Key Competences and New Literacies: From Slogans to School Reality (UNIPA Springer Series)

This edited book is a unique comprehensive discussion of 21 st century skills in education in a comparative perspective. It presents investigation on how eight very different countries (China, Canada, England, Finland, Poland, South Korea, the USA and Russia) have attempted to integrate key competences and new literacies into their curricula and balance them with the acquisition of disciplinary knowledge. Bringing together psychological, sociological, pedagogical approaches, the book also explores theoretical underpinnings of 21 st century skills and offers a scalable solution to align multiple competency and literacy frameworks. The book provides a conceptual framework for curriculum reform and transformation of school practice designed to ensure that every school graduate thrives in our technologically and culturally changing world. By providing eight empirical portraits of competence-driven curriculum reform, this book is greatresource to educational researchers and policy makers. Contents 1 Introduction 1.1 A Global Debate on New Learning Objectives 1.2 Acknowledgements 1.3 Report Framework 1.3.1 What Makes This Report Different 1.3.2 Structure of the Report 1.3.3 Main Takeaways 1.3.4 How This Report Was Written and Who Are the Authors References 2 The World Is Changing, and Education Is Changing with It 2.1 Megatrends 2.2 The Changing Labor Market 2.3 Refraction of Global Trends in Education 2.4 How Does Education React to These Trends and Demands? References 3 A Framework of Key Competences and New Literacies 3.1 Competence Frameworks: An Overview of Approaches 3.2 How a Combination of Knowledge, Skills, and Attitudes Develops into a Competence 3.3 Our Framework: The Components 3.3.1 Key Competences 3.3.2 Literacy 3.4 The “Big Picture” of Our Framework References 4 Canada (Ontario): A Unifying Theme for Canadian Education Is Equity 4.1 Introduction 4.2 State of Education in Canada 4.3 How Does Canadian Education Work? 4.3.1 Diversity 4.4 State of Education in Ontario 4.4.1 Educational Improvement Processes 4.4.2 Provincial Standards for Improving Student Skills 4.5 Twenty-First Century Competences 4.5.1 Pan-Canadian Competency Frame 4.5.2 Ontario 6C Model 4.6 Competences Applied 4.6.1 Competences in Kindergarten and Elementary Schools 4.6.2 Competences in Secondary Schools 4.6.3 Specialist High Skills Major (Grades 11 and 12) 4.6.4 Informal Education 4.6.5 Special Education 4.7 Measuring and Assessing Twenty-First Century Competences 4.7.1 Education Quality and Accountability Office 4.7.2 Implementation of Provincial Directives in Schools and School Systems 4.8 Teacher Development and the Role of Leaders: Teachers and Leaders Continually Learn from Each Other 4.8.1 Professional Learning for Teachers: The Idea Is for Schools to Recognize that “Learning Is Voluntary but Inevitable” 4.8.2 Evidence-Based Developments in Teaching and Learning Approaches 4.8.3 The Role of Leaders: Leadership Has Made an “Undeniable” Difference in Ontario 4.8.4 Collaborative Efforts Between Teachers and Leaders 4.9 Community and Stakeholder Engagement: Stakeholder Engagement Has Been a Source of Strength and Support 4.9.1 Public Engagement Efforts 4.9.2 Establishing the EQAO: Tests Would Be Fair and Data Would Be Used to Support Improvement, not Make Judgments 4.9.3 Engaging with Parents: Parents Are Essential Partners 4.9.4 Citizen Groups 4.9.5 Achieving Excellence Report 4.10 Twenty-First-Century Skills and Industry Needs 4.10.1 Twenty-First Century Skills for the Changing Workplace 4.10.2 Implications for Education 4.11 Twenty-First Century Competences Implementation Best Practices 4.11.1 New Roles in Learning 4.11.2 The Role of Technology: Digital Spaces for Educators 4.12 Twenty-First Century Competences Implementation Challenges 4.12.1 Policies and Funding 4.12.2 Range of Learners 4.12.3 Human Resources 4.12.4 Learning Environment 4.13 Conclusion. Ontario Education: Where to Next? References 5 China: Fostering Students with All-round Attainments in Moral, Intellectual, Physical and Aesthetic Grounding 5.1 China’s Education System and Basic Facts 5.2 The Brief History of Key Competences Development in China 5.2.1 2001–2005: The Experimental Period of Developing Key Competences 5.2.2 2006–2013: The Deepening Period of Developing Key Competences 5.2.3 2014–now: The Era of Key Competences 5.3 The Framework of Key Competences for Chinese Student’s Development 5.4 What Changes Will Key Competences Bring 5.4.1 Improve the Compilation of Textbooks and Provide Diversified Courses 5.4.2 Strengthening Teacher Resources and Expanding School Resources 5.4.3 Pay Attention to the Accumulation of Key Competences 5.4.4 Enhance the Cultivation of Key Competences in Informal Learning 5.5 How Do Key Competences Affect Current Educational Practice in China 5.5.1 Schools Play a Pivotal Role in Implementing Key Competences 5.5.2 The Way to Evaluate