Trends Shaping Education 2016 egy új és frissített OECD munkája, amely úgy néz ki, a nagyobb társadalmi, demográfiai, gazdasági és technológiai trendek befolyásolják az oktatás jövője. Az első kiadás a könyv megjelent 2008 és azt követő két kiadásban is megjelent 2010 és 2013. A 2016 edition has been extended to include new countries and emerging economies including Brazil, Kína, India and the Russian Federation. The report covers all of education (early childhood through tertiary) and is intended for a broad audience including policy makers, oktatók, tanárok, szülők és a diákok.
Author of the report and OECD Project Leader Tracey Burns joins us in A Global Search for Education
to discuss the big picture global changes and how they are shaping learning in our everyday world.
What are the greatest challenges we face in achieving the egalitarian ideals of education in a globalized setting that is becoming increasingly stratified?
The greatest challenge, in my mind, is rising inequality. In OECD countries, the gap between rich and poor is at its highest level in 30 év. Household debt has been rising, and youth are now at a greater risk of living in poverty than their older counterparts. This can lead to conflict and tension, particularly in diverse urban areas where the “other” (azaz. people from different racial and cultural backgrounds) becomes the target of discontent and the scapegoat for grievances. And new technologies are changing the game, for better or for worse. While they can and have been used to boost citizen engagement and empowerment (például, Occupy Wall Street, the Arab Spring), they also allow individuals and organisations to stay one step ahead of the law (például, terrorists using social media). Van egy nagy nyomás fektetni az oktatásra fellépni az egyik fő mozgatórugó az egyenlőtlenséget csökkentő, but it cannot act alone.
What do you see as the respective roles of educators, szülők, a diákok, and citizens in overcoming this challenge?
Újra, although education has a powerful role to play in reducing disadvantage, policies that determine the level of taxation, government transfers and the structure of labor markets all need to be changed hand in hand with education policy in order to significantly reduce inequality. Ennek ellenére, educators can take the lead in a number of ways, such as providing quality early childhood education and care, one of the big levers in reducing disadvantage. Szülők, students and citizens can promote civic engagement and become more involved in education governance, pushing the system to do more to reach out to those most marginalised. They can play a unique role in holding the system accountable to broader societal goals, in addition to education ones. And everyone can be more aware of the importance of physical and emotional well-being starting at the youngest ages.
What kinds of skills or competencies should we be teaching to meet shifting labor needs?
Educators need to be aware of the advanced skills their students will need to flourish in more knowledge-intensive labor markets, without neglecting the development of other important competencies. These include 21st century skills such as global languages, advanced digital skills, and social and emotional intelligence. Education can also play a role in helping equal the playing field for women, closing the gender gap in the workforce and encouraging female entrepreneurship. It will also increasingly need to continue to re-skill aging workers through lifelong learning, as our populations stay active for longer. For tertiary institutions, it is important to support R&D, attract and retain the best researchers, and reinforce studies that require high levels of knowledge and skill, creativity and innovation more generally. Eddig a végéig, governments are also moving to streamline procedures required to start businesses, lightening the administrative load and incentivising entrepreneurship.
How can schools better prepare for the increasing numbers of immigrants from various cultures and socio-economic situations?
The most important step is to have a systemic vision. Across the OECD, students with an immigrant background tend to have less access to educational resources and their parents are less educated and work in lower-status occupations on average. Természetesen, there are a lot of individual stories within these averages that are quite different, but the systemic element remains important. Decisions about funding and resources, school autonomy and school choice, például, must also pay attention to equity and access to educational opportunities. Certain system level policies, such as grade repetition and early tracking, amplify socio-economic inequalities within a country whereas others, such as the expansion of pre-primary education, can help mitigate them. Education can provide training and language skills as well as transmit norms that can facilitate immigrants’ integration into labour markets and their adopted country. It can also teach all students – not just the new arrivals – about the importance of tolerance and the benefits of cultural diversity.
What role do you see education playing in the rise of megacities? How can we address individual learning needs and teacher recruitment issues that arise from quickly growing urban areas?
Education can and should be prepared to adjust and grow along with urban environments. Education can teach civic literacy, provide the skills needed for community engagement, and support creativity and innovation throughout the lifespan. Designing liveable urban spaces and encouraging smart transport in increasingly dense cities will require urban planners and engineers, as well as the research and innovation hubs needed to fuel their work. The provision of proper support systems for at-risk students can reduce instances of bullying within schools and decrease urban crime by keeping kids in school and out of trouble. Education will also need to be prepared for a number of trends that arise from increasing urbanisation, such as planning for increasing (or declining) neighbourhood populations, and protecting school buildings and infrastructure from extreme climate events, expected to disproportionally affect large urban centres. Education will also continue to be responsible for ensuring the safety of students and monitoring physical and emotional well-being in the face of potentially new or growing urban stresses. However we must be vigilant: disadvantaged urban schools are more likely to lack qualified teaching staff. Attracting and retaining qualified teachers and principals in disadvantaged urban schools is key. Training programmes, mentorálás, and on-going professional development all have a role to play.
