„acquisition of life skills – a challenge for school curriculum”

8/14/2019 Acquisition of Life Skills a Challenge for School Curriculum

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Republic of LatviaMinistry of Education and Science

Minister of Education and ScienceDr. hab.paed., Prof. Tatjana Koe

Changes

Development ofDevelopment of

Learning SocietyLearning Society

GlobalisationGlobalisationITITdevelopmentdevelopment

Changes inChanges in

organizationorganization

cultureculture


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Paradoxes of

Contemporary Society (1)

Globalization of economics strengthens in education policytendency for individualisation

Hierarchical structure of educational system, practise ofclassroom instruction serves as a barrier for creativity,

responsibility, decision-making ability. The shift should bedone from hierarchy to competence

The more people use different complicated technologies, themore there is a need for paying attention to the issues ofilliteracy and lack of basic skills. Thus, their participation incommunity life and employability is threatened.

Growing share of investments in education do not supporttendency of social inclusion.


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Paradoxes of


Ongoing processes in the contemporary society createdisparities among schools and question common standards forquality of education.

Social polarization of individuals is growing regardless age orplace of residence.

Individuals needs within contemporary society more andmore alienates learning from traditional education. Namely,contemporary learning should provide more flexible andtransferable skills that help an individual in a short period oftime and resources to adapt and demonstrate self-efficacywithin constant changes .


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MBA Creative Industries ManagementBA School of Business and Finance

Creative Industries Strategic ManagementDr., Prof. Tatjana Volkova

Paradoxes of


Prevaling consumers culture has to be shifted towards the

culture of co-responsibility. Emphases on responsibility and

evidence-based decision making for individuals quality of life

and better society (Learning society instead of consumer

society)

Since year 2000 accumulated information doubles in 73 days.

Information and knowledge booming has increased a demand

for quick learning as lifelong and lifewide process


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Descriptors of Future Society

Indicator Industrial Era Learning Era

Wealth Physical/financial Human capital

Home Life organized for work Work organized for life

Authority Hierarchy Networked autonomy

Identity Imposed identity Self-generated identity

Freedom Liberation fromconstraints

Capacity to do things

Miller R.,OECD, 2003


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Tasks for education

Not to learn by heart the information, but to develop skills for

finding and implementing it, thus providing balance between

theoretical knowledge and life skills to live in the real world and

to solve concrete lifes tasks

To provide opportunities for students to deal with controversial

issues and different loyalties

Along with routine cognitive skills (reading, writing, numeracy)

to develop non-routine analytic and social/ interactive skills

Expand learning from clasroom to comunity and society wide

Focus from individual learning to learning organization through

implementation of team-work, shared responsibilities, etc


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The heart of the matter

Life skills Learning Society

LEARNING TO BECOME


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Team work

Adaptability,

flexibility,entrepreneurship

Thinking skills

and creativity

Management

& Communication

Questioning,

Reasoning,

Critical judgement

Learning to

learn

Applying new

knowledgeinto practice

Handling andInterpreting

information

Self-

management

Skills forliving in LS

*Longworth


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(%)

0 10 20 30 40 50 60 70 80 90 100

Applying new knowledge in

practice

Learning to learn

Questioning, reasoning,

critical judgement

Thinking skills and creativity

Management and

communication s kills

Adaptability, flexibil ity,

versatility

Teamwork

basic secondary university


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(%)

0 10 20 30 40 50 60 70 80 90 100

Applying new knowledge in

practice

Learning to learn

Questioning, reasoning,

critical judgement

Thinking skills and creativity

Management and

communication skills

Adaptability, flexibility,

versatility

Teamwork

Humanities Social Sciences Natural Sciences


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(%)

0

10

20

30

40

50

60

70

80

App

lyingnew

know

ledgein

prac

tice

Learn

ing

tolearn

Ques

tion

ing,

reason

ing,

cri

tica

l

judgemen

t

Thinkings

killsand

crea

tiv

ity

Managemen

tan

d

commun

ica

tion

skills

Adap

tability,

flex

ibility,

versa

tility

Teamwor

k

Independent work Group work Research Interactive methodes Presentations Lectures Literature, ICK


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Curriculum reform in Latvia

Competence-based curriculum according to standards in

basic (early 1990-ies) and secondary education (2008)

Interrelation and integration of content eliminating duplication

and fragmentation

Diversification of teaching methods


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Education Domains

Language,

Man and society,

Arts, Technology and sciences.


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Holistic approach to curriculum


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School curriculum shift from knowledge as a

learning outcome to Skills-orientated outcome

DiscoproVita

to learnforlife

The aim of the method: to foster the

development of pupils life skills


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Fairy tale

Once upon a time there lived a young man who was in love with abeautiful and very capricious girl. One day she said to him:You dont love me strongly enough. If I turn into a rose, youwont even be able to recognize me among other roses. Theyoung man, though surprised, hurried to calm her down: Youare so special that I will find you among all the roses in theworld.

Well, then early in the morning I will go to the garden and turninto a rose similar to those ones which grow there, and standamong them. If you come there in a while and figure out thatvery rose, it will be the best proof of your love, said the girl.

The puzzled young man had to agree. The next morning hemanaged to recognize the rose into which his sweetheart hadturned into.

Give the explanation how he did it?


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The answer

Only that very rose didnt have dew on its petals.

The rest of roses had dew on them as all the night they had

stood outside and when the air cooled down, the water

molecules, containing in the air got condensed andgathered on the surface of the roses forming water drops -

morning dew.


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MBA Creative Industries ManagementBA School of Business and Finance

Creative Industries Strategic ManagementDr., Prof. Tatjana Volkova

Learning outcomes

Pupils comprehend how and where in life they can use theknowledge and skills acquired in school.

Pupils inventiveness, attention and logical thinking in

problem solving is demonstrated.

Pupils create and implement new ideas.

Pupils develop holistic perception of life, etc.


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Conclusions

To use more interactive, research methods in order to promotepupils creativity and search of the innovative solutions

Practical application of theoretical knowledge: to bring thestudy process and School curriculum nearer to life

To develop collaboration between girls and boys to worktogether in the common projects to one genders abilities cansupplement to other one.

To acquaint with lifelong learnings ideas as early is possible,already in the elementary educational stage, focusing on skillsfor living in Learning society.


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Vision

We belong to the first generation that knows forcertain that it doesnt know what the future will belike

/Sir Christopher Ball/


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Thank you for your attention!

„acquisition of life skills – a challenge for school curriculum”

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