problem solving 21st century skill

Integrating 21st century skills into education systems: From rhetoric to reality

Subscribe to the center for universal education bulletin, ramya vivekanandan rv ramya vivekanandan senior education specialist, learning assessment systems - gpe secretariat.

February 14, 2019

This is the third post in a series about  education systems alignment in teaching, learning, and assessing 21st century skills .

What does it mean to be a successful learner or graduate in today’s world? While in years past, a solid acquisition of the “three Rs” (reading, writing, and arithmetic) and mastery in the core academic subjects may have been the measure of attainment, the world of the 21 st century requires a radically different orientation. To participate effectively in the increasingly complex societies and globalized economy that characterize today’s world, students need to think critically, communicate effectively, collaborate with diverse peers, solve complex problems, adopt a global mindset, and engage with information and communications technologies, to name but just a few requirements. The new report from Brookings, “ Education system alignment for 21st century skills: Focus on assessment ,” illuminates this imperative in depth.

Recognizing that traditional education systems have generally not been preparing learners to face such challenges, the global education community has increasingly talked about and mobilized in favor of the changes required. This has resulted in a suite of initiatives and research around the broad area of “21st century skills,” which culminated most notably with the adoption of Sustainable Development Goal 4 and the Education 2030 agenda, including Target 4.7, which commits countries to ensure that learners acquire knowledge and skills in areas such as sustainable development, human rights, gender equality, global citizenship, and others.

In this landscape, Global Partnership for Education (GPE) has a core mandate of improving equity and learning by strengthening education systems. GPE supports developing countries, many of which are affected by fragility and conflict, to develop and implement robust education sector plans. Depending on the country, GPE implementation grants support a broad range of activities including teacher training, textbook provision, interventions to promote girls’ education, incentives for marginalized groups, the strengthening of data and learning assessment systems, early childhood education, and many other areas.

This work is buttressed by thematic work at the global level, including in the area of learning assessment. The strengthening of learning assessment systems is a strategic priority for GPE because of its relevance to both improving learning outcomes and ensuring effective and efficient education systems, which are two of the three key goals of the GPE strategic plan for the 2016-2020 period . The work on learning assessment includes the Assessment for Learning (A4L) initiative, which aims to strengthen learning assessment systems and to promote a holistic measurement of learning.

Under A4L, we are undertaking a landscape review on the measurement of 21st century skills, using a definition derived from Binkley et. al . and Scoular and Care :

“21st century skills are tools that can be universally applied to enhance ways of thinking, learning, working and living in the world. The skills include critical thinking/reasoning, creativity/creative thinking, problem solving, metacognition, collaboration, communication and global citizenship. 21st century skills also include literacies such as reading literacy, writing literacy, numeracy, information literacy, ICT [information and communications technologies] digital literacy, communication and can be described broadly as learning domains.”

Using this lens, the landscape review examines the research literature, the efforts of GPE partners that have been active in this space, and data collected from a sample of countries in sub-Saharan Africa and Asia in regard to the assessment of these skills. These research efforts were led by Brookings and coordinated by the UNESCO offices in Dakar and Bangkok. As another important piece of this work, we are also taking stock of the latest education sector plans and implementation grants of these same countries (nine in sub-Saharan Africa and six in Asia), to explore the extent to which the integration of 21st century skills is reflected in sector plans and, vitally, in their implementation.

Though the work is in progress, the initial findings provide food for thought. Reflecting the conclusions of the new report by Brookings, as well as its earlier breadth of work on skills mapping, a large majority of these 15 countries note ambitious objectives related to 21st century skills in their education sector plans, particularly in their vision or mission statements and/or statements of policy priorities. “Skills” such as creativity and innovation, critical thinking, problem-solving, decisionmaking, life and career skills, citizenship, personal and social responsibility, and information and communications technology literacy were strongly featured, as opposed to areas such as collaboration, communication, information literacy, and metacognition.

However, when we look at the planned interventions noted in these sector plans, there is not a strong indication that countries plan to operationalize their intentions to promote 21st century skills. Not surprisingly then, when we look at their implementation grants, which are one of the financing instruments through which education sector plans are implemented, only two of the 15 grants examined include activities aimed at promoting 21st century skills among their program components. Because the GPE model mandates that national governments determine the program components and allocation of resources for these within their grant, the bottom line seems to echo the findings of the Brookings report: vision and aspiration are rife, but action is scarce.

While the sample of countries studied in this exercise is small (and other countries’ education sector plans and grants may well include integration of 21st century skills), it’s the disconnect between the 15 countries’ policy orientation around these skills and their implementation that is telling. Why this gap? Why, if countries espouse the importance of 21st century skills in their sector plans, do they not concretely move to addressing them in their implementation? The reasons for this may be manifold, but the challenges highlighted by the Brookings report in terms of incorporating a 21 st century learning agenda in education systems are indeed telling. As a field, we still have much work to do to understand the nature of these skills, to develop learning progressions for them, and to design appropriate and authentic assessment of them. In other words, it may be that countries have difficulty in imagining how to move from rhetoric to reality.

However, in another perspective, there may be a challenge associated with how countries (and the broader education community) perceive 21st century skills in general. In contexts of limited resources, crowded curricula, inadequately trained teachers, fragility, weak governance, and other challenges that are characteristic of GPE partner countries, there is sometimes an unfortunate tendency to view 21st century skills and the “basics” as a tradeoff. In such settings, there can be a perception that 21st century skills are the concern of more advanced or higher-income countries. It is thus no wonder that, in the words of the Brookings report, “a global mobilization of efforts to respond to the 21CS [21st century skills] shift is non-existent, and individual countries struggle alone to plan the shift.”

This suggests that those who are committed to a holistic view of education have much work to do in terms of research, sharing of experience, capacity building, and advocacy around the potential and need for all countries, regardless of context, to move in this direction. The Brookings report makes a very valuable contribution in this regard. GPE’s landscape review, which will be published this spring, will inform how the partnership thinks about and approaches 21st century skills in its work and will thereby provide a complementary perspective.

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Defining Deeper Learning and 21st Century Skills

Life in the 21st century requires people to be prepared to fill a variety of roles—as workers, parents, citizens, and consumers—in which they will need to apply their knowledge and skills effectively to rapidly changing situations. Recognizing this need, business, political, and educational leaders are increasingly asking schools to teach students the competencies they will need to navigate a changing world—skills such as problem solving, critical thinking, and collaboration. Such skills are often referred to as “21st century skills,” “soft skills,” or “deeper learning.”