A “green economy” may one day become less of an ideal than a necessity for the continued flourishing of our species. What can our educational systems do to foster the international co-operation required to devise a plan for coordinated action on global climate change, ecological disasters, and sustainable sources of energy?
Students must be taught the science and maths needed to understand the mechanisms underlying climate change. However this will not be enough: education systems need to create critical thinkers that are able to connect their daily decisions to long-term consequences – not just for themselves but for society as a whole. One way to do this is through engaging with complex, real world problems from very early on. Jelenleg, students often spend time on highly structured tasks that do not leave much time for more creative activities where students can develop their critical thinking skills. Ezen túlmenően, the tertiary sector has a role to play in supporting green innovation, such as energy saving and environmental protection inventions, new energy technologies as well as low-carbon and resource-saving technologies helpful for green development.
As health and pension expenditures increase, national governments are expected to face increasingly tight budgets. How should we look to better finance education spending in the long-term?
A felszínen, the more governments spend in areas such as healthcare and unemployment benefits, the less they have to support the education system. Azonban, government policies in various sectors can play off one another in mutually beneficial ways. Például, greater military spending could help improve the quality of military academic programs, which could also enable more individuals from disadvantaged backgrounds to pursue their studies affordably. Alternatively, better education can reduce government spending in other areas. Például, teaching healthy habits in schools can play a role in reducing obesity rates and diabetes, lowering health care costs to governments and individuals. Hasonlóképpen, improved life-long learning systems may be able to slow the development of dementia, one of the fastest growing causes of death in OECD countries. Finding these intra-governmental strategies is a good start to making the most of restricted public finances.
(Photos are courtesy of Shutterstock – Tania Kolinko, IOFoto and Bikerider London)
Csatlakozz hozzám és világszerte elismert szellemi vezetők többek között Sir Michael Barber (UK), DR. Michael blokk (Az US), DR. Leon Botstein (Az US), Professzor Clay Christensen (Az US), DR. Linda Darling-Hammond (Az US), DR. MadhavChavan (India), Professzor Michael Fullan (Kanada), Professzor Howard Gardner (Az US), Professzor Andy Hargreaves (Az US), Professzor Yvonne Hellman (Hollandiában), Professzor Kristin Helstad (Norvégia), Jean Hendrickson (Az US), Professzor Rose Hipkins (Új-Zéland), Professzor Cornelia Hoogland (Kanada), Tisztelt Jeff Johnson (Kanada), Mrs. Chantal Kaufmann (Belgium), DR. EijaKauppinen (Finnország), Államtitkár TapioKosunen (Finnország), Professzor Dominique Lafontaine (Belgium), Professor Hugh Lauder (UK), Lord Ken Macdonald (UK), Professor Geoff Masters (Ausztrália), Professzor Barry McGaw (Ausztrália), Shiv Nadar (India), Professzor R. Natarajan (India), DR. PAK NG (Szingapúr), DR. Denise Pope (US), Sridhar Rajagopalan (India), DR. Diane Ravitch (Az US), Richard Wilson Riley (Az US), Sir Ken Robinson (UK), Professzor Pasi Sahlberg (Finnország), Professzor Manabu Sato (Japán), Andreas Schleicher (PISA, OECD), DR. Anthony Seldon (UK), DR. David Shaffer (Az US), DR. Kirsten Magával ragadó Are (Norvégia), Chancellor Stephen Spahn (Az US), Yves Theze (LyceeFrancais számú amerikai egyesült államokbeli), Professor Charles Ungerleider (Kanada), Professzor Tony Wagner (Az US), Sir David Watson (UK), Professzor Dylan Wiliam (UK), DR. Mark Wormald (UK), Professzor Theo Wubbels (Hollandiában), Professzor Michael Young (UK), és professzor Minxuan Zhang (Kína) mivel azok feltárása a nagy kép oktatási kérdés, hogy minden nemzet ma szembesül.
A Global Search Oktatási közösségi oldal
C. M. Rubin a szerző két legolvasottabb internetes sorozat, amely megkapta a 2011 Upton Sinclair díjat, “A Global Search for Education” és “Hogyan fogjuk olvasása?” Ő a szerzője a három bestseller könyv, Beleértve The Real Alice Csodaországban, a kiadó CMRubinWorld, és egy Disruptor Alapítvány ösztöndíjasa.
Kövesse C. M. Rubin on Twitter: www.twitter.com/@cmrubinworld
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