Delivering 21St Century Skills for Employability in Europe
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21St Century Technology Skills K-12
21st Century Technology Skills K-12 Amber Austin Jenahlee Chamberlain Susie Corbin-Muir Cindy Kunde Sarah Latcham Jill Hofmockel Elizabeth Schau Jennifer Scheivert Jan Smith 2014 Equity Statement It is the policy of the Iowa City Community School District not to discriminate on the basis of race, creed, color, religion, national origin, gender, age, marital status, sexual orientation, gender identity, veteran status, disability, or socioeconomic status in its educational programs, activities, or employment practices. If you believe you have (or your child has) been discriminated against or treated unjustly at school, please contact the Equity Director, at 509 S. Dubuque Street, 319-688-1000. Contents Abstract .................................................................................................................................................................. 3 Project Description and Objectives ........................................................................................................................ 3 Grades K-2 ................................................................................................................................................. 4 Grades 3-4 .................................................................................................................................................. 5 Grades 5-6 .................................................................................................................................................. 7 Grades 7-8 ................................................................................................................................................. -
Demographic Transitions in Europe and the World
Max-Planck-Institut für demografi sche Forschung Max Planck Institute for Demographic Research Konrad-Zuse-Strasse 1 · D-18057 Rostock · GERMANY Tel +49 (0) 3 81 20 81 - 0; Fax +49 (0) 3 81 20 81 - 202; http://www.demogr.mpg.de MPIDR WORKING PAPER WP 2014-004 MARCH 2014 Demographic transitions in Europe and the world Frans Willekens ([email protected]) © Copyright is held by the authors. Working papers of the Max Planck Institute for Demographic Research receive only limited review. Views or opinions expressed in working papers are attributable to the authors and do not necessarily refl ect those of the Institute. Demographic transitions in Europe and the world Frans Willekens Max Planck Institute for Demographic Research (MPIDR) Abstract The demographic transition is a universal phenomenon. All regions of the world experience a change from high levels of mortality and fertility to low levels. The onset and pace of the demographic transition vary between regions and countries because of differences in timing of events and conditions that trigger the transition. As a consequence, we observe diverging trends in population growth and ageing around the world. The paper shows that transitions in mortality, fertility and migration have several features in common. Demographic transitions are intertwined with science and technology, the economy, cultural change and social and political processes. The interaction between these processes take place at the level of the individual, not at the population level. The human desire for a long and fulfilling life is the main driver of demographic change. Science and technology provide instruments to control demographic processes but the use of these instruments is conditioned by economic and cultural change. -
TSC Study Guide
Deeper Learning: Beyond 21st Century Skills By James A. Bellanca (Editor) _____________________ Study Guide This study guide is a companion to the book Deeper Learning: Beyond 21st Century Skills, the ninth book in the Leading Edge series, edited by James A. Bellanca. Deeper Learning advocates strategies that promote higher-order thinking, reasoning, and problem solving to better educate students and better prepare them for college and careers. This guide is arranged by chapter, enabling readers to either work their way through the entire book or to focus on the specific topics addressed in a particular chapter. It can be used by individuals, small groups, or an entire team to identify key points, raise questions for consideration, assess conditions in a particular school or district, and suggest steps that might be taken to promote a healthy school culture. We thank you for your interest in this book, and we hope this guide is a useful tool in your efforts to create a healthy culture in your school or district. Copyright © 2015 by Solution Tree Press --1-- Deeper Learning: Beyond 21st Century Skills—Study Guide Chapter 1 Deeper Learning for Students Requires Deeper Learning for Educators By Richard DuFour and Rebecca DuFour _____________________ 1. What must contemporary American educators endeavor to achieve that has never been accomplished in the history of the United States? 2. Describe the three big ideas that drive the professional learning community (PLC) process. 3. Emulating the world’s best school systems, what must schools in the United States appreciate as three critical areas in which they must help students in order for them to experience deeper learning? 4. -