Publications

Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century

Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills."

Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments.

This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.

Read Full Description

• Press Release
• Education for Life and Work: Guide for Practitioners
• Policy Highlights
• Report Brief

Description

An ad hoc committee will review and synthesize current research on the nature of deeper learning and 21st century skills and will address the following:

• Define the set of key skills that are referenced by the labels “deeper learning,” “21st century skills,” “college and career readiness,” “student centered learning,” “next generation learning,” “new basic skills,” and “higher order thinking.”  These labels are typically used to include both cognitive and non cognitive skills - such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn that can be demonstrated within core academic content areas and that are important to success in education, work, and other areas of adult responsibility.  The labels are also sometimes used to include other important capacities - such as creativity, innovation, and ethics - that are important to later success and may also be developed in formal or informal learning environments.
• Describe how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science.   In particular, consider these skills in the context of the work of the National Governors Association and the Council of Chief State School Officers in specifying Common Core State Standards for English language arts and mathematics, and the work of the NRC in specifying a Conceptual Framework for New Science Education Standards.
• Summarize the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education.
• Summarize what is known - and what research is needed - about how these skills can be learned, taught, and assessed.  This summary should include both the cognitive foundations of these skills in learning theory and research about effective approaches to teaching and learning these skills, including approaches using digital media.
• Identify features of educational interventions that research suggests could be used as indicators that an intervention is likely to develop the key skills in a substantial and meaningful way.  In particular, for learning in formal school-based environments, identify features related to learning these skills in educational interventions in a) teacher professional development, b) curriculum, and c) assessment   For learning in informal environments, identify features related to learning these skills in educational interventions in d) after-school and out-of-school programs and e) exhibits, museums, and other informal learning centers.   For learning in both formal and informal environments, identify features related to learning these skills in education interventions in f) digital media.

The conclusions and recommendations of the report will provide a common foundation for further research and policy work that seeks to improve the way these skills are developed in K-16 education.  The primary messages from the report will be distilled into a short report brief that could be broadly disseminated.

• Division of Behavioral and Social Sciences and Education
• Board on Testing and Assessment

Center for Education

Consensus Study

Contact the Public Access Records Office to make an inquiry, request a list of the public access file materials, or obtain a copy of the materials found in the file.

Past Events

Multiday Event | September 13-14, 2011

[Closed] Defining Deeper Learning and 21st Century Skills Third Committee Meeting

Multiday Event | June 16-17, 2011

[Closed] Second Committee Meeting

Multiday Event | March 26-27, 2011

[Closed] Defining Deeper Learning and 21st Century Skills

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21st century skills, how do you define 21st-century learning.

The term "21st-century skills" is generally used to refer to certain core competencies such as collaboration, digital literacy, critical thinking, and problem-solving that advocates believe schools need to teach to help students thrive in today's world. In a broader sense, however, the idea of what learning in the 21st century should look like is open to interpretation—and controversy.

To get a sense of how views on the subject align—and differ—we recently asked a range of education experts to define 21st-century learning from their own perspectives.

EdWeek Vol. 04, Issue 01, Page 32

Source: http://www.edweek.org/tsb/articles/2010/10/12/01panel.h04.html

21st Century Skill: COLLABORATION

'''Collaboration''' is a structured, recursive process where two or more people work together toward a common goal—typically an intellectual endeavor that is creative in nature —by sharing knowledge, learning and building consensus. Collaboration does not require leadership and can even bring better results through decentralization and egalitarianism. In particular, teams that work collaboratively can obtain greater resources, recognition and reward when facing competition for finite resources.

Structured methods of collaboration encourage introspection of behavior and communication. These methods specifically aim to increase the success of teams as they engage in collaborative problem solving. Forms, rubrics, charts and graphs are useful in these situations to objectively document personal traits with the goal of improving performance in current and future projects. (From Wikipedia: collaboration)

Source: https://cais21stcentury.wikispaces.com/List+of+21st+Century+Skills

Lynne Munson President and Executive Director, Common Core

I define 21st-century learning as 20th- (or even 19th!-) century learning but with better tools. Today’s students are fortunate to have powerful learning tools at their disposal that allow them to locate, acquire, and even create knowledge much more quickly than their predecessors. But being able to Google is no substitute for true understanding. Students still need to know and deeply understand the history that brought them and our nation to where we are today. They need to be able to enjoy man’s greatest artistic and scientific achievements and to speak a language besides their mother tongue. According to most 21st-century skills’ advocates, students needn’t actually walk around with such knowledge in their heads, they need only to have the skills to find it. I disagree. Twenty-first-century technology should be seen as an opportunity to acquire more knowledge, not an excuse to know less.

21st Century Skill: COOPERATION

Cooperation

'''Cooperation, co-operation, or coöperation''' is the process of working or acting together, which can be accomplished by both intentional and non-intentional agents. In its simplest form it involves things working in harmony, side by side, while in its more complicated forms, it can involve something as complex as the inner workings of a human being or even the social patterns of a nation. It is the alternative to working separately in competition. Cooperation can also be accomplished by computers, which can handle shared resources simultaneously, while sharing processor time. Cooperation, more formally speaking is how the components of a system work together to achieve the global properties. In other words, individual components that appear to be “selfish” and independent work together to create a highly complex, greater-than-the-sum-of-its-parts (Synergetic) system. Examples can be found all around us. The components in a cell work together to keep it living. Cells work together and communicate to produce multicellular organisms. Organisms form food chains and ecosystems. People form families, gangs, cities and nations. Neurons create thought and consciousness. Atoms cooperate in a simple way, by combining to make up molecules. Understanding the mechanisms that create cooperating agents in a system is one of the most important and least well understood phenomena in nature, though there has not been a lack of effort. However, cooperation may be coerced (forced), voluntary (freely chosen), or even unintentional, and consequently individuals and groups might cooperate even though they have almost nothing in common qua interests or goals. Examples of that can be found in market trade, military wars, families, workplaces, schools and prisons, and more generally any institution or organisation of which individuals are part (out of own choice, by law, or forced).

Source: p21.org

21st Century Skill: COMMUNICATION

''Communication''' is a process that allows organisms to exchange information by several methods.

