Understanding ◽  
Educational Practice ◽  
Theory And Practice ◽  
Educational Values ◽  
The Social ◽  
Constructivist Perspective ◽  
Context Of Learning

Social constructivism is, first and foremost, the theory of knowledge focused on the role of social processes in knowledge creation. Its proponents are interested in interactions among people which are observed as the ways through which shared versions of knowledge are constructed. Starting from the widely acknowledged need for learning with deep understanding and increased interest in the social context of learning, the paper theoretically analyses social constructivism and its influence on educational practice. The goal is to critically re-examine the social constructivist perspective as a theory of teaching and learning and point out to its educational values based on certain conclusions mentioned in the literature. The paper also explores and highlights the basic starting points of social constructivism as well as its different interpretations. In addition, the paper studies relevant issues for education and learning suitable for applying social constructivism, both at the institutional and interpersonal level. It is concluded that social constructivism, applied in practice as a culture rather than as a set of isolated activities, is highly significant for understanding the complexity of the phenomenon of teaching and learning in school context, as well as for providing concrete guiding ideas (learning through cooperation, discovering and solving problems, joint exploration of knowledge and world reinterpretation) for enhancing educational theory and practice.

FL Teaching and Learning as a Gateway for Democracy in the 21st Century

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Chiara Fabbian
Keyword(s):  
Social Justice ◽  
Foreign Language ◽  
21St Century ◽  
Teaching And Learning ◽  
The Core ◽  
Information Media ◽  
Multicultural Citizenship ◽  
Media And Technology ◽  
The University ◽  
Career Skills

Responding to the conflicting public perspectives about pedagogical approaches to, and purposes for, language teaching and learning, the authors suggest ways to reconceptualize foreign language (FL) teaching and learning as a springboard toward multicultural citizenship and social justice. The authors propose an approach to FL teaching that aims to develop learners’ information, media, and technology literacies as well as life and career skills, which are vital to succeed in a 21st-century global environment, and to empower them to become engaged citizens and agents of social change in their communities. By reframing FL and culture instruction within a social justice perspective, we devise new and creative ways to make the teaching of FL relevant to collegiate education and at the core of the university mission.

Teaching and Learning 21st Century Skills for Life

2019 ◽  
pp. 365-378
Author(s):  
Joseph Ezale Cobbinah ◽  
Emmanuel Adjei-Boateng
Keyword(s):  
21St Century ◽  
Digital Literacy ◽  
21St Century Skills ◽  
Global Economy ◽  
Teaching And Learning ◽  
Current Knowledge ◽  
Educational Institutions ◽  
Job Market ◽  
Education Delivery ◽  
The Way

The acquisition of 21st century skills through teaching and learning has become one of the greatest challenges facing education delivery in recent times. In the light of that, this chapter examines 21st century skills and how students could acquire these skills to become well integrated in the current knowledge and global economy. Further, this chapter examines the need to prepare students to acquire 21st century skills and competencies, so that they become relevant and well equipped for the current job market. Digital literacy and its importance to students are also explored as part of the relevant 21st century skills. This could be done through comprehensive restructuring of many schools' curriculum and modification of the way teachers teach and how students are assessed in educational institutions.

Ushering Change in 21st Century Schools and Who Should Lead

2021 ◽  
pp. 499-520
Author(s):  
Ismail Hussein Amzat
Keyword(s):  
21St Century ◽  
Teaching And Learning ◽  
Educational Institution ◽  
School Principal ◽  
Leading Change ◽  
School Settings ◽  
Implementing Change ◽  
The Government ◽  
Strategic Support

In the fast-paced field of education, change in school settings has reached its momentum and the debate on who is supposed to lead the change in school settings has been intensified. Leading change in a 21st century school engages the school principal, teachers, students, the community, and the government. In driving the change, a learner's achievement should be the ultimate goal for every school leader, since learning is the core business of every educational institution. Beyond the school community, parents and people in the community have a major role to play in their child's education, success of implementing change in school, as well as government providing sponsorship/strategic support to facilitate teaching and learning. In light of this collaboration in making schools better, this research has chosen qualitative methods to explore teacher's understanding in Northern State Malaysia of the role of school principals, teachers, students, the community, and the government in leading change in 21st century school settings.

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