European Survey on Economic
1 PPACTE, WP2: EUROPEAN SURVEY ON SMOKING Final Report Silvano GALLUS, Alessandra LUGO, Carlo LA VECCHIA Paolo BOFFETTA, Frank J CHALOUPKA, Paolo COLOMBO, Laura CURRIE, Esteve FERNANDEZ, Colin FISCHBACHER, Anna GILMORE, Fiona GODFREY, Luk JOOSSENS, Maria E LEON, David T LEVY, Gunnar ROSENQVIST, Hana ROSS, Joy TOWNSEND, Luke CLANCY Dublin, 31 January 2012 Correspondence to: Silvano Gallus, ScD DePartment of EPidemiology Istituto di Ricerche Farmacologiche Mario Negri Via GiusePPe La Masa 19, 20156 Milano tel: +390239014657 – fax: +390233200231 – e-mail: [email protected] 2 Acknowledgement of funding: The Project ‘Pricing Policies and Control of Tobacco in EuroPe (PPACTE)’ is Partly funded by the EuroPean Commission Seventh Framework Programme Grant Agreement HEALTH-F2-2009-223323. Authors wish to thank Dr Irene Tramacere for her invaluable assistance in the develoPment of the EuroPean Survey Tool. They also exPress their gratitude to Dr Matteo Franchi for research assistance and Mrs Ivana Garimoldi for editorial assistance. Conflict of interest statement The authors of the Present rePort declare that there are no conflicts of interest. 3 EXECUTIVE SUMMARY Objective. Inadequate data are available on within-country comParison in EuroPe. Thus, we conducted a survey, with a focus on Pricing Policies to control tobacco. Method. Pricing Policies and Control of Tobacco in EuroPe (PPACTE) is a Project aiming to Provide the most comPrehensive analysis of the effectiveness of tobacco Pricing Policy in EuroPe. Within the PPACTE Project, a face-to-face rePresentative survey on smoking was conducted in 2010 on a samPle of 18,056 ParticiPants (8653 men and 9403 women) from 18 EuroPean countries. -
Two Centuries of International Migration
IZA DP No. 7866 Two Centuries of International Migration Joseph P. Ferrie Timothy J. Hatton December 2013 DISCUSSION PAPER SERIES Forschungsinstitut zur Zukunft der Arbeit Institute for the Study of Labor Two Centuries of International Migration Joseph P. Ferrie Northwestern University Timothy J. Hatton University of Essex, Australian National University and IZA Discussion Paper No. 7866 December 2013 IZA P.O. Box 7240 53072 Bonn Germany Phone: +49-228-3894-0 Fax: +49-228-3894-180 E-mail: [email protected] Any opinions expressed here are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but the institute itself takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. -
21St Century Are Success Depends on Having Such Skills
“21st-Century” Skills Not New, but a Worthy Challenge By Andrew J. Rotherham and that are so revolutionary that they demand which changes in our economy and the Daniel T. Willingham new and different abilities. But in fact, the world mean that collective and individual skills students need in the 21st century are success depends on having such skills. growing number of business not new. Many U.S. students are taught these leaders, politicians, and educa- Critical thinking and problem solving, skills—those who are fortunate enough to tors are united around the idea for example, have been components of attend highly effective schools or at least that students need “21st-cen- human progress throughout history, from encounter great teachers—but it’s a matter Atury skills” to be successful today. It’s the development of early tools, to agricul- of chance rather than the deliberate design exciting to believe that we live in times tural advancements, to the invention of of our school system. Today, we cannot vaccines, to land and sea exploration. Such afford a system in which receiving a high- Andrew J. Rotherham, cofounder of and part- skills as information literacy and global quality education is akin to a game of ner with Bellwether Education Partners, writes awareness are not new, at least not among bingo. If we are to have a more equitable the blog Eduwonk.com. Daniel T. Willingham, the elites in different societies. The need and effective public education system, professor of cognitive psychology at the Univer- C I sity of Virginia, is the author of Why Don’t Stu- for mastery of different kinds of knowl- skills that have been the province of the V ESE K A dents Like School? and American Educator’s edge, ranging from facts to complex analy- few must become universal. -
Central and Eastern Europe Statistics 2010