Exchange requires feedback. The word ''communication'' is also used in the context where little or no feedback is expected such as broadcasting, or where the feedback may be delayed as the sender or receiver use different methods, technologies, timing and means for feedback. Communication is the articulation of sending a message, whether it be verbal or nonverbal, so long as a being transmits a thought provoking idea, gesture, action, etc. . . Communication can be defined as the process of meaningful interaction among human beings. It is the act of passing information and the process by which meanings are exchanged so as to produce understanding. Communication is the process by which any message is given or received through talking, writing, or making gestures. There are auditory means, such as speaking, singing and sometimes tone of voice, and nonverbal, physical means, such as body language, sign language, paralanguage, touch,eye contact, or the use of writing. Communication happens at many levels (even for one single action), in many different ways, and for most beings, as well as certain machines. Several, if not all, fields of study dedicate a portion of attention to communication, so when speaking about communication it is very important to be sure about what aspects of communication one is speaking about. Definitions of communication range widely, some recognizing that animals can communicate with each other as well as human beings, and some are more narrow, only including human beings within the parameters of human symbolic interaction. Nonetheless, communication is usually described along a few major dimensions:  

Content (what type of things are communicated) Source/Emisor/Sender/Encoder(by whom) Form (in which form) Channel (through which medium) Destination/Receiver/Target/Decoder(to whom) Purpose/Pragmatic aspect

(From Wikipedia: Communication)

Keith Moore Director, Bureau of Indian Education, Department of Interior

Students in the 21st century learn in a global classroom and it’s not necessarily within four walls. They are more inclined to find information by accessing the Internet through cellphones and computers, or chatting with friends on a social networking site. Similarly, many teachers are monitoring and issuing assignments via virtual classrooms.

Many of our Bureau of Indian Education schools are located in disadvantaged rural and remote areas. The BIE is working with various stakeholders to ensure that our schools have a Common Operating Environment so that students and teachers can access information beyond the classroom.

Within the federal BIE school system, we must rely upon the vision and the ability of our tribal leadership, parents, teachers, and students to work with the federal leadership to keep education a top priority.

21st Century Skill: CREATIVITY

'''Creativity''' (or "creativeness") is a mental process involving the generation of new ideas or concepts, or new associations between existing ideas or concepts.

From a scientific point of view, the products of creative thought (sometimes referred to as divergent thought) are usually considered to have both originality ''and'' appropriateness. An alternative, more everyday conception of creativity is that it is simply the act of making something new. Although intuitively a simple phenomenon, it is in fact quite complex. It has been studied from the perspectives of behavioural psychology, social psychology, psychometrics,cognitive science, artificial intelligence, philosophy, history, economics, design research, business, and management, among others. The studies have covered everyday creativity, exceptional creativity and even artificial creativity. Unlike many phenomena in science, there is no single, authoritative perspective or definition of creativity. Unlike many phenomena in psychology, there is no standardized measurement technique. Creativity has been attributed variously to divine intervention, cognitive processes, the social environment, personality traits, and chance ("accident", "serendipity"). It has been associated with genius, mental illness and humour. Some say it is a trait we are born with; others say it can be taught with the application of simple techniques. Although popularly associated with art and literature, it is also an essential part of innovation and invention and is important in professions such as business, economics,architecture, industrial design, science and engineering. (From Wikipedia: Creativity)

Source: http://greeceathena.files.wordpress.com/2014/01/screen-shot-2014-01-29-at-11-12-35-am.png

21st Century Skill: ORGANIZATION & PROBLEM SOLVING

Organization

An '''organization''  is a social arrangement which pursues collective goals, which controls its own performance, and which has a boundary separating it from its environment. The word itself is derived from the Greek word ''meaning ''tool''. The term is used in both daily and scientific English in multiple ways. 

Problem Solving

'''Problem solving''' forms part of thinking. Considered the most complex of all intellectual functions, problem solving has been defined as higher-order cognitive process that requires the modulation and control of more routine or fundamental skills. It occurs if an organism or an artificial intelligence system does not know how to proceed from a given state to a desired goal state. It is part of the larger problem process that includes problem finding and problem shaping.  Regarding problem solving skills, the University of Michigan's Engineering department has a great web page delineating the various types of problems as well as the numerous skills required. For those interested in Bloom's Taxonomy, you can click on the page 10 Types of Home Problems.

Barnett Berry Founder and CEO, Center for Teaching Quality

Twenty-first-century learning means that students master content while producing, synthesizing, and evaluating information from a wide variety of subjects and sources with an understanding of and respect for diverse cultures. Students demonstrate the three Rs, but also the three Cs: creativity, communication, and collaboration. They demonstrate digital literacy as well as civic responsibility. Virtual tools and open-source software create borderless learning territories for students of all ages, anytime and anywhere.

Powerful learning of this nature demands well-prepared teachers who draw on advances in cognitive science and are strategically organized in teams, in and out of cyberspace. Many will emerge as teacherpreneurs who work closely with students in their local communities while also serving as learning concierges, virtual network guides, gaming experts, community organizers, and policy researchers.

21st Century Skill: SELF-DIRECTION & SOCIAL RESPONSIBILITY

Self-Direction—Monitoring one's own understanding and learning needs; locating appropriate resources; transferring learning from one domain to another. (From The Partnership for 21st Century Skills)

Social Responsibility—Acting responsibly with the interests of the larger community in mind; demonstrating ethical behavior in personal, workplace, and community contexts. (From The Partnership for 21st Century Skills)  

Source: http://2.bp.blogspot.com/-hOSmwD_cSvQ/UGO8YwobMTI/AAAAAAAACc4/tOBxOhs2d9Y/s1600/21st-Century-Overview.jpg

21st Century Skill: TECHNOLOGY FLUENCY

Information and Media Literacy Skills—Analyzing, accessing, managing, integrating, evaluating, and creating information in a variety of forms and media. Quoting Alvin  Toffler : “The illiterate of the  21st  century will not be those who cannot read and write, but those who cannot learn, un-learn and relearn.” Those who can un-learn and relearn are the leaders for tomorrow.”

