BASES OF EDUCATION FOR THE FUTURE (original) (raw)
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THE FUTURE OF WORK AND EDUCATION IN THE WORLD
This article aims to demonstrate the need for restructuring the education system in all countries of the world as a consequence of the profound changes that are occurring in the world of work due to the technological advance, especially with the use of artificial intelligence in productive activities.
Education for the challenges of the future
Pedagogijska istraživanja, 2013
Proper planning of education in the light of the challenges of the future is not a simple task. education planned for those who are born in 2010 should enable them to have successful careers perhaps as far in the future as 2080. Short-term strategies thus initially fail. even more so as there is no strategy for the development of the country itself. The events of the second half of the 20 th century and the beginning of the 21 st century have utterly changed the assumptions for planning successful education for the following period. There are two segments of education that should be distinguished-formal education and lifelong learning. The notion of lifelong learning should primarily include education for performing new tasks that never existed during the period of formal education, such as the introduction of computers or microelectronics in the previous period. Reorganisation of the entire education system from the nursery school to doctoral studies is a far more difficult pursuit. In the area of formal education we should carry out maximal generalisation. Generalisation refers to a synthesiological and fully comprehensive approach with the aim of carrying out the identifying functions. These considerations are based on the results of my own research during the last quarter of the century. education is seen as an information system for which we should define a system of aims (non-existent) and determine an entry into that system. A particular problem with education as this system's environment and a base of a successful career is the fact that the world is becoming ever more virtual, cyber-oriented, extremely information-determined, robotical and avatarised. A sophisticated educational pyramid comprising seven levels is offered as an entry into the system of education. The first three levels, essential and invariable, are mathematics, physics and chemistry. A complete transformation is introduced on the fourth level, called general techniques, where biology is one of the essential although not sufficient conditions for successful teaching. The concept of general techniques requires the introduction of archaeology of nature (natural science) and archaeology of culture. everyone should be learning the materials the generalisation of which would benefit from a new systematisation and the study of production procedures irrespective of material type. A systematic theory is a powerful tool in this instance. everyone should be familiar with 6 basic techniques. The concept of general techniques development from the Big Bang to infinity significantly contributes to the predictions. The concept of humane cultural studies is explained. What is asked for is teaching from the perspective of transcendental human needs.
Reflections on Future Education: Ideas for a Model
Cadmus, 2020
A rapid change in technology is creating pressure on education to meet employment needs. Two overarching points are discussed in this article: first, rather than fearing the robotization of humans we should humanize technology to serve humanity and second, any educational reform must be contextualized: in particular social and cultural traditions, values and worldviews, considering the population size, demographics and special developmental challenges, instead of introducing "one size-fits-all" models. It concludes with thoughts about the current Coronavirus crisis and what it tells us about current global leadership, modes of governance, and the nature of education. The question is raised whether emphasis should be on activism or science. Are we better off with building minds or building skills in response to technological advances? The current crisis levels the global field of political and military dominance since the virus crosses borders and transcends dominance. The people are emerging as a force demanding science instead of diluted glib rhetoric. This emergency suggests the path Future Education has to take. Reflecting on the global future of education one is immediately faced with a big challenge facing modern education which is how to prepare the youth of this generation for today's job market. It has become a common complaint among young people in the United States, for example, that the degree they worked so hard to obtain does not prepare them for the job market, nor for dealing with today's world. The key is the rapid change in technology at educational institutions while the educational system either remains the same or changes too slowly in the face of rapid technological advancement. There is also a growing fear that technology is replacing human labor. There is a 'new normal' which education is not prepared for, nor is it preparing the working population for the future. This paper reflects on the aspects that need to be considered to provide fresh perspectives as we propose new ideas in this era of digital transformation. Two overarching points are discussed in this article: first, rather than fearing the robotization of humans we should humanize technology to serve humanity and second, any educational reform must be contextualized: in particular social and cultural traditions, values and worldviews, taking into consideration population size, demographics and special developmental challenges, instead of introducing "one size-fits-all" models.
The paper explores some of the most interesting and important ways in which education is likely to change in the future. The first part of the paper notes that the two most prominent recent developments in education are a large decrease in public funding and an increased reliance on the Internet and related technologies. At least partly for these reasons, we need a serious discussion concerning what education is and what its function should be. The second part of the paper discusses various predictions and proposals for how education, prominently including teaching strategies, will in fact change in the future. Most of the proposals and recommendations share something important in common—an increased stress upon creativity, tailoring education to the needs of specific students, and the collapse of the classroom/reality distinction, in part through the use of virtual reality technologies. There may be nothing that can be done about the de-funding of public education but educators should strive to use technological tools that are at their disposal as effectively as possible.
Some Reflections on the Future of Education
Eruditio, 2018
Far from offering a tentative structured theory or solution regarding the urgently needed reforms concerning education in the 21 st century, we limit ourselves to some punctual considerations of how education can prepare students for the future. Even if they are not directly connected, we hope they may help in creating the indispensable radical paradigm shift in the way we teach and learn, which is needed to meet the multi-dimensional challenges confronting global society in the 21 st century. They involve the following points: an attitudinal change from memorizing to understanding; openness to the internet requirements of the present 4 th Industrial Revolution; and developing a connection to Nature and our inner Self or essence, so students can get guidance in their lives and also to help find solutions for the many problems humanity faces today.