Central and Eastern Europe Statistics 2010 An EVCA Special Paper Edited by the EVCA Central and Eastern Europe Task Force July 2011 Our partner: Gide Loyrette Nouel Warsaw Office EVCA The European Private Equity & Venture Capital Association EVCA is the voice of European private equity and venture capital. We promote the interests of our more than 1,200 members, to ensure they can conduct their business effectively. EVCA engages policymakers and promotes the industry among key stakeholders, including institutional investors, entrepreneurs and employee representatives. EVCA develops professional standards, research reports and holds professional training and networking events. EVCA covers the whole range of private equity, from early-stage venture capital to the largest buyouts. EVCA Central and Eastern Europe Task Force Since 2003, the EVCA Central and Eastern Europe Task Force has undertaken initiatives specifically aimed at the development and promotion of private equity and venture capital in the region of Central and Eastern Europe (CEE). Among its accomplishments, the Task Force published Central and Eastern Europe Success Stories in October 2004, and special papers dedicated to annual statistics for 2005, 2006, 2007, 2008, 2009 and 2010. The Task Force also seeks to develop CEE topics of interest in other EVCA publications and conferences. Information about the members of the Task Force may be found at www.evca.eu. PEREP_Analytics PEREP_Analytics™ is a centralised, non-commercial pan-European private equity database. Currently it is the joint statistical platform of EVCA and 19 national and regional private equity and venture capital associations across Europe, of which seven are from the CEE region: CVCA (Croatia), CVCA (the Czech Republic), EstVCA (Estonia), HVCA (Hungary), LTVCA (Lithuania), PPEA (Poland), SEEPEA (South Eastern Europe) and SLOVCA (Slovakia). -
NCTAF-How-Deeper-Learning-Can-Create-A-New-Vision-For-Teaching.Pdf
How Deeper Learning Can Create a New Vision for Teaching MONICA R. MARTINEZ, PHD DENNIS R. MCGRATH, PHD ELIZABETH FOSTER How Deeper Learning Can Create a New Vision for Teaching Monica R. Martinez, PhD Dennis R. McGrath, PhD Elizabeth Foster !e National Commission on Teaching & America’s Future (NCTAF) was founded in 1994 as a bipartisan effort to engage education policymakers and practitioners to address the entrenched national challenge of recruiting, developing, and retaining great teachers in order to ensure that all students have access to quality teaching in schools organized for success. ConsultEd Strategists is an education consulting group for mission-driven organizations and philanthropists. We help foundations, direct service non-profits, and education agencies develop strategies to scale impact, realize organizational effectiveness, and accelerate learning. Copyright © 2016 National Commission on Teaching and America’s Future 1525 Wilson Boulevard Suite 705 Arlington, VA 22209 www.nctaf.org The National Commission on Teaching & America’s Future | ConsultEd Strategists 2 How Deeper Learning Can Create a New Vision for Teaching INTRODUCTION magine the opportunities that today’s students will lived in an urban or suburban district as measured by the experience as they embark on their future lives and PISA-based tests for core content knowledge and prob- careers: unprecedented access to information, myr- lem solving skills; graduation rates, college enrollment Iiad new ways to express their creativity, effortless global rates to selective -
Setting the Stage for 21St-Century Learning
INTRODUCTION Setting the Stage for 21st-Century Learning y now the message is clear: Learners in this ♦ Critical thinking—Examining problems through a new century need skills that will allow them to lens, drawing on the knowledge bases of multiple function in face-to-face and digital environments. disciplines. Numerous sources confirm this need. In 2000, ♦ Creativity—The willingness, know-how, and persistence B(a lifetime ago, it seems now), the U.S. 21st Century to try new approaches and learn from errors to innovate. Workforce Commission convened to examine anticipated skills that would be needed in the “New Information Each of these four factors of learning is enacted in Economy” (p. 9). At the time of the report, the focus was virtual and face-to-face environments. Teachers need to on preparing a skilled information technology workforce consider how the factors are accomplished in these spaces, to fill anticipated jobs. Although our appreciation of the and to structure the learning environment such that these needs of learners has deepened beyond career preparation, skills can be nurtured. We explore each of these elements the first factor the Commission identified still resonates: in more detail and provide examples from secondary classrooms to illustrate these practices. The current and future health of America’s 21st Century Economy depends directly on how broadly and deeply Americans reach a new level of literacy—“21st Century Communication Literacy”—that includes strong academic skills, thinking, We all make snap judgments about others, even as we reasoning, teamwork skills, and proficiency in using claim otherwise. In fact, we’re hardwired to do so. -
ATLAS of MIGRATION Facts and Figures About People on the Move
