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by Dirk Van Damme
Head of the Innovation and Measuring Progress Division, Directorate for Education and Skills

The label "21st -century skills" is being increasingly used, and sometimes misused, to indicate that the rapidly changing economic, social and cultural environment of the current century demands a revision of what we think are crucial subjects for the next generations to learn. Examples include creativity, innovation, critical thinking, curiosity, collaboration, cross-cultural understanding or global competence. Some people wonder whether these skills are truly new, or whether education has always been about fostering these capabilities. But stakeholders - not least employers and the business sector - continue to complain that they don't find candidates leaving the education systems who have the skills they think matter for the jobs they have to offer. And they claim that this is the case because current education systems do not sufficiently prioritise the development of such skills.

Many countries have recently embarked on a fundamental revision of their national curricula or curricula frameworks that offer guidance to schools and teachers. As is evident from the OECD project, The Future of Education and Skills: Education 2030, the need to rethink the skills toolkit in light of what tomorrow's economies and societies will need is what keeps education policy makers and practitioners awake at night.

In these debates, the skill referred to as "problem solving" takes a prominent place. It is probably one of the most frequently referenced 21st-century skills. When the OECD Programme for International Student Assessment (PISA) started to explore the possibility to assess domains other than reading, mathematics and science, it almost naturally moved to the area of problem solving. The assessment included a problem-solving test in 2012, followed by one on collaborative problem solving in 2015. One of the remarkable results in 2012 was that the results of the assessments of reading, mathematics and science were not very well aligned with the results of the assessment of problem-solving, despite the fact that the PISA assessment frameworks themselves - in contrast to that for TIMMS, for example - already focus on solving real-world problems, rather than applying textbook knowledge. Problem solving thus seems to be a distinct competence.

A recently published OECD publication, The Nature of Problem Solving: Using Research to Inspire 21st Century Learning, explores the concept of problem solving in great depth. The book does not offer an extensive assessment framework as such; rather, it discusses the conceptual and empirical research that various members of the Problem-Solving Expert Group for PISA 2012 used to build the assessment. The title of the volume explicitly refers to the publication, The Nature of Learning: Using Research to Inspire Practice. The book also fits into work on ongoing exploration of 21st-century skills.

While the book does not fully define the competency of problem solving, some common characteristics emerge. Problem-solving clearly builds on strong cognitive capabilities, but mobilises them in different ways. In solving problems that are usually complex, humans have to apply knowledge - often incomplete knowledge - in contexts where the conditions are often uncertain in order to offer a practical solution to a real-world challenge. Problem-solving is often referred to as a cross-curricular competence in the sense that solving problems in the real world obliges people to draw on knowledge from different fields and disciplines. Because real-world problems in volatile contexts are different from one another, problem-solving skills are unlike routine skills and procedural methods.

In the current debate on 21st-century skills, sometimes naïve views on innovating curriculum frameworks are being contested by policy makers and activists who defend a purely knowledge-oriented view of education and oppose recent shifts towards competency-based approaches in education. But in the case of problem solving, the knowledge-versus-skills dualism is not very helpful. The book clearly demonstrates that excellent problem-solving skills very much depend on deep levels of knowledge and outstanding analytical capabilities. But while cognitive and analytical capabilities help in interpreting and understanding problems, effective problem solving requires an additional element of decision making, implementation and communication. The combination of these capabilities is what makes problem-solving skills unique.

Research and reflection on problem solving and the deep analysis of the PISA results on both students' individual and collaborative problem-solving skills are indispensable for innovating teaching and learning, and for making education more relevant and future oriented. The VUCA world - a world characterised by volatility, uncertainty, complexity and ambiguity - will demand only more problem-solving skills. It is not difficult to predict that tomorrow's world will need more problem solvers.
Links
The Nature of Problem Solving: Using Research to Inspire 21st Century Learning
The Nature of Learning: Using Research to Inspire Practice
Centre for Educational Research and Innovation (CERI)
The Future of Education and Skills: Education 2030
Programme for International Student Assessment (PISA)
Photo source: The Nature of Problem Solving: Using Research to Inspire 21st Century Learning, OECD

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Does the world need people who understand problems, or who can solve them? - OECD Education and Skills Today

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by Dirk Van Damme Head of the Innovation and Measuring Progress Division, Directorate for Education and Skills The label "21st -century skills" is being increasingly used, and sometimes misused, to indicate that the rapidly changing economic, social and cultural environment of the current century demands a revision of what we think are crucial subjects for the next generations to learn.