Some Thoughts on Education for the Future
Some Thoughts on Education for the Future, 2023
Education is undergoing a historic transformation. Throughout history, access to higher education has changed from being a privilege of birth or talent (elite phase) to becoming a property of those with specific qualifications (expert phase). Nowadays, a higher education diploma is required for most occupations, both now and in the future, while the boundaries of common knowledge continue expanding (universal phase). Nowadays, educators overwhelmingly recognize that new generations will need to rely on multidisciplinary knowledge to comprehend solutions to real problems. Furthermore, it is not sufficient to develop the motivational and self-guiding capacity of individuals. The collective future requires embedding an attitude amenable to knowledge sharing. The advances in information technology have brought us a plethora of means for accessing, classifying, storing, and displaying virtually any portion of the knowledge treasures, at the speed of magnetic waves. The digital myriad has soon enfolded the education sector along with the rest of the socio-economic domains. Technical barriers that obstruct the implementation of trends such as Problem/Project/Team-based Learning, Massive Open Online Courses, and Authentic Assessments have literally disappeared.
Redesigning Education for the Future
Procedia - Social and Behavioral Sciences, 2015
This article presents the innovations occurring in the context of education, in regard to basic principles that can be adopted in all disciplines. In the future our suggestion is that education methods should incorporate the principles of systemic thinking and the Global Compact of the United Nations, from which derive the principles for a comprehensive education, discussed in the pages to follow. The text also details the active participation of Brazil in global forums to discuss the new principles for education, clarifying its important role in the discussion and dissemination of important global initiatives.
Preparing Professionals for the Future: Searching for a New Educational Paradign
Educação e Trabalho. Representações, Competências e Trajectórias, 2007
Preparing professionals for the future: Searching for a new educational paradigm. Bárbara, N.M., Ferreira, A.J.D., Morais, J.P.F. & Lopes, M.A.R. CERNAS, Escola Superior Agrária de Coimbra, Bencanta, P-3040-316 Coimbra, Portugal. Mankind is about to undergo major transformations and face overwhelming threats that might imply a civilization collapse if we do not change our way to look and manage the world. Amongst the driving forces leading us to change we can quote the forthcoming exhaustion of several strategic raw materials, the evolution of the new information technologies and a process named “Globalization”. These driving forces started to change the nature and structure of work and ultimately the way society is organized. A higher competition is foreseen, the stability and links to jobs will become increasingly degraded, with fewer links (i.e. physical, ethical) to a job or a firm. Relations within a successful organization will be more democratic and participative than the traditional top-down approach of our days, risk and pressure over the worker are expected to be much higher than today. This will lead to an improved performance and overall sustainability, but will be very hard and frustrating for the individual, on whose shoulders European governments have placed the burden of their own employability. In this context, our children’s lives will be significantly different from ours. The degree to which it will be worst will depend on how we will tackle the problems ahead and ultimately how we will prepare the new generation to deal with them. To be successful in the new world, a professional needs to develop skills far beyond those fostered by the current traditional university courses. In addition to technical competences, the successful professional of the future must acquire social, ethical, personal and interpersonal skills. This paper starts with a discussion of the threats we will be facing in the medium and long run, the implications for the nature of work and job organization, which will lead us to the desirable skills a professional should held to be successful in his field. The extent to which these skills are attainable under the current structure, either proposed by the Bologna process or by the curriculum structure to be implemented by the Harvard University will be under close discussion. We are at a crossroads in higher education; depending on our choice of the chosen future educational paradigm will we meet the demands of the market or we will remain the same. Whatever the choice, this adumbrates the importance of the critical time we are living in terms of deciding what an education should be like. If a silent revolution is under way in terms of employability, mobility, and the attitudes and attributes an educated person should have, an equivalent revolution is necessary in the students cultural choices and market needs awareness.
Education and Jobs in a Technological World. Information Series No. 265
1984
A pressing problem in the United States today is that of employment: how to create enough jobs and, especially, what impact high technology will have on present and future jobs as well as educational need. Some policymakers see high technological industries as the basis for revitalizing the economy. The major challenge to education and training, according to this view, is to prepare adequate numbers of people with required high-level skills and to upgrade the present skill requirements of occupations. In this view, more, better, and more specialized education is needed. In contrast to these persons are those who predict that the effects of high technology on employment will be modest in both the number of jobs created and the skill level required, and that high technology will downgrade skill requirements of existing jobs as well as displace workers already in jobs. Furthermore, the labor force will not require expanded science and mathematics or computer literacy but will be employed in low-level service occupations. According to this view, the relatively small number of workers who will require higher-level skills will be able to obtain them through existing higher educational channels. In our view, what is needed is a comprehensive approach enabling persons to obtain the types of education and training that they need throughout their working lives. Such an approach, called recurrent education, would (1) respond to emerging educational needs, (2) cover a wide range of opportunities, and (3) by establishing a wide range of finance and information, allow persons to undertake a variety of educational and training experiences over a lifetime. Such a system should be a top priority for this country. (KC)