As discussed in our report Enabling the future of work another important development in the area of measurement and recognition is the emergence of micro-credentials.
Micro-credentials present an opportunity to apply a robust and benchmarked assessment to what a person is actually capable of, particularly when it comes to the soft skills
Leadbeater (2016) argues that to enable young people to adapt and thrive, “learning should promote skills of collaboration and problem solving, making and designing, empathy and emotional acuity, rather than dutiful diligence in following a routine to deliver the expected answer at the appropriate moment.”
The Austrian film director Hubert Sauper describes in his film “Darwin’s Nightmare” in a dramatic way how a non-sustainable process is deteriorating the region around Lake Victoria in many ways. The whole process started above all with the introduction of the Nile-perch in Lake Victoria and the exploitation through foreign companies. A complex system of a broad variety of factors interrelate with each other and are leading to the ecological, economical and social catastrophe in this region. The film provided a typical example of what is referred to today as a ‘sustainability challenge’.
According to the ManpowerGroup’s 2016-2017 Talent Shortage Survey, “the most important skill you can nurture is learnability” to stay employable for the long-term. Ironically, the term “learnability” often refers to how easy a software product or interface is to use. However, in the case of employability, it means professionals must become lifelong learners to remain usable themselves.
As a venture capitalist for 25 years, Ted Dintersmith saw how education wasn’t changing as fast as the job market. He noticed that highly educated people in business lacked skills and qualities like flexibility, creativity, and collaboration. Upon retirement from the corporate world, he made education advocacy and philanthropy his mission.
It is clear that our school systems need to respond better to a changing world. Franklin D. Roosevelt once said, “We cannot build the future for our youth—but we can build our youth for the future.” It is our duty to do whatever we can to help our students connect learning with real life and to provide them with the necessary skills to prepare them for success.
As our global economy expands, our need to prepare this next generation for new careers becomes even more imperative. If we seize this moment and work together, America’s students will be our most valuable assets to compete in the 21st century.
The Globally Competent Learning Continuum (GCLC) identifies the dispositions, knowledge, and skills that educators need to teach students from diverse backgrounds and prepare all students to thrive in a global society. The GCLC is a tool for self-reflection, used by educators wishing to reflect on their own level of global competence and to learn the characteristics included in higher levels to advance along the continuum.
The top level of the framework, which we have found across many projects around the world, includes COLLABORATION, CREATIVITY, PERSONALLEARNING, PROBLEMSOLVING and GLOBAL SUSTAINABILITY (includes recognising and valuing the culture and needs of others) and reflects those attributes for which there is historical research.
Click on the image to access a readable version of the initial mapping document.
To date we have cross-referenced the top level Future Ready Attributes against these exisiting frameworks in use around the world:
Friedrichs, A., & Gibson, D. (2003). Personalization and secondary school renewal. In J. DiMartino, J. Clarke, & D. Wolf (Eds.), Personalized learning: Preparing high school students to create their futures. (p. 41–68.). Lanham, Maryland: Scarecrow Education.
Mayer, R., & Wittrock, M. (1996). Problem-solving transfer. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 47–62). New York: Simon & Schuster Macmillan.
Mishra, P., Henriksen, D., & Group, D. P. R. (2013). A NEW Approach to Defining and Measuring Creativity: Rethinking Technology & Creativity in the 21st Century. TechTrends, 57(5), 10–13. https://doi.org/10.1007/s11528-013-0685-6
Roschelle, J., & Teasley, S. (1995). The construction of shared knowledge in collaborative problem-solving. In C. O’Malley (Ed.), Computer-supported collaborative learning (pp. 69–97). Berlin: Springer-Verlag.
How can you help?
By participating in the four phases of this crowdsourcing exercise, you will have the opportunity to contribute your insights and reflect the concerns of your sector as we face a future that will be created by the people who emerge from our formal and informal learning institutions.
We want to hear from learners, teachers, academics, businesses, government agencies, community and cultural groups to build a collective vision of the most necessary attributes for the future and ways to identify them.