A
Changing World Demands Changing Skills
Author: Santosh
Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan
We
are in the midst of a major social, economic, and technological upheaval, and
we must adjust to it if we are to fulfill the needs of the twenty-first
century. The way we interact with the world has evolved dramatically from the
past to the present. Examining the present and anticipated future state of
economies and societies can help us identify the change depending on its
nature, so we can quickly adopt the necessary coping mechanisms. In a world
where rapid technological advancement drives perpetual change, change is vital.
It requires adapting skills based on circumstances, needs, and escalating
problems.
I
can assure you that as the world changes, there will be more uncertainty,
possibility, and risk that must be dealt with in order for us to move through
life successfully. We ought to advocate for inclusive, ecologically
responsible, and affluent societies where every individual is held accountable
(European Training Foundation, 2021). Education is so essential for forming
each person's personality and giving them the skills, they need to face the
outside world. As a result, they ought to be able to contribute to meeting both
societal and economic needs. In other words, the SDGs call for enhancing each
person's competencies through quality education so that they can thrive in the
face of rapidly changing global markets, economies, and society.
The
only person who has substantial and demanding responsibility in the classroom
for the students by providing them with high-quality instruction is the
teacher. To fulfill the demands of the 21st century, they ought to be able to
establish a favorable environment. The efficacy of a teacher rests on how he
integrates academic objectives into classroom discourse that have an imprint on
students and cause a change in them (Nordstrum, 2016). By providing them with
top-notch abilities, attitudes, behaviors, knowledge, and values, educators
have the responsibility of preparing children for the rigors of a varied
society and a globally interconnected globe. Every student should receive the
appropriate instruction to build the necessary abilities to become active
citizens and effective local and global problem solvers because major trends
are multidimensional in nature and more interrelated (World Savvy, 2022). In my
opinion, education should only contribute to preparing students for life in the
here and now through self-realization and learning-related practical
experiences. Since these skills are interconnected, we should insist on a wide
range of abilities, comprising collaboration, logical analysis, dialogue,
resilience, and innovation, as well as academic competence like literacy,
numeracy, and science (McGivney and Winthrop, 2016). Our teaching should be
essential to the student's overall development in terms of abilities and
personality traits so that they can settle in as reasonable societal members
with ease.
In
addition, knowledge of global awareness, financial, economic, business, and
entrepreneurial literacy, civic literacy, health literacy, and environmental
literacy is equally important in preparing them to cope with the demands of the
21st century. This will help them become productive global citizens
(BattelleforKids, 2019). We should establish sustainability goals and plans in
schools to allow teachers to openly link the subject matter and sustainability
in the classroom for effective curriculum implementation (UNESCO, 2012).
Similarly, instruction should be delivered through the lens of ESD so that
students may balance social, environmental, and economic factors to better
their quality of life.
To
sum up, the educational system should be able to deliver quality education
through the proper skills that satisfy the demands of students' modern needs.
Modern tools should be properly given to them so that they can use their talent
for successful learning. Additionally, teachers' competence and timely
professional development should also be held accountable to ensure they are
equipped for the challenges of today's society.
References
BattelleforKids. (2019). Framework for
21st Century Learning.
http://static.battelleforkids.org/documents/p21/P21_Framework_Brief.pdf
European Training Foundation. (2021). Changing Skills for A Changing
World. https://www.etf.europa.eu/sites/default/files/2021-02/changing_skills_for_a_changing_world_1.pdf
McGivney,
E., and Winthrop, R. (2016). Skills for a changing world: Advancing quality
learning for vibrant societies. https://www.brookings.edu/research/skills-for-a-changing-world/
Nordstrum,
L. (2016). To improve Quality in Education, Reconsider True Definition of
Good Teacher.
https://www.globalpartnership.org/blog/improve-quality-education-reconsider-true-definition-good-teacher
UNESCO.
(2012). Education for Sustainable Education. https://my.uopeople.edu/pluginfile.php/1604468/mod_book/chapter/363828/Education%20for%20Sustainable%20Development%20UNESCO%20Sourcebook%20Small.pdf
World
Savvy. (2022). What is Global Competence? https://www.worldsavvy.org/our-approach/global-competence/
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