Vocational education chandigarh (original) (raw)

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.

BASES OF EDUCATION FOR THE FUTURE

This article aims to demonstrate the need to restructure the education system in all countries of the world to adapt to the profound changes that are occurring in the world of work arising from technological advances.

Evolving A New Paradigm In Education Appropriate To The Needs Of The 21st Century

UTMS Journal of Economics, 2020

Education is our hope for a better future. As the Nobel Prize winner, Nelson Mandela said: "Education is the most powerful weapon which you can use to change the world." It is the best-known instrument for promoting human rights, democracy, reducing poverty and creating a mindful social evolution. No human being can lead a dignified life and build its own identity without education. In today's knowledge economies, it is a new currency for economic competitiveness, peace and prosperity. We live in the era of globalization and technology which is significantly transforming all aspects of our lives. However, the education as the most remarkable technology invented by man lags behind the modern technologies. New inventions emerge every day and instead of being a partner of these inventions, education remains static and modeled on decades' old approach. A new paradigm in education is highly needed for addressing the rapid changes and pressing challenges humanity face nowadays. Education should not be part of the problem with these positive changes. It should not continue relying on the traditional model of teaching by simply memorizing the facts when the everyday smart phones provide direct access to a mountain of information.

Thinking About the Future: Education and Training Needs for the Workforce of the Future

Kansas Business and Economic Review, 2002

We work in a “new economy,” and we live in an “information age.” Phrases like these are common, and reflect the vast changes in the nature of work and life that are taking place as the result of the diffusion of new technologies, especially in the areas of computing and information technology. How are these developments affecting the skills that workers will need in the future to succeed and prosper? What should educators be doing to help prepare the next generation of workers to facilitate their transition from school to work and enable ...

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.

Defining a 21st Century Education: Case Study of Development and Growth Course

Mediterranean Journal of Social Sciences, 2014

In the last few years there are huge discussions regarding "21st Century Skills" but often it is difficult to identify the ways of which these skills can be improved. There are some ambiguous questions related to the preparation of the students for the new century, such as: the level of course difficulty, the teaching methods, the course objective and achievement of these objectives, the learning outcomes and the contribution to adopt in life and work in the 21st century. This paper covers all these problems and gives some practical solution basing on a concrete course such as the Development and Growth course, since this course is composed by both economic theories and concrete results in the social framework. One of the most important aims of this course is to teach students to think critically, being at the same time one of the main skills in 21st century, in analyzing materials explained in the class, evidences for a large gamma of countries and drawing attention to the changes in the social cellules.

SKILL DEVELOPMENT LEADING TO THE PATH OF RESHAPING EDUCATION TO MEET THE NEEDS OF TODAY S WORK

Skill Development leading to the path of reshaping education to meet the needs of the today s work attempts to study the Skill Development available in India? What is Skill based learning? What are the models offering Skill Based training & education? Is it been implemented in the way it has been perceived? How is it making an impact towards the employability and needs of the industries? Are the youth employable from Professional and General higher education providers? The Skill Development Ecosystem can be an answer to the future of learning if implemented through the National Skill Qualification Framework (NSQF). But it needs to be seen how the education providers are interpreting the NSQF and changing to the new-age educational reforms leading to employability. Skill Development integrated in all permutations and combinations has to be integrated in the current education system be it at Secondary level or Graduation or Post graduation. In the 21st century it has to become nerve centers, a place for teachers and students to connect. Teachers in this new environment will become less Instructors and more Orchestrators/ Facilitators of information, giving students the ability to turn knowledge into wisdom and skills into competency. Only then will they be employable. The study includes some strategies and way ahead to make it a success.

TRENDS IN THE 21st CENTURY EDUCATION

Journal Plus Education, 2020

The implementation of new information technologies is considered one of the most important problems at the beginning of this century. This enterprise involves the introduction of computers and gadgets into education and requires the use of modern methods and techniques. In both developed and developing countries, young people are increasingly dependent on technology. Employers are beginning to demand new competencies in order to increase competitiveness in a global market. Entrepreneurial skills are considered key competencies, and entrepreneurship education prepares people to be responsible and enterprising people. Intercultural education is the answer to cultural diversity, in a connected and multicultural world. All the contents of education are important, but we believe that the emphasis should fall on these three dimensions: digital education, entrepreneurship education and intercultural education. Meant to observe, the present research aims to identify the main directions in t...