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A importância da Criatividade

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CURIOSIDADES SOBRE UM MUNDO E CONSTANTE EVOLUÇÃO

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Think outside the box?
Convergent information (what we know)/divergent information (absurd, what we don't know);
We need long thinking...
Procurar ALTERNATIVAS e não A RESPOSTA CERTA;

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Creative thinking - how to get out of the box and generate ideas: Giovanni Corazza at TEDxRoma

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The Organisation for Economic Co-operation and Development (OECD) argues that in modern societies, all of life is problem-solving. Changes in society, the environment, and in technology mean that the content of applicable knowledge evolves rapidly. Adapting, learning, daring to try out new things and always being ready to learn from mistakes are among the keys to resilience and success in an unpredictable world. Education International (EI) firmly supports the idea that students must acquire these skills, as part of a quality education.

The authors of the report ask: are today's 15-year-olds acquiring the problem-solving skills needed in the 21st century? This volume reports the results from the PISA 2012 assessment of problem-solving, which was administered, on computer, to about 85,000 students in 44 countries.

As reflected in the general results of PISA 2012, students from East Asian countries such as Singapore, Korea, and Japan, scored higher in problem-solving than students in all other participating countries and economies. Across OECD countries, 11.4 per cent of 15-year-old students are top performers in problem-solving. Top performers attain proficiency levels in problem-solving, meaning that they can systematically explore a complex scenario, devise multi-step solutions, that take into account all constraints, and adjust their plans, in light of the feedback received.

OECD uses complex measurement criteria, dividing student performance into six levels and correlating with performance in mathematics, science and reading, as well as taking into account gender, socio-economic status and migration status.

"Education International welcomes the Programme for International Student Assessment (PISA) findings, and this report, in particular, as valuable insights into learning processes well beyond simple numeracy and literacy," said EI General Secretary, Fred van Leeuwen. "Although it may be questionable if computer based tasks, such as adjusting climate control, operating an MP3 player or finding the best travel route in an unknown city, capture the scope and meaning of creative problem- solving, this analysis nevertheless helps to situate education within a broader context and to highlight several important policy messages."

One critical policy conclusion that emerges from the study is the need for students to be exposed to enhanced curricular diversity and creativity. The report finds that, even if there is a correlation between the overall strong performance in mathematics, reading and science and problem solving, when looking into more detail of various kinds of problem-solving skills and competences, it is clear that in some countries less successful students may demonstrate strong skills in dealing with everyday life situations and vice versa. It is clear that teaching to the standardized test is not a way towards building 21st century skills and competences, as outlined by OECD.

While there are no large differences overall between boys' and girls' average performance in problem-solving, some countries, which do show significant gender differences in problem-solving performance, may not be offering boys and girls equitable opportunities in education, particularly if these differences are also apparent in other subjects. Unless countries invest as much in the development of girls' skills as they do in boys' skills, they may lose out in the global competition for talent.

The study also highlights the importance of reducing inequities based on socio-economic background. Unequal access to high-quality education means that the risk of not reaching the baseline level of performance in problem-solving is, on average, about twice as high for disadvantaged students as it is for their more advantaged peers. The fact that inequities in education opportunities extend beyond the boundaries of individual school subjects to performance in problem-solving, underscores the importance of promoting equal learning opportunities for all.

Because current inequities have such significant consequences over the long term, the policies that aim to reduce socio-economic disparities in education can be expected to benefit the lives of students well beyond their school days.

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oecd report highlights the importance of creative problem-solving skills

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OECD report highlights the importance of creative problem-solving skills : Education International

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The Organisation for Economic Co-operation and Development (OECD) argues that in modern societies, all of life is problem-solving. Changes in society, the environment, and in technology mean that the content of applicable knowledge evolves rapidly. Adapting, learning, daring to try out new things and always being ready to learn from mistakes are among the keys to resilience and success in an unpredictable world.

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TEDxTucson George Land The Failure Of Success

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In the early 1980s I was trundling along on a New York subway with a colleague when he suddenly said, "14, 18, 23, 28, 34. What is the next number in this series?"

For the next ten minutes I manfully tried to figure out the mathematical relationship among these numbers. Finally, as we stepped off the subway I admitted I was stumped. My colleague, with a devilish grin, merely pointed at 42 emblazoned on the wall of the subway station. We had just traveled from 14 th to 42 nd Street, and it had never occurred to me that the answer was a stop on the subway. I had been so locked into the assumption that numerical problems had mathematical solutions that I failed to notice the answer staring at me from the pillars of every station.

As any Zen Master worth his salt would gleefully point out, I had failed to pay attention. Intent on asking the wrong questions, I paid a stiff price in embarrassment and chagrin.

* * *

Mark Twain famously quipped that everyone complains about the weather but no one does anything about it. In business we all know we must do a better job at "getting outside the box" but very few of us do anything about it. We are so locked in to thinking in a linear way that like a Zen novice we fail to notice that innovative breakthroughs emerge from thinking in a non-linear fashion.

For example, in the early days of the personal computer, companies like Lotus, WordPerfect, and Netscape assumed their job was producing the best stand-alone spreadsheet, word processing package, or web browser. While linearly adding features as fast as they could they failed to notice that had non-linearly figured out that what end-users really wanted: the seamless integration of word processing, spread sheets, a browser, email etc. By questioning the assumptions underlying stand-alone software, Microsoft Office creatively relegated an entire industry and many wonderful companies to the scrap heap of history.

