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The New Zealand Curriculum Key Competencies: Opportunity or Obstacle to Pedagogical Shift Preparing our students for the 21 st century world

1.It has been helpful for schools, teachers, parents and the wider community to see how the NZC and the key competencies are positioned in a global context as well as a local and national one. e.g. economies, citizenship and community participation.

Job Outlook 2002National Association of Colleges and Employers (NACE) Global Context

Page Bottom Where Jobs Are May 13, 2004 OP-CHART Where the Jobs Are By W. MICHAEL COX, RICHARD ALM and NIGEL HOLMES Copyright 2004Copyright 2004 The New York Times CompanyThe New York Times Company Page Top Page Top New York Times Company 2004 W. Michael Cox and Richard Alm are, respectively, chief economist and economics writer at the Federal Reserve Bank of Dallas. Nigel Holmes is a graphic designer. Global Context

Barry McGraw CISCO 21 st Century Learning Conference Melbourne 2008 Impact Globalization and Competition Makes Trade Easier Capital More Mobile New Jobs and Lost Jobs Education Response to Economy Pressure to Increase Access to/Equity of Wealth Through Skills Demands for Productivity Demands for Increased Skills Global Context

Impact Education Is Changing The Learner Demands Improved Access Demands Improved Outcomes The Economy Demands New 21st Century Skills Demands Strong Basics Facing Large Scale Disruption In Need of a Bold and Urgent Response Education System Barry McGraw CISCO 21 st Century Learning Conference Melbourne 2008 Global Context

Drivers of change: Globalisation ICT revolution Demographic changes Values shifts Economy Macro economic context - Rise of knowledge economy - Internationalisation - Polarisation of incomes - Slowdown of economic growth Micro-economic context (companies) - Flexibility - Organisational change into companies Politics - Reduction in welfare provisions - Deregulation - Public-private partnerships Society - Reduced security of citizens and workers - Networking via the Web becoming a community power - Multiculturalism Technology - IT infrastructure: mobile, wireless interoperable broadband networks - Diffusion of New media - New IT perspectives: ambient intelligence, ubiquitous computing Exogenous Trends of change Endogenous Trends of change Institutional context of learning - Increased integration of formal and informal learning - Learning systems matching E&T provisions - Increasing networking initiatives Organisation, Market, distribution -Concern for cost-effectiveness -Importance of value added services -Marketisation of education Range and quality of provisions - Diffusions of new learning materials - Quality of learning provisions - Multiplication of learning occasions/spaces Access to learning - Lifelong learning - Increasing access to E&T - Risk of “skills gap” between learners Learning practices - Growing importance of social skills - New competence models - Increasing importance of evaluation of learning Allocation of resources - Increasing allocation of resources for ICT in learning - Rise of teachers training - Investment on support services Drivers and trends of change affecting European learning systems: synoptic scheme Global Context

The emergence of software standards means that people are able to seamlessly work together and upload and globalise content The personal computer enabled millions of individuals to become authors of their own content in digital form The spread of the Internet and the emergence of the World Wide Web enabled more people than ever to be connected and to share their knowledge So what… What… Learning and Technology World Forum 2009 Prof. Andreas Schleicher Head, Indicators and Analysis Division OECD Directorate for Education

Skills (and dispositions) for the 21 st century The great explainers The more content we can search and access, the more important the filters and explainers become The great collaborators and orchestrators The more complex the globalised world becomes, the more individuals and companies need various forms of co-ordination and management The great synthesisers Conventionally, our approach to problems was breaking them down into manageable bits and pieces, today we create value by synthesising disparate bits together Learning and Technology World Forum 2009 Prof. Andreas Schleicher

Skills (and dispositions) for the 21 st century The great versatilists Specialists generally have deep skills and narrow scope, giving them expertise that is recognised by peers but not valued outside their domain. Generalists have broad scope but shallow skills. Versatilists apply depth of skill to a progressively widening scope of situations and experiences, gaining new competencies, building relationships, and assuming new roles. They are capable not only of constantly adapting but also of constantly learning and growing The great personalisers A revival of interpersonal skills, skills that have atrophied to some degree because of the industrial age and the Internet The great localisers Localising the global Learning and Technology World Forum 2009 Prof. Andreas Schleicher

Deciding what to assess... looking back at what students were expected to have learned …or… looking ahead to how well they can extrapolate from what they have learned and apply their knowledge and skills in novel settings. For PISA, the OECD countries chose the latter. ‘Assessment is a treasure hunt, not a witch hunt’. Douglas Reeves (2008)

Paradigm shifts Prescription Informed profession UniformityEmbracing diversity Demarcation Collaboration Provision Outcomes Bureaucratic – look upDevolved – look outwards Talk equityDeliver equity Hit & miss Universal high standards Received wisdomData and best practice The old bureaucratic education systemThe modern enabling education system

Strong ambitions Access to best practice and quality professional development Accountability Devolved responsibility, the school as the centre of action Integrated educational opportunities From prescribed forms of teaching and assessment towards personalised learning

Creating a knowledge-rich profession in which schools and teachers have the authority to act, the necessary knowledge to do so wisely, and access to effective support systems The tradition of education systems has been “knowledge poor” The future of education systems is “knowledge rich” National prescription Professional judgement Informed professional judgement, the teacher as a “knowledge worker” Informed prescription Uninformed professional judgement, teachers working in isolation Uninformed prescription, teachers implement curricula

Interact in heterogeneous groups Act autonomously Physical as well as socio- cultural tools such as the use of language In an increasingly interdependent world, individuals need to engage with diverse others Individuals need to take responsibility for managing their own lives, situate their lives in the broader social context and act autonomously Use tools interactively (e.g. language, technology)* Think and act reflectively OECD: Definition and Selection of the Key Competencies

Success for Individuals Including: Gainful employment Personal health, safety Political participation Social networks Success for Society Including: Economic productivity Democratic processes Social cohesion, equity and human rights Ecological sustainability Individual competencies Institutional competencies Application of individual competencies to contribute to collective goals Require:

The New Zealand Curriculum , &

Thinking

Using language, symbols, and texts

Managing self

Relating to others

Participating and contributing

Learning pathways

Key Competencies across levels

Principles (1)

Principles (2)

The School Curriculum: Design and Review

The School Curriculum: key considerations