Students Learning and Test has been Changed According to Key Competences 5.5.3 Teacher Training Plan has been Adjusted According to Key Competences 5.6 Case Study: Practical Exploration based on Key Competences 5.7 Conclusion References 6 England: Knowledge, Competences and Curriculum Reform—Why the English Case Stands Out 6.1 Background: Setting Curriculum Reform in England in the U.K. National Context 6.1.1 School Structures and Governance: England in the U.K. Context 6.1.2 The Organization of Education in England 6.1.3 Curriculum and Assessment in the English School System: Where the Emphasis Rests 6.2 Key Competences and New Literacies? Curriculum Reform in England, 1997 to the Present day 6.2.1 A Curriculum for the 21st Century? New Labour and the National Literacy and Numeracy Strategies 1997–2010 6.2.2 Data and Reform: The Trajectory to Change 6.2.3 Why Key Competences and New Literacies Occupy Such Little Space in Educational Discourse in England 6.2.4 Locally Driven Initiatives and Education for Employment in a Rapidly Changing World 6.3 Key Competences and Skills in Upper Secondary Education 6.3.1 Enriching and Modernizing the Post 16 Curriculum: How the Past Shapes the Future 6.3.2 Education 16–19: The Status Quo 6.3.3 Conceptualizing Core Skills in a System Geared to the Academic Track 6.3.4 Rethinking a Vocational Education Pathway for the Future 6.4 Finding Local Solutions to National Problems 6.4.1 Innovating in the 14–19 Curriculum: Finding Local Solutions? 6.4.2 Innovating Through the School Curriculum and School Ethos 6.4.3 Supporting Innovation in a Quasi Market 6.4.4 Conclusion Annex: Changing definitions of the values, aims and purposes of the National Curriculum, as set out in key official documents between 1988 and 2014 References 7 Republic of Korea: Cultivating Key Competences 7.1 General Description of Korea’s Educational System 7.1.1 Structure of the System 7.1.2 Upper Secondary/High Schools 7.1.3 Assessments and Tests 7.1.4 Learning Materials 7.1.5 ICT Infrastructure 7.2 Curriculum Reform in Korea 7.3 The 2015 Curriculum: Key Competences 7.3.1 Key Competences in General 7.3.2 Key Competences in Subjects 7.3.3 Physical Literacy 7.4 Key Competences in Creativity Experience Activities 7.4.1 Conceptual Framework for the Curriculum Implementation 7.5 Curriculum Translation into Practical Matters 7.5.1 Educational Standards 7.5.2 Teaching Techniques and Guidelines 7.5.3 Textbooks 7.6 Key Competences Integration into School Activities 7.7 Cultivating Key Competences in Informal Education 7.8 Key Competences in Special Education 7.9 Key Competences Assessment in Korea 7.9.1 Assessment Principles in the 2015 Curriculum 7.9.2 Existing Key Competence Assessment Practices in Korea 7.10 Major and Typical Issues and Challenges in Implementing the New Curriculum 7.11 Best Practices in New Curriculum Agenda Implementation Annex Information Sharing System for Supporting the Curriculum Reform, Development, and Implementation References 8 Finland: Improving Pupils’ Opportunities for Experiencing the Joy of Learning, for Deep Learning, and for Good Learning Achievement 8.1 A General Description of the Education System 8.2 Toward Twenty-First-Century Education in the Finnish Basic School 8.3 A Note on Special Education 8.4 Objectives of the 2014 National Curriculum Reform in Relation to Future Competences and Skills 8.4.1 Transversal Competences in the Finnish NCCBE 2014 8.4.2 MLMs in the Finnish 2014 NCCBE 8.5 The Assessment of Transversal Competences in Basic Education 8.5.1 An Example. Criteria of Verbal Assessment in Finish NCC (Grade Value 8) 8.5.2 Search for Solutions for Measuring Transversal Competences 8.6 National and Local Support for the Implementation of the NCC 8.6.1 National Support 8.6.2 Global, International, and Research-Based Support to Schooling in Finland 8.7 Challenges in Implementing the New Curriculum 8.8 Conclusion: Halfway There? References 9 Poland: The Learning Environment that Brought About a Change 9.1 Basic Data on the School Education System of Poland 9.1.1 Non-public Schools 9.1.2 Teachers’ Training 9.2 Employers’ Expectations 9.3 Major Milestones in the National Curriculum Transformation 9.3.1 1989–1990: Transition to Democracy and Market-Based Economy 9.3.2 1998–1999: Comprehensive Educational System Reform 9.3.3 2007–2009: New Core Curriculum 9.3.4 2013–2015: Lowering the School Age 9.3.5 2017: Next Initiatives to Transform Poland’s Educational System 9.4 The Core Curriculum and Its Framework 9.5 Practices of Key Competences Development and Evaluation in Poland 9.5.1 Projects for Key Competences Promotion in Schools 9.5.2 NGO Initiatives 9.6 Key Competences Evaluation: Poland in PISA 9.7 Evaluation of New Core Curriculum Implementation 9.8 Conclusion References 10 Twenty-First Century Skills and Learning: A Case Study of Developments and Practices in the United States 10.1 Introduction 10.2 An Overview of Education in the United States 10.2.1 Educational