Sarah Brown Wessling 2010 National Teacher of the Year

Twenty-first-century learning embodies an approach to teaching that marries content to skill. Without skills, students are left to memorize facts, recall details for worksheets, and relegate their educational experience to passivity. Without content, students may engage in problem-solving or team-working experiences that fall into triviality, into relevance without rigor. Instead, the 21st-century learning paradigm offers an opportunity to synergize the margins of the content vs. skills debate and bring it into a framework that dispels these dichotomies. Twenty-first-century learning means hearkening to cornerstones of the past to help us navigate our future. Embracing a 21st-century learning model requires consideration of those elements that could comprise such a shift: creating learners who take intellectual risks, fostering learning dispositions, and nurturing school communities where everyone is a learner.

21st Century Skills - An Educannon Video

This is an enhanced video made using EduCannon. It is not embedded here because it starts automatically, please follow this link to watch this short video lesson. http://bit.ly/1j8KMjM

Source: http://bit.ly/1j8KMjM

Karen Cator Director, Office of Educational Technology, U.S. Department of Education

Success in the 21st century requires knowing how to learn. Students today will likely have several careers in their lifetime. They must develop strong critical thinking and interpersonal communication skills in order to be successful in an increasingly fluid, interconnected, and complex world. Technology allows for 24/7 access to information, constant social interaction, and easily created and shared digital content. In this setting, educators can leverage technology to create an engaging and personalized environment to meet the emerging educational needs of this generation. No longer does learning have to be one-size-fits-all or confined to the classroom. The opportunities afforded by technology should be used to re-imagine 21st-century education, focusing on preparing students to be learners for life.

Morphing into a 21st Century Teacher

Source: http://edtechtimes.com/2013/04/05/morphing-into-a-21st-century-teacher-infographic/

Milton Chen Senior Fellow & Executive Director, Emeritus, The George Lucas Educational Foundation; author of Education Nation: Six Leading Edges of Innovation in Our Schools

Twenty-first-century learning shouldn’t be controversial. It is simply an effort to define modern learning using modern tools. (The problem is that what’s modern in 2010 has accelerated far beyond 2000, a year which now seems “so last century.”)

Twenty-first-century learning builds upon such past conceptions of learning as “core knowledge in subject areas” and recasts them for today’s world, where a global perspective and collaboration skills are critical. It’s no longer enough to “know things.” It’s even more important to stay curious about finding out things.

The Internet, which has enabled instant global communication and access to information, likewise holds the key to enacting a new educational system, where students use information at their fingertips and work in teams to accomplish more than what one individual can alone, mirroring the 21st-century workplace. If 10 years from now we are still debating 21st-century learning, it would be a clear sign that a permanent myopia has clouded what should be 20/20 vision.

21st Century Learner

From cell phone and video games to Facebook and YouTube, digital media are changing the way young people play and socialize in the 21st century. Learn more at http://www.macfound.org/programs/lear....

If the 21st Learner video does not appear here is the link to this video on YouTube https://www.youtube.com/watch?v=c0xa98cy-Rw

Source: MacArthur Foundation ( http://www.macfound.org/programs/learning/ )

Steven Farr Chief Knowledge Officer, Teach For America; author of Teaching as Leadership: The Highly Effective Teacher’s Guide to Closing the Achievement Gap

Twenty-first-century learning must include the 20th-century ideals of Brown v. Board of Education. Sadly, we have failed to deliver on that promise. Our system perpetuates a racial and socioeconomic achievement gap that undermines our ideals of freedom, equality, and opportunity.

As we study what distinguishes highly effective teachers in our nation’s most challenging contexts, we see that education reform requires much more than lists of skills. We need classroom leaders setting an ambitious vision, rallying others to work hard to achieve it, planning and executing to ensure student learning, and defining the very notion of teaching as changing the life paths of students. What will make America a global leader in the 21st century is acting on what we know to educate all children, regardless of socioeconomic background.

21st Century Classroom

Source: http://www.opencolleges.edu.au/informed/wp-content/uploads/2012/11/21st_century_classroom.jpg

Steve Hargadon Founder, Classroom 2.0; Social Learning Consultant, Elluminate

Twenty-first-century learning will ultimately be “learner-driven.” Our old stories of education (factory-model, top-down, compliance-driven) are breaking down or broken, and this is because the Internet is releasing intellectual energy that comes from our latent desires as human beings to have a voice, to create, and to participate. The knowledge-based results look a lot like free-market economies or democratic governments (think:Wikipedia). Loosely governed and highly self-directed, these teaching and learning activities exist beyond the sanction or control of formal educational institutions. I believe the political and institutional responses will be to continue to promote stories about education that are highly-structured and defined from above, like national standards or (ironically) the teaching of 21st-century skills. These will, however, seem increasingly out-of-sync not just with parents, educators, and administrators watching the Internet Revolution, but with students, who themselves are largely prepared to drive their own educations.

Gallop Poll

Young U.S. adults who say they "often" developed 21st century skills -- such as real-world problem-solving and global awareness -- in their last year of school are more likely to self-report higher work quality.

Source: http://www.afsusa.org/global-education-news/wp-content/uploads/2013/06/Gallup-stat1.jpg

Diane Ravitch Education Historian; author of The Death and Life of the Great American School System

To be prepared for the 21st century, our children require the following skills and knowledge: an understanding of history, civics, geography, mathematics, and science, so they may comprehend unforeseen events and act wisely; the ability to speak, write, and read English well; mastery of a foreign language; engagement in the arts, to enrich their lives; close encounters with great literature, to gain insight into timeless dilemmas and the human condition; a love of learning, so they continue to develop their minds when their formal schooling ends; self-discipline, to pursue their goals to completion; ethical and moral character; the social skills to collaborate fruitfully with others; the ability to use technology wisely; the ability to make and repair useful objects, for personal independence; and the ability to play a musical instrument, for personal satisfaction.

Source: http://www.gallup.com/poll/162818/21st-century-skills-linked-work-success.aspx

Susan Rundell Singer Laurence McKinley Gould Professor of Natural Sciences, Carleton College

Adaptability, complex communication skills, non-routine problem solving, self-management, and systems-thinking are essential skills in the 21st-century workforce. From my perspective as a scientist and science educator, the most effective way to prepare students for the workforce and college is to implement and scale what is already known about effective learning and teaching. Content vs. process wars should be ancient history, based on the evidence from the learning sciences. Integrating core concepts with key skills will prepare students for the workplace and college. We need to move past mile-wide and inch-deep coverage of ever-expanding content in the classroom. Developing skills in the context of core concepts is simply good practice. It’s time to let go of polarizing debates, consider the evidence, and get to work.

