1.2 Mexico , S.

Africa, Phillipines
and, kenya
Students need a set of skills for the preparation of adulthood and its work related
responsibilities
Many framework describe the skills or competnecies that 21 st century world demand
The adoption of the sustainable development goals (United Nations, 2016) shift the
focus of education towards interest for skills for a changing world.
SKILLS FOR A CHANGING
WORLD
It calls for skills beyond literacy, and numeracy- including readiness for primary
education
Technical and vocational skills
Skills needed to promote global citizenship and sustainable development
Emphasis on the skills necessary to prepare children, youth, and adult for 21 st century
citizenship and life
SKILLS FOR A CHANGING WORLD NATIONAL
PERSPECTIVES AND THE GLOBAL MOVEMENT
REPORT

Summarizes country – level responses based on a public scan of education systems

and discusses country- level stakeholder views on the skills students need for today
and tomorrow in four countries.
Mexico, South Africa, Kenya and Philippines vary greatly in implementing new
approaches to education
Specific country`s stakeholder perceptions of how education system are responding
and providing for future generations
113 COUNTRIES IN 2016
Substantial education issues in these four countries are different
The interdependent functions of curriculum, assessment and pedagogy are drawn to
promote breadth of skills
The curriculum through a mapping visualization, the impact of the breadth of the
skills can be observed
102 countries selected to investigate the breadth of skills reflected in the national
education policies and curricula. Publically available resources says that- four sets of
information were drawn.
 National education Specific competencies or
mission or vision skills identified by the
statements mission statements

Evidence of integration of Evidence of assumptions

skills in curriculum about skills progressing in
documents sophistication
86% countries- specific skills cited in the online documents
40% countries mentioned the skills-vision or mission statements
55% curriculum documents
12% countries cited progression of these skills across multiple age groups and
subjects
Few countries consistently identifying skills at policy and practice levels. Practice
levels include details about how skills might be integrated within the curriculum and
an out line of curriculum from simple to sophisticated forms
Countries vary in implementing new approaches to education. Every country is at a
different stage of evolution in terms of education development and implementation
of its education system.

Q . How the interdependent function of curriculum assessment, pedagogy can be

drawn to promote breadth of skills.
The integration of breadth of skills through vision statements and curriculum
documentation
PATTERNS IN SKILLS ACROSS FOUR COUNTRIES

The categories of information could be identified across the countries

Countries identified their aspirations as mission or vision statements. Example –
skills identified category had differences in specificity of identification of skills
Skills in the curriculum- some countries gives detail across elementary and
secondary education, some mention skills within and across a subjects.
Skill progression-some countires acknowledged that some skills vary from very
basic to proficient while, others provide examples of how the skills progress
Association across the categories were explored.
A nation identified educational mission and track the implications of this backward
through more detailed levels, curriculum embedding, exploring the nature of the
skills themselves.
Care and Anderson (2016) says that the student learning environment(formal
education or classroom) and, the most time in the least structured environment
(society at large).
WHAT IS IMPORTANT AND
WHAT IS VALUED?
PERCEPTIONS AND ATTITUDES OF
STAKEHOLDERS IN THE LEARNING
ENVIRONMENT
The context in which education, and curricular change occur at a practical and
political level, child spends the least time in the most structured learning
environment(formal education).
What is important and what is valued? Ideally be reflected through learning
environments. The attitudes and perceptions of the stakeholder`s learning
environment is important.
Qualitative survey undertaken in Mexico, South Africa, Kenya and, Philippines
focus on generic skills beyond the traditional academic ones. Each country is at a
different stage in the reform.
South Africa- `grade R’
Kenya –planning its education reform
Mexico- inclusion of social- emotional skills for 2017
Philippines- introduced its K to 12 reform in 2013
Reforms by the formal education system are politically challenging, with immediate
economics effects- additional years of schooling becomes mandatory or, they
become available, societal response have political consequences
The societal and economic changes lead to a need for education to equip young
people with the skills and competencies that will help them to succeed.
These skills includes interpersonal, intrapersonal, and technological skills (Casner-
Lotto and Barrington, 2006)- mastery of different kinds of knowledge, ranging from
facts to complex analyses. Example – critical thinking and problem solving.
Teachers and parents stimulate the development of a broad range range of skills in
children. Their attitudes and perceptions contributes to children`s interpersonal and
academic success. They are influenced by political and historical factors, cultural
and community factors and the physical environment.
The attitudes and perceptions of key stakeholders open the doors to understand
attitudes and mind sets toward a broad development of skills.
Result – identification of most important skills and characterstics for children. The
skills and characteristics about notion of a successful person were explored.
Thank you