Job Skills for the 21st Century

Job Skills for the 21st Century
Author: Lawrence K. Jones
Publisher: Greenwood
Total Pages: 232
Release: 1996
Genre: Business & Economics
ISBN:

A plan for teenagers to develop their job skills so they will be prepared to compete in the future job market.

21st Century Skills

21st Century Skills
Author: Bernie Trilling
Publisher: John Wiley & Sons
Total Pages: 263
Release: 2012-02-07
Genre: Education
ISBN: 1118157060

This important resource introduces a framework for 21st Century learning that maps out the skills needed to survive and thrive in a complex and connected world. 21st Century content includes the basic core subjects of reading, writing, and arithmetic-but also emphasizes global awareness, financial/economic literacy, and health issues. The skills fall into three categories: learning and innovations skills; digital literacy skills; and life and career skills. This book is filled with vignettes, international examples, and classroom samples that help illustrate the framework and provide an exciting view of twenty-first century teaching and learning. Explores the three main categories of 21st Century Skills: learning and innovations skills; digital literacy skills; and life and career skills Addresses timely issues such as the rapid advance of technology and increased economic competition Based on a framework developed by the Partnership for 21st Century Skills (P21) The book contains a video with clips of classroom teaching. For more information on the book visit www.21stcenturyskillsbook.com.

Assessing 21st Century Skills

Assessing 21st Century Skills
Author: National Research Council
Publisher: National Academies Press
Total Pages: 154
Release: 2011-10-16
Genre: Education
ISBN: 0309217903

The routine jobs of yesterday are being replaced by technology and/or shipped off-shore. In their place, job categories that require knowledge management, abstract reasoning, and personal services seem to be growing. The modern workplace requires workers to have broad cognitive and affective skills. Often referred to as "21st century skills," these skills include being able to solve complex problems, to think critically about tasks, to effectively communicate with people from a variety of different cultures and using a variety of different techniques, to work in collaboration with others, to adapt to rapidly changing environments and conditions for performing tasks, to effectively manage one's work, and to acquire new skills and information on one's own. The National Research Council (NRC) has convened two prior workshops on the topic of 21st century skills. The first, held in 2007, was designed to examine research on the skills required for the 21st century workplace and the extent to which they are meaningfully different from earlier eras and require corresponding changes in educational experiences. The second workshop, held in 2009, was designed to explore demand for these types of skills, consider intersections between science education reform goals and 21st century skills, examine models of high-quality science instruction that may develop the skills, and consider science teacher readiness for 21st century skills. The third workshop was intended to delve more deeply into the topic of assessment. The goal for this workshop was to capitalize on the prior efforts and explore strategies for assessing the five skills identified earlier. The Committee on the Assessment of 21st Century Skills was asked to organize a workshop that reviewed the assessments and related research for each of the five skills identified at the previous workshops, with special attention to recent developments in technology-enabled assessment of critical thinking and problem-solving skills. In designing the workshop, the committee collapsed the five skills into three broad clusters as shown below: Cognitive skills: nonroutine problem solving, critical thinking, systems thinking Interpersonal skills: complex communication, social skills, team-work, cultural sensitivity, dealing with diversity Intrapersonal skills: self-management, time management, self-development, self-regulation, adaptability, executive functioning Assessing 21st Century Skills provides an integrated summary of the presentations and discussions from both parts of the third workshop.

PISA 21st-Century Readers Developing Literacy Skills in a Digital World

PISA 21st-Century Readers Developing Literacy Skills in a Digital World
Author: OECD
Publisher: OECD Publishing
Total Pages: 216
Release: 2021-05-04
Genre:
ISBN: 9264670971

Literacy in the 21st century is about constructing and validating knowledge. Digital technologies have enabled the spread of all kinds of information, displacing traditional formats of usually more carefully curated information such as encyclopaedias and newspapers.

Education for Life and Work

Education for Life and Work
Author: National Research Council
Publisher: National Academies Press
Total Pages: 203
Release: 2013-01-18
Genre: Education
ISBN: 0309256496

Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.

Assessing 21st Century Skills

Assessing 21st Century Skills
Author: Laura Greenstein
Publisher: Corwin Press
Total Pages: 265
Release: 2012-07-23
Genre: Education
ISBN: 1452218013

Provides K-12 classroom teachers with strategies for measuring student mastery beyond paper and pencil tests and suggests ways to diagnose learning and inform interventions in an accountable and reliable way. Included are vignettes and visual elements to help illustrate and apply the concepts.

Teaching 21st Century Skills

Teaching 21st Century Skills
Author: Sue Beers
Publisher: ASCD
Total Pages: 219
Release: 2011
Genre: Education
ISBN: 1416613277

This action tool can help teachers engage students in learning the essential skills of critical thinking and problem solving, creativity and innovation, communication, and collaboration.

10 Things Schools Get Wrong (And How We Can Get Them Right)

10 Things Schools Get Wrong (And How We Can Get Them Right)
Author: David Bott
Publisher: Hachette UK
Total Pages: 168
Release: 2020-11-30
Genre: Education
ISBN: 1913808831

What counterintuitive lessons can we learn from the meteoric rise of Mindset Theory in education? Why have computers so overwhelmingly failed to become the academic panacea many expected them to be? How can the simple act of assigning grades drive student narcissism and damage teacher professionalism? In this book, brain and behavioural research is combined with respected philosophy in order to place ten widely accepted yet rarely examined aspects of education under the microscope. - Teacher Expertise - Evidence-Based Practice - Grading - Homework - Mindset - 21st Century Skills - Computers - Rewards - Daily Organization - Function This book aims to inspire teachers, leaders, and parents to question many commonly held beliefs and empower them to re-think the role of modern schooling.

Digital Skills

Digital Skills
Author: Alexander J. A. M. van Deursen
Publisher: Springer
Total Pages: 328
Release: 2014-07-10
Genre: Education
ISBN: 1137437030

The first book to systematically discuss the skills and literacies needed to use digital media, particularly the Internet, van Dijk and van Deursen's clear and accessible work distinguishes digital skills, analyzes their roles and prevalence, and offers solutions from individual, educational, sociological, and policy perspectives.

Implications of Skill-biased Technological Change

Implications of Skill-biased Technological Change
Author: Eli Berman
Publisher:
Total Pages: 52
Release: 1997
Genre: Cambio tecnologico
ISBN:

Demand for less skilled workers decreased dramatically in the US and in other developed countries over the past two decades. We argue that pervasive skill-biased technological change rather than increased trade with the developing world is the principal culprit. The pervasiveness of this technological change is important for two reasons. First, it is an immediate and testable implication of technological change. Second, under standard assumptions, the more pervasive the skill-biased technological change the greater the increase in the embodied supply of less skilled workers and the greater the depressing effect on their relative wages through world goods prices. In contrast, in the Heckscher-Ohlin model with small open economies, the skill-bias of local technological changes does not affect wages. Thus, pervasiveness deals with a major criticism of skill-biased technological change as a cause. Testing the implications of pervasive, skill-biased technological change we find strong supporting evidence. First, across the OECD, most industries have increased the proportion of skilled workers employed despite rising or stable relative wages. Second, increases in demand for skills were concentrated in the same manufacturing industries in different developed countries.