Younger adults aged 18 to 22 (37%) are more likely than those aged 23 to 35 (28%) to say they applied what they learned to solve real-world problems during their last year of school. This higher level of real-world problem-solving experience among younger U.S. adults may reflect the recent push in education to incorporate project-based learning into school curriculums.

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Innovative Assessment of Collaboration pp 113–134 Cite as

Assessing and Teaching 21st Century Skills: Collaborative Problem Solving as a Case Study

• Patrick Griffin 6  
• First Online: 05 April 2017

2503 Accesses

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Part of the book series: Methodology of Educational Measurement and Assessment ((MEMA))

This chapter describes the assessment of collaborative problem solving using human-to-human interaction. Tasks were designed to require partners to contribute resources or skills that they uniquely controlled. Issues were task design, data capture, item and data definition, calibration, and the link to teaching intervention. The interpretation of the student performance is mapped to a criterion-referenced interpretation framework, and reports are designed to assist teachers to intervene at a Vygotsky zone of proximal development in order to promote development of the student ability in collaborative problem solving. The data analytics demonstrate how the equivalent of test items are developed and issues such a local independence are discussed.

• Collaborative problem solving
• Human-to-human
• Rasch modeling
• Task design

An earlier version of this chapter was presented as a keynote lecture at the Institute of Curriculum & Instruction at East China Normal University, November 6–8, 2015, Shanghai, China.

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Griffin, P. (2017). Assessing and Teaching 21st Century Skills: Collaborative Problem Solving as a Case Study. In: von Davier, A., Zhu, M., Kyllonen, P. (eds) Innovative Assessment of Collaboration. Methodology of Educational Measurement and Assessment. Springer, Cham. https://doi.org/10.1007/978-3-319-33261-1_8

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21st Century Skill “Problem Solving”: Defining the Concept

• Mehadi Rahman Md + −

Mehadi Rahman Md

Md. Mehadi Rahman holds M. Ed in Educational Evaluation and Research by Institute of Education and Research (IER), University of Dhaka, Bangladesh. He achieved CGPA 3.99 out of 4 (1st position) in B. Ed (Honors) in Science Education from IER, University of Dhaka. His research interests include assessment, secondary education, different conflicting issues of education and science teaching-learning. He is currently working as Executive, Product & Course Development in Light of Hope Company. He has other publications in the area of classroom assessment. His one of the published research title is, “Exploring Teachers Practices of Classroom Assessment in Secondary Science Classes in Bangladesh”.

Plum Analytics

Only knowledge is not sufficient to make students succeed in the world. Students need to attain 21 st century skills like problem-solving, creativity, innovation, metacognition, communication etc. to endure in the modern world. Problem-solving skill is one of the fundamental human cognitive processes. Whenever students face a situation where they do not know the way to complete a task, the problem occurs. Problem-solving is a process, which involves systematic observation and critical thinking to find an appropriate solution or way to reach the desired goal. The framework of problem-solving consisted of two major skills: observation and critical thinking skill. Observation skill refers to collecting data, understanding and interpreting the meaning of the information using all the senses. Critical thinking involves the individual’s ability to do the following: conceptualizing, logical reasoning, applying strategy, analytical thinking, decision making and synthesizing to solve any problem.

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• R. E. Mayer, (2013) Problem Solving, The Oxford Handbook of Cognitive Psychology, Oxford University Press, UK.
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Article Details

Volume 2, Issue 1, Year 2019

DOI: 10.34256/ajir1917

Published 2019-03-30

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December 3, 2018

Solving 21st-century problems requires skills that few are trained in, scientists find

by Association for Psychological Science

From companies trying to resolve data security risks to coastal communities preparing for rising sea levels, solving modern problems requires teamwork that draws on a broad range of expertise and life experiences. Yet individuals receive little formal training to develop the skills that are vital to these collaborations.

In a new scientific report published in Psychological Science in the Public Interest, an interdisciplinary team of researchers identifies the essential cognitive and social components of collaborative problem solving (CPS) and shows how integrating existing knowledge from a variety of fields can lead to new ways of assessing and training these abilities.

The report, authored by Arthur C. Graesser (University of Memphis), Stephen M. Fiore (University of Central Florida), Samuel Greiff (University of Luxembourg), Jessica Andrews-Todd (Educational Testing Service), Peter W. Foltz (Pearson and University of Colorado), and Friedrich W. Hesse (Leibniz-Institut fur Wissensmedien and University of Tubingen), is accompanied by a commentary from cognitive development expert Mary Gauvain (University of California, Riverside).

"CPS is an essential skill in the workforce and the community because many of the problems faced in the modern world require teams to integrate group achievements with team members' idiosyncratic knowledge," the authors of the report say.

As societies and technologies become increasingly complex, they generate increasingly complex problems. Devising efficient, effective, and innovative solutions to these complex problems requires CPS skills that most students lack. According to a 2015 assessment of more than 500,000 15-year-old students conducted by the Organisation for Economic Cooperation and Development, only 8% of students around the world showed strong CPS skills.

"The experiences of students in and out of the classroom are not preparing them for these skills that are needed as adults," Graesser and colleagues write.

This unique set of cognitive and social skills include:

• Shared understanding : Group members share common goals when solving a new problem.
• Accountability : The contributions that each member makes are visible to the rest of the group.
• Differentiated roles : Group members draw on their specific expertise to complete different tasks.
• Interdependency : Group members depend on the contributions of others to solve the problem.

One reason for the lack of CPS training is a deficit in evidence-based standards and curricula. Secondary school curricula typically focus on educating task- and discipline-specific knowledge, placing little emphasis on educating students' ability to communicate and collaborate effectively.

"Students rarely receive meaningful instruction, modeling, and feedback on collaboration," the researchers note.

When students do receive training relevant to CPS, it is often because they participate in extracurricular activities such as band, sports, student newspapers, and volunteer activities. Even then, the collaborative competencies are not directly relevant to problem solving. The authors argue that it is time to make CPS activities a core part of the curriculum.

Although considerable psychological, educational, and management research has examined factors that contribute to effective learning, teamwork, and decision making, research that directly examines how to improve collaborative problem solving is scarce.

