Education

In this paper we review literature on knowledge-creating organizations to identify sequences leading from entry-level 21st century skills to mature levels of the skills defined by the Assessment and Teaching of 21st Century Skills project. We suggest a developmental scheme to allow students and teachers in any classroom to find a starting point and advance along dimensions identified. In a fully developed knowledge building environment, the ways people and ideas interact are critical to the integration of deep understanding, knowledge creation, and practical action. After proposing a framework for moving toward high-end knowledge environments we consider basic principles of learning and developmental trajectories relevant to them. We distinguish two approaches: “working backward from goals” and “emergence of new skills.” We discuss how modern technologies can help integrate and enhance these different approaches, how formative assessments can be used to increase the pace of innovation, and how a broader systems perspective might inform large-scale summative assessments.

 

An analytic framework, with developmental trajectories defined by 21st century skills, is provided for analyzing environments in light of the extent to which they support knowledge creation. Our goal is to provide a scheme comprehensive enough to identify starting points, as well as pathways to higher-order achievements for all, from elementary through to tertiary education, and applicable to out-of-school contexts, so as to support an inclusive model of 21st century knowledge building. We also aim to distinguish efforts that prepare students for work in knowledge-creating organizations after they leave school from those that aim to transform schools to operate as knowledge-creating organizations in their own right. We end with suggestions for new initiatives to help advance

education for a knowledge-building society.

 

In the context of sustained economic crisis, the Council addresses key aspects of Education and Training in the EU. In response to Rethinking Education: Investing in skills for better socio-economic outcomes and the 2013 Annual Growth Survey, it reaches several conclusions that aim to help stem rising levels of unemployment across Europe.

 

The Council underscores the central role assigned to education and training as a key driver for growth and competitiveness in the Annual Growth Survey 2013, including the reference to the key role of investments in human capital for tackling and preventing unemployment and preparing a job rich recovery.