ATLAS OF MIGRATION Facts and figures about people on the move ESCAPE, WORK, FUTURE IMPRINT The ATLAS OF MIGRATION is published by the Rosa-Luxemburg-Stiftung, Berlin, Germany Chief executive editors: Johanna Bussemer, Dorit Riethmüller Editors: Christian Jakob (coordination), Stefanie Kron, Wenke Christoph Managing editor: Dietmar Bartz Art Director: Ellen Stockmar English Editor: Paul Mundy Proofreader: Maria Lanman Fact checking: Infotext Berlin Contributors: Friedrich Burschel, Wenke Christoph, Johanna Elle, Sabine Hess, Christian Jakob, Bernd Kasparek, Stefanie Kron, Laura Lambert, Ramona Lenz, Carlos Lopes, Sowmya Maheswaran, Johanna Neuhauser, Mario Neumann, Jochen Oltmer, Maria Oshana, Massimo Perinelli, Maximilian Pichl, Matthias Schmidt-Sembdner, Helen Schwenken, Maurice Stierl, Christian Stock, and a team of authors. Cover image: Ellen Stockmar The views expressed in this publication are those of the authors and do not necessarily reflect the views of the publishing organization. Editorial responsibility (V. i. S. d. P.): Alrun Kaune-Nüßlein, Rosa Luxemburg Foundation Second English edition, October 2019 Produced by Bonifatius GmbH Druck – Buch – Verlag, Paderborn Climate-neutral printing on 100 percent recycled paper. This material (except the cover picture) is licensed under Creative Commons “Attribution-ShareAlike 4.0 Unported“ (CC BY-SA 4.0). For the licence agreement, see http://creativecommons.org/licenses/by-sa/4.0/legalcode, and a summary (not a substitute) at http://creativecommons.org/licenses/by-sa/4.0/deed.en. Individual graphics from this atlas may be reproduced if the attribution ”Bartz/Stockmar, CC BY 4.0“ is placed next to the graphic (in case of modification: ”Bartz/Stockmar (M), CC BY 4.0“). ATLAS DER MIGRATION Daten und Fakten über Menschen in Bewegung FOR FREE DELIVERIES AND DOWNLOADS: Rosa-Luxemburg-Stiftung, Franz-Mehring-Platz 1, 10243 Berlin, Germany www.rosalux.de/atlasofmigration FLUCHT, ARBEIT, The ATLAS OF MIGRATION is also published as ATLAS DER MIGRATION in German. -
Teaching Generation Techx with the 4Cs: Using Technology to Integrate 21St Century Skills
Journal of Instructional Research | Volume 1 (2012) 59 Teaching Generation TechX with the 4Cs: Using Technology to Integrate 21st Century Skills Jennifer Levin-Goldberg As we journey further into the 21st century, apprehensions emerge among business leaders in American markets. These concerns do not go unwarranted or unnoticed. Contemporary data portrays a despondent picture regarding new graduate preparedness for the global workforce. The findings reveal that employers feel the new entrants are deficient in the21st century skills imperative for current market progress and profit. The critical 21st century skills employers demand are critical thinking and problem solving, communication, collaboration, and creativity and innovation- the 4Cs. The challenge is: How do educators better prepare students for 21st century skills utilizing technology as the conduit? This paper highlights three strategies (amendable to immediate, low cost, interdisciplinary implementation) that educators could utilize to foster student preparedness for the 21st century workforce. Strategies include: (a) becoming cognizant and literate in Web 2.0 tools; (b) assigning real world problems and issues for students to resolve using technology; and (c) creating collaborative problem-based learning experiences utilizing the resources available via the Web. Accurately employing these pedagogical methods may reclaim American academic and labor market resplendence. We are at a decisive crossroads in education erage in reading and science (OECD,2010). Compa- stemming from the speed of technological advance- nies, such as Microsoft, Apple, and CISCO, demand ments outpacing pedagogical practices and the req- a stronger focus on 21st century skills due to the lack uisite skills students need to be globally competi- of preparedness in these exigencies requisite for the tive. -
21St Century Teaching and Learning
21st Century Teaching and Learning Pamela Walker, CEO & President ArtsNow: Teaching and Learning Across the Curriculum Understand the need for teaching and learning that supports and strengthens 21st century skills Understand that importance of engaging students in rigorous, innovative teaching strategies Experience and engage in activities that model collaboration, communication, critical thinking and creativity Experience the energy and inspiration that comes from innovative and creative teaching strategies, while supporting depth of learning Share best practices in creating and supporting school cultures that embrace and promote 21st century teaching and learning Share best practices in supporting teacher development to create learning environments and instructional strategies that advance 21st century skills Reflect on current status of participant’s local school and envision the future Leave the session with specific next steps to advance 21st century teaching and learning in your local school The Marshmallow Challenge prepare. execute. reflect. Results Can you think of a student who is falling . Through the Cracks? “We have a dilemma facing young people in many of today’s educational institutions. If young people are not challenged to utilize all of their talents in the learning process and to participate in creative ways, they will surely “shrink” as well the hopes for the future of our country.” James D. Wolfensohn, Chairman The John F. Kennedy Center for the Performing Arts Washington, D.C. What are the 4 Cs? The “Four Cs” of 21st Century Education 1. Creativity and Innovation 2. Critical Thinking and Problem Solving 3. Communication 4. Collaboration ANSEL ADAMS SEE – THINK - WONDER What do you see? What do you think? What do you wonder? Eights, George W.