According to the authors, "we are nearly at ground zero in identifying pedagogical approaches to improving CPS skills."

Developing and implementing effective CPS training stands to have significant societal impacts across a wide range of domains, including business, science, education, technology, environment, and public health. In a project funded by the National Science Foundation , for example, Fiore and other research team members are training students to collaborate across a range of disciplines—including environmental science, ecology, biology, law, and policy—to identify ways to address social, business, and agricultural effects of rising sea levels in Virginia's Eastern Shore.

"It's exciting to engage in real world testing of methods developed in laboratory studies on teamwork, to see how feedback on collaboration, and reflection on that feedback to improve teamwork strategies, can improve students' problem solving," Fiore explains.

Identifying the necessary components of this kind of training and determining how to translate those components across a variety of real-world settings will, itself, require interdisciplinary cooperation among researchers, educators, and policymakers.

In the commentary, Gauvain emphasizes that achieving a comprehensive understanding of CPS requires taking a developmental perspective and she notes that psychological scientists will be essential in this endeavor. Graesser and colleagues agree:

"When psychological scientists collaborate with educational researchers, computer scientists, psychometricians, and educational experts, we hope to move forward in addressing this global deficit in CPS," they conclude.

Journal information: Psychological Science in the Public Interest

Provided by Association for Psychological Science

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21st Century Skill “Problem Solving”: Defining the Concept

2019, Asian Journal of Interdisciplinary Research

Only knowledge is not sufficient to make students succeed in the world. Students need to attain 21 st century skills like problem-solving, creativity, innovation, metacognition, communication etc. to endure in the modern world. Problem-solving skill is one of the fundamental human cognitive processes. Whenever students face a situation where they do not know the way to complete a task, the problem occurs. Problem-solving is a process, which involves systematic observation and critical thinking to find an appropriate solution or way to reach the desired goal. The framework of problem-solving consisted of two major skills: observation and critical thinking skill. Observation skill refers to collecting data, understanding and interpreting the meaning of the information using all the senses. Critical thinking involves the individual's ability to do the following: conceptualizing, logical reasoning, applying strategy, analytical thinking, decision making and synthesizing to solve any problem.

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Critical thinking and problem solving is one of the competencies that must be possessed to meet the 21st Century. This competence is very important to be mastered by students, especially vocational high school students. One learning model that can hone 21st Century competencies is Problem Based Learning. This research was carried out on productive subjects of the Trial. This study aims to determine the improvement of critical thinking and problem solving competencies, and student learning outcomes on subject matter subjects. This study uses a classroom action research design with measurement of competence using observation and measurement of learning outcomes using a multiple choice written test. The results of the study showed an increase in thinking and problem solving critical competencies from the first cycle of 37.4% to the second cycle of 78.2%. While the average value of the first cycle is 70.4 and the second cycle is 86.4. Students who reach KKM in cycle I are 38% and in cycle II 82%.

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The development of the times is the background of increasingly rapid technological advances. The times have become the basis for the education industry to continue to grow. The development of education is expected to produce high-quality human resources and are able to think critically and creatively in solving problems. Quality education will lead to quality human resources as well. Critical thinking and problem solving as skills that need to be mastered by students, especially the younger generation. It has been widely recognized as one of the most important skills. Someone who has the ability to think critically and problem solving is considered to have many benefits because he has the ability to analyze certain situations and make the right decisions for the situation at hand. The research was conducted to determine the level of critical thinking and problem solving skills among students and students using three variables. The results of the study were analyzed using descriptive...

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A problem is a situation, in which a person tries to find a solution and does not exactly know how but still tries to solve it. One of the important elements of problem solving skills that individuals should have is to choose the appropriate strategy in the solution of the problems, which is important in terms of achieving success in solving problems. The research question of the study is " what are the levels of sixth and seventh grade students' problem solving skills? " The aim of this study was to investigate the problem solving and problem-solving strategies levels of secondary school students. The study was carried out through method with a total of 72 students from the two provinces in the Black Sea region of Turkey selected by random in the second term of the 2014-2015 academic year. In this qualitative research for the case study, content analysis was applied. The study group consists of 50 students in Samsun province and 22 students in Sinop province in the Blacksea region, 35 of the students are females, whereas 37 of them are male students. Turkish by the researchers, were used as the data collection tools. The problems applied were evaluated according to Polya's stage of problem solving. The problems were evaluated according to stages such as understanding the problem, choosing a strategy, applying the chosen strategy, and evaluating the solution. While examining students' problem solving papers, it was observed that they were more successful at solving problems, with which they came across before or are similar to the ones they had solved. It was observed that majority of the students had difficulty in solving non-routine problems. It is believed that this results from the fact that mostly routine problems are discussed and solved in the curricula.

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1. effective communication.

One of the most vital 21st-century skills essential for success is effective communication. As technology continues to break down global barriers and ever-changing platforms reshape how people interact, being able to convey ideas clearly and efficiently is becoming increasingly important. Our online degree programs prioritize the development of strong communication skills, encompassing written, verbal, and nonverbal aspects.

By providing students with ample opportunities to engage in discussions, work on group projects, and complete writing assignments, we encourage the development of crucial communication skills that translate into a wide range of professional settings. Whether it’s delivering a persuasive presentation, writing a compelling report, or simply participating in a virtual meeting, our courses are designed to help students become confident and articulate communicators.

2. Digital Literacy

In today’s digital age, being comfortable with technology and having the ability to navigate the digital world effectively is a must. Digital literacy is not only about understanding how to use technology but also about evaluating and processing digital information critically and ethically. Our online degree programs are designed to instill strong digital literacy skills by exposing students to a variety of digital tools, platforms, and resources throughout their coursework.

From utilizing learning management systems and online research databases to engaging with social media and other digital communication channels, our students learn how to leverage technology to their advantage. In addition, our courses focus on cultivating the ability to assess the quality, relevance, and credibility of digital information, helping students to become discerning and responsible digital citizens.

3. Collaboration and Teamwork

In a world that is more interconnected than ever before, the ability to work effectively with others across varied backgrounds and disciplines is essential. Our online degree programs foster a collaborative learning environment through the use of team-based projects, group discussions, and virtual workspaces. By interacting with fellow students and faculty members from all over the world, our students learn how to navigate cultural differences, accommodate diverse perspectives, and resolve conflicts constructively.