Standards and Student Assessment 10.2.2 Twenty-First Century Skills Learning Expectations and Assessment 10.2.3 Summary of National Landscape 10.3 Digital-Age Learning: The Story of North Carolina 10.3.1 Introduction 10.3.2 Background on the State 10.3.3 Supporting Digital Learning 10.3.4 Career and Technical Education 10.3.5 Key Accomplishments of North Carolina’s 15-Year Effort 10.3.6 Summary of North Carolina’s Digital Learning Initiative 10.4 Twenty-First Century Skills Development in U.S. High Schools 10.5 Conclusion References 11 Russian Federation: At a Conceptual Crossroads 11.1 Prehistory: Projects on Development of Competencies in the Soviet School 11.2 After Perestroika—On the Way to the “New Education” 11.3 The Framework of Key Competences and Literacies in the State Federal Education Standards and School Curricula 11.4 Key Competences and New Skills in the Russian School: Reality and Practice 11.4.1 Most Schools: Declaring Competence, Practicing Rote Learning 11.4.2 Best Practices 11.5 Assessment system—The Main Focus is on Assessment of Knowledge 11.6 Training and Professional Development of Teachers: On the Way to a Real Shift 11.7 Major Challenges for the Agenda of the Development of Key Competences and New Literacies Appendix A Appendix B Appendix C References 12 Pedagogical and School Practices to Foster Key Competences and Domain-General Literacy 12.1 The Framework: Consequences for Pedagogical Practices and Assessment 12.1.1 The Major Shift: From Teaching to Learning 12.2 Selection of Pedagogical Strategies: Universal Quality-Teaching Elements for Twenty-First-Century Skills 12.3 Pedagogical Strategies to Foster Specific Kinds of Key Competences and Literacies 12.3.1 Competence of Thinking 12.3.2 Interpersonal Competence and Intrapersonal Competence: Fostering Social and Emotional Skills 12.3.3 Intrapersonal Competence: Fostering Learning to Learn and Thinking About Thinking 12.3.4 Fostering Domain-General Information Literacy References 13 A Modern Aspect of Instrumental Literacy: Coding 13.1 Why Coding Became a Part of New Literacy 13.1.1 Turning into Literacy 13.1.2 Definitions of Coding and Computational Thinking 13.1.3 Why Should Children Learn to Code? 13.2 Pathways of Provision 13.2.1 Countries that Have Integrated Coding into the School Curriculum 13.2.2 Countries that Are Planning to Introduce Coding into the School Curriculum 13.3 Teacher Training for Coding Education 13.3.1 In-Service or Pre-Service Training 13.3.2 Bottom-Up Initiatives 13.3.3 Online Resources 13.3.4 Lesson Plans and Activities 13.3.5 Certification Programs for Educators 13.3.6 Support for Parents 13.4 Learning Coding as an Extra-Curricular Activity 13.4.1 Learners Improving Themselves by “Making” 13.4.2 Coding Events 13.4.3 Technoparks 13.5 Creative Computing in the Russian Federation 13.5.1 Scratch in the Russian Federation 13.5.2 Intel Corporation and Google Competitions and Remix Projects 13.5.3 Scratch Collab 2018 13.6 Take-Aways and Conclusions References 14 How to Integrate New Literacy in the Curriculum—Example of Environmental Literacy 14.1 How Environmental Literacy Came to School 14.2 “Environmental Literacy” and “Environmentally Responsible Behaviour”: A Clarification of Concepts 14.3 Key Competences for Environmentally Responsible Behavior 14.4 Knowledge for Environmentally Responsible Behavior (“Environmental Knowledge”) 14.5 Methods of Fostering Environmental Literacy and Environmentally Responsible Behavior 14.6 Environmental Literacy in the Curriculum: Approaches of Different Countries References 15 How Countries Reform Their Curricula to Support the Development of Key Competences 15.1 How Objectives of Modernization Are Set? 15.2 How National Education Systems Pursue New Learning Outcomes: The Role of Context and Regulatory Mechanisms 15.3 The Role of Centralization and Autonomy for Developing Key Competences 15.4 Prerequisites Needed to Successfully Support Key Competences’ Development Practices References This edited book is a unique comprehensive discussion of 21st century skills in education in a comparative perspective. It presents investigation on how eight very different countries (China, Canada, England, Finland, Poland, South Korea, the USA and Russia) have attempted to integrate key competences and new literacies into their curricula and balance them with the acquisition of disciplinary knowledge. Bringing together psychological, sociological, pedagogical approaches, the book also explores theoretical underpinnings of 21st century skills and offers a scalable solution to align multiple competency and literacy frameworks. The book provides a conceptual framework for curriculum reform and transformation of school practice designed to ensure that every school graduate thrives in our technologically and culturally changing world. By providing eight empirical portraits of competence-driven curriculum reform, this book is great resource to educational researchers and policy makers.