Rethinking 21st century schools: the quest for lifelong learning ecosystems

Abstract

The relevance of current education towards the needs of 21st century society is questioned as most schools, especially in developing countries that offer their students homogenizing learning experiences in the 19th century style. This paper presents the results of a mixed-method study focused on identifying the main features of 21st century education as a concept that should promote lifelong learning experiences. The method combined a systematic literature review, survey application, visits to innovative schools and interviews with international educational experts. Results show the relevance of a soft skills-centered and purpose-oriented curricula, the activation of personal learning paths and the minimization of instruction in favor of research as a teaching approach. It is noteworthy that, although most of the results are widely discussed in the literature, they are currently presented with new possibilities of implementation and with a greater innovation potential, due to the technological evolution of our time.

Contributions of the Simplified Competency Management Model to a Municipal Health Secretariat

“…Competency-Based Education (CBE) assumes that different sets of competencies are feasible to be customized for different education needs in the health professions, favoring the flexibility of time, place or learning pace, with multiple paths ( 28 ) . The permeability of higher education, which advances to the field of professional development, has been of interest in Europe and the United States as it envisions greater potential for innovation with the activation of flexible personal learning paths ( 29 ) .…”

Formación colaborativa en interculturalidad del profesorado de Educación Infantil y Primaria

“…En el cambiante escenario en el que vivimos, caracterizado por la velocidad constante y la incertidum-bre, las instituciones educativas y el profesorado deben hacer frente a las nuevas demandas y exigencias que le plantea la sociedad (Means, 2019). En este contexto, uno de los principales retos se halla en la definición misma del modelo educativo, ya que la escuela fabril e industrial de la pasada centuria parece no acabar de encajar en la sociedad actual del conocimiento, del capital social y de la globalización (Chiappe et al, 2019). La velocidad de las comunicaciones y la reducción de las distancias, entre lo global y lo local, han permitido ampliar los horizontes culturales y apreciar la diversidad intercultural que representa a este, nuestro mundo (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2015), conformado, en última instancia, por la pluralidad cultural y la construcción de identidades híbridas (Delgado-Algarra et al, 2019).…”

O direito a educação continuada em tempos da Quarta Revolução Industrial

“…Diante desses desafios, alguns trabalhos (CHIAPPE, SAMPER, WILLS, RESTREPO, 2020;FRANÇA, SOARES, 2009;IVENICKI, 2021) estão sugerindo que existe um remédio: educação ao longo da vida (Lifelong Learning). Em um sentido mais amplo, a aprendizagem ao longo da vida tem sido descrita como a busca contínua, voluntária e auto-motivada pelo desenvolvimento de conhecimentos, habilidades e atitudes no decorrer da vida, seja por motivos pessoais ou profissionais.…”