This collaborative approach not only enhances the learning experience but also equips our students with valuable teamwork skills that will serve them well in their careers. Employers recognize the importance of collaboration, and the ability to work effectively with a team is often a highly sought-after skill in today’s job market.

4. Critical Thinking and Problem-Solving

Another crucial 21st-century skill our online degree programs emphasize is critical thinking and problem-solving. As the world becomes more complex, being able to analyze information, generate innovative solutions, and make informed decisions is essential for professional success. Our courses prioritize these skills by presenting students with real-world problems, case studies, and multifaceted tasks that challenge them to think critically and creatively.

Through activities that encourage reflection, analysis, and synthesis, we guide our students in developing the necessary skills to approach problems systematically and to adapt their ideas to changing circumstances. In an increasingly competitive job market, graduates who can demonstrate strong critical thinking and problem-solving abilities are highly prized by employers across numerous industries.

5. Adaptability and Lifelong Learning

The final 21st-century skill that our online degree programs support is the development of adaptability and a commitment to lifelong learning. In a world where change is the only constant, being able to adapt to new situations, learn from experience, and acquire new skills is critical to sustained success. By offering a flexible, student-centered learning environment, our courses encourage students to take ownership of their education and view learning as an ongoing, lifelong process.

Our focus on adaptability also extends to the use of technology, as our students familiarize themselves with emerging tools and platforms. Through exposure to a wide array of learning experiences and a strong emphasis on personal and professional growth, our online degree programs prepare students to navigate an uncertain future with confidence, resilience, and adaptability.

Prepare for the Future with Our Online Degrees

In essence, our affordable online degree programs are more than just a convenient mode of education. They are a catalyst for the development of the essential skills required to navigate and thrive in the 21st-century world. As we progress further into this digital age, the value of online education in shaping future-ready individuals will only continue to increase.

Are you ready to embrace the future and elevate your skillset to new heights? Join us at Newlane University, where innovative online learning meets academic excellence, preparing you for the exciting world of tomorrow.

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Four of the biggest problems facing education—and four trends that could make a difference

Eduardo velez bustillo, harry a. patrinos.

In 2022, we published, Lessons for the education sector from the COVID-19 pandemic , which was a follow up to,  Four Education Trends that Countries Everywhere Should Know About , which summarized views of education experts around the world on how to handle the most pressing issues facing the education sector then. We focused on neuroscience, the role of the private sector, education technology, inequality, and pedagogy.

Unfortunately, we think the four biggest problems facing education today in developing countries are the same ones we have identified in the last decades .

1. The learning crisis was made worse by COVID-19 school closures

Low quality instruction is a major constraint and prior to COVID-19, the learning poverty rate in low- and middle-income countries was 57% (6 out of 10 children could not read and understand basic texts by age 10). More dramatic is the case of Sub-Saharan Africa with a rate even higher at 86%. Several analyses show that the impact of the pandemic on student learning was significant, leaving students in low- and middle-income countries way behind in mathematics, reading and other subjects.  Some argue that learning poverty may be close to 70% after the pandemic , with a substantial long-term negative effect in future earnings. This generation could lose around $21 trillion in future salaries, with the vulnerable students affected the most.

2. Countries are not paying enough attention to early childhood care and education (ECCE)

At the pre-school level about two-thirds of countries do not have a proper legal framework to provide free and compulsory pre-primary education. According to UNESCO, only a minority of countries, mostly high-income, were making timely progress towards SDG4 benchmarks on early childhood indicators prior to the onset of COVID-19. And remember that ECCE is not only preparation for primary school. It can be the foundation for emotional wellbeing and learning throughout life; one of the best investments a country can make.

3. There is an inadequate supply of high-quality teachers

Low quality teaching is a huge problem and getting worse in many low- and middle-income countries.  In Sub-Saharan Africa, for example, the percentage of trained teachers fell from 84% in 2000 to 69% in 2019 . In addition, in many countries teachers are formally trained and as such qualified, but do not have the minimum pedagogical training. Globally, teachers for science, technology, engineering, and mathematics (STEM) subjects are the biggest shortfalls.

4. Decision-makers are not implementing evidence-based or pro-equity policies that guarantee solid foundations

It is difficult to understand the continued focus on non-evidence-based policies when there is so much that we know now about what works. Two factors contribute to this problem. One is the short tenure that top officials have when leading education systems. Examples of countries where ministers last less than one year on average are plentiful. The second and more worrisome deals with the fact that there is little attention given to empirical evidence when designing education policies.

To help improve on these four fronts, we see four supporting trends:

1. Neuroscience should be integrated into education policies

Policies considering neuroscience can help ensure that students get proper attention early to support brain development in the first 2-3 years of life. It can also help ensure that children learn to read at the proper age so that they will be able to acquire foundational skills to learn during the primary education cycle and from there on. Inputs like micronutrients, early child stimulation for gross and fine motor skills, speech and language and playing with other children before the age of three are cost-effective ways to get proper development. Early grade reading, using the pedagogical suggestion by the Early Grade Reading Assessment model, has improved learning outcomes in many low- and middle-income countries. We now have the tools to incorporate these advances into the teaching and learning system with AI , ChatGPT , MOOCs and online tutoring.

2. Reversing learning losses at home and at school

There is a real need to address the remaining and lingering losses due to school closures because of COVID-19.  Most students living in households with incomes under the poverty line in the developing world, roughly the bottom 80% in low-income countries and the bottom 50% in middle-income countries, do not have the minimum conditions to learn at home . These students do not have access to the internet, and, often, their parents or guardians do not have the necessary schooling level or the time to help them in their learning process. Connectivity for poor households is a priority. But learning continuity also requires the presence of an adult as a facilitator—a parent, guardian, instructor, or community worker assisting the student during the learning process while schools are closed or e-learning is used.

To recover from the negative impact of the pandemic, the school system will need to develop at the student level: (i) active and reflective learning; (ii) analytical and applied skills; (iii) strong self-esteem; (iv) attitudes supportive of cooperation and solidarity; and (v) a good knowledge of the curriculum areas. At the teacher (instructor, facilitator, parent) level, the system should aim to develop a new disposition toward the role of teacher as a guide and facilitator. And finally, the system also needs to increase parental involvement in the education of their children and be active part in the solution of the children’s problems. The Escuela Nueva Learning Circles or the Pratham Teaching at the Right Level (TaRL) are models that can be used.

3. Use of evidence to improve teaching and learning

We now know more about what works at scale to address the learning crisis. To help countries improve teaching and learning and make teaching an attractive profession, based on available empirical world-wide evidence , we need to improve its status, compensation policies and career progression structures; ensure pre-service education includes a strong practicum component so teachers are well equipped to transition and perform effectively in the classroom; and provide high-quality in-service professional development to ensure they keep teaching in an effective way. We also have the tools to address learning issues cost-effectively. The returns to schooling are high and increasing post-pandemic. But we also have the cost-benefit tools to make good decisions, and these suggest that structured pedagogy, teaching according to learning levels (with and without technology use) are proven effective and cost-effective .

4. The role of the private sector

When properly regulated the private sector can be an effective education provider, and it can help address the specific needs of countries. Most of the pedagogical models that have received international recognition come from the private sector. For example, the recipients of the Yidan Prize on education development are from the non-state sector experiences (Escuela Nueva, BRAC, edX, Pratham, CAMFED and New Education Initiative). In the context of the Artificial Intelligence movement, most of the tools that will revolutionize teaching and learning come from the private sector (i.e., big data, machine learning, electronic pedagogies like OER-Open Educational Resources, MOOCs, etc.). Around the world education technology start-ups are developing AI tools that may have a good potential to help improve quality of education .

After decades asking the same questions on how to improve the education systems of countries, we, finally, are finding answers that are very promising.  Governments need to be aware of this fact.

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Consultant, Education Sector, World Bank

Senior Adviser, Education

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Impact of soft skills development on improving university

By RN Krishnia

Graduates employability

In the globalised world, developing domain knowledge and skills alone is insufficient for success in today’s dynamic job market . Along with domain knowledge and skills every student need to develop his/her and soft skills during college education. Soft skills consists of skills needed to deal with others appropriately in all the situations and life skills needed to efficiently manage self in everyday work ( Like opening Bank account) One of the reputed American research institute and one Indian B-School found that soft skills contribute 85-88% during the recruitment process.

Some of the 21st century soft skills are as follows:

Effective communication:  

Most important function of any executive dealing with others is to communicate effectively. It has been seen that on many occasions, big losses are incurred by the Organisations due to poor communication. Prime example of miscommunication is the direct collision between two aircrafts near IGIA in 1997, in which 392 people died on the spot. Successful professional relationships are built through effective communication, which leads to better business.

 In Universities and Colleges, students can hone their communication skills in a variety of ways. These could be making the education completely interactive and outcome based. It could include group projects, presentations, role-plays, analysing and presenting case studies and interpersonal interactions. Graduates who have strong communication skills will perform better in the workplace due to their ability to express ideas clearly.

Teamwork and collaboration:

In a globalised world with VUCA (Volatility Uncertainty Complexity Ambiguity) characteristics, every industry (including education) is facing cutthroat competition; hence, it needs to innovate on a continuous basis. For innovations, the employees have to be very creative to suggest cost effective modification in the product or services. 

Teamwork leads to high creativity as many minds work together and create synergized output that is 1+1= 11 and not 02. In view of the above, every member of the team has to sincerely collaborate in the team to find the solution to a problem of innovation. Collaboration skills are given high importance by employers. Therefore, Universities and colleges must make the students learn team building and teamwork. These skills can be developed through outdoor team games, Group projects and extracurricular activities at Universities/Colleges to help students learn to work as a team and deal with a variety of viewpoints. These

abilities are vital in current work environments where teamwork is necessary to complete a project successfully.

Critical thinking and problem-solving:

In 21 century, problems like product/service getting obsolete very fast, high employee turnover, retention of star employees, poor customer loyalty, low motivation etc. are being faced by every organisation. These are the problems of all Organisations. If the organisation has to survive, it has to solve these problems on time; else, it will go out of market.

Therefore, every employee must be apt in problem solving skills. Critical thinking ability (Thinking about your own thinking) is the most important ability for solving problems. Universities/Colleges must develop critical thinking abilities and other aspects of problem solving through various activities like Brain Manthan competition, case studies based

crossroad competition, Sudoku championship, Boot Camps, super -60 etc. Graduates who possess strong critical thinking skills are better able to adjust to the constantly changing demands of the labour market.

Adaptability and resilience: 

Challenge of change is the biggest challenge in the current scenario. Changes are fast and furious. Adapting these changes is the need of the time. The capacity to adjust to the Change is an important skill for people in all occupations. Resilience is the ability to withstand adversity and bounce back from difficult life events. Being resilient does not mean a person does not experience stress, emotional upheaval, and suffering. 

Resilience involves the ability to work through emotional pain and suffering. Employees will face adversity on many occasions in their personal and professional life. They must have the skills to face difficulties and bounce back. Overcoming these obstacles increases resilience, a quality that employers highly value in candidates who can successfully negotiate the complexities of the workplace. Universities/Colleges must focus on developing these skills through various techniques.

Time management and organisational skills:

Time Management (TM) is a miss norm, time is fixed (24 hours in a day), can we increase nor can we decrease. Every person has to manage his task efficiently in available time. Actually, managing tasks efficiently by prioritising and categorisation is called TM. Employees not having skills to manage their tasks efficiently are unsuitable for the high performing organisations. For doing this task efficiently, employees must have organisational skills. Successful time management and organisational skills are essential for university life also.

Students learn to prioritise work and meet deadlines by juggling extracurricular activities, personal commitments, and academic obligations. These transferable skills can be used in the workplace, where effective time management is necessary for success. Universities/colleges must also organise conferences, workshops, symposia etc to develop TM skills of students.

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Emotional intelligence: 

A global study conducted by (posted on net by Abid Husan on 05 Nov 19) Capgemini Research Institute, suggests emotional intelligence will become a “must-have skill in the next one to five years. Globally, the demand for emotional intelligence (EI) skills will see a six-fold increase, in response to the growth of artificial intelligence and automation. With the prevalence of automation and AI, Indian executives believe that EI skills will surge to address emerging job roles: The demand for EI skills in India will increase 8.3 times in the next three to five years, the highest amongst all countries, says the report. 

The author is director of the centre for teaching, learning and Development at Teerthanker Mahaveer University (TMU). Views are personal.