In 1956 my mentor, Louis R. Mobley, realized that IBM's success depended on teaching executives to think creatively rather than teaching them how to read financial reports. As a result the IBM Executive School was built around these six insights.

First, traditional teaching methodologies like reading, lecturing, testing, and memorization are worse than useless. They are actually the counter-productive way in which boxes get built. Most education focuses on providing answers in a linear step by step way. Mobley realized that asking radically different questions in a non-linear way is the key to creativity.

Mobley's second discovery is that becoming creative is an unlearning rather than a learning process. The goal of the IBM Executive School was not to add more assumptions but to upend existing assumptions. Designed as a "mind blowing experience," IBM executives were pummeled out of their comfort zone often in embarrassing, frustrating, even infuriating ways. Providing a humbling experience for hot shot executives with egos to match had its risks, but Mobley ran those risks to get that "Wow, I never thought of it that way before!" reaction that is the birth pang of creativity.

Third, Mobley realized that we don't learn to be creative. We must become creative people. A Marine recruit doesn't learn to be a Marine by reading a manual. He becomes a Marine by undergoing the rigors of boot camp. Like a caterpillar becoming a butterfly, he is transformed into a Marine. Mobley's Executive School was a twelve week experiential boot camp. Classes, lectures, and books, were exchanged for riddles, simulations, and games. Like psychologists, Mobley and his staff were always dreaming up experiments where the "obvious" answer was never adequate. Shock and awe was used to open up his students to alternative modes of thinking.

Mobley's fourth insight is that the fastest way to become creative is to hang around with creative people -regardless of how stupid they make us feel. An early experiment in controlled chaos, The IBM Executive School was an unsystematic, unstructured environment where most of the benefits accrued through peer to peer interaction much of it informal and off line.

Fifth, Mobley discovered that creativity is highly correlated with self-knowledge. It is impossible to overcome biases if we don't know they are there, and Mobley's school was designed to be one big mirror.

Finally and perhaps most importantly, Mobley gave his students permission to be wrong. Every great idea grows from the potting soil of hundreds of bad ones, and the single biggest reason why most of us never live up to our creative potential is from fear of making a fool out of ourselves. For Mobley there were no bad ideas or wrong ideas only building blocks for even better ideas.

* * *

In today's ever changing marketplace most products do not fail because they don't add features fast enough. They fail because like WordPerfect and Lotus their product becomes a feature in another company's bigger and more robust offering. They fail because they are blindsided by a strategic decision that emerges from a completely unanticipated direction. They fail from a lack of creative leadership.

While very few of us will ever have the opportunity to experience a program like the IBM Executive School, we can simulate the experience. Take a job that makes you uncomfortable and calls for tools that you are afraid you don't currently have.

Play over your head by finding a boss, teacher, or mentor that infuriates your ego rather than soothes it. It is no accident that movies we love so much like the Karate Kid, Star Wars, The Matrix, or The Devil Wears Prada invariably feature gurus incessantly driving their students nuts. Like a Marine Corp recruit, you may initially hate your drill sergeant but you'll end up loving him.

Make friends with frustration; if you are not occasionally frustrated, even angered, by a teacher or learning environment that seems bent on nothing more than highlighting your limitations, you are probably wasting your time. The politically correct notion that no one should feel "uncomfortable" has no place here. Instead resist the temptation to build a case through appeals to what is "fair" when the going gets tough and you're feeling sorry for yourself. What is fair is what is possible. Creativity requires treating the impossible as possible.

Finally and most importantly, never quit. I confess that I'm a huge fan of The Devil Wears Prada. One of my favorite scenes is when Anne Hathaway's character is going through hell at the hands of her impossibly demanding boss. She can't seem to do anything right, but despite her agony she confides to a colleague, "I know what she wants. She wants me to quit. But I'll never, never, never quit." Her tenacity is critical to the way she is eventually transformed into someone creative enough to get hold of a new Harry Potter book before it is even published.

Refusing to quit requires having faith in ourselves. Transformation, like giving birth, is always a painful process. But anyone who has successfully gone through the fiery furnace of Mobley's executive school, Marine boot camp, or AA's Twelve Step Program is left with the same reaction: abject gratitude. It is not stupidly assuming that my colleague's numerical problem must have a numerical solution that still embarrasses me. It is giving up on the problem so quickly. It is this magnificent gift that I took away from eating humble crow from my colleague's hand, and for this I am deeply grateful.

For more great leadership strategies read my book: Business Secrets of the Trappist Monks: One CEO's Quest for Meaning and Authenticity (Columbia Business School Publishing; July 2013). Follow me on Twitter @augustturak,Facebookhttp://facebook.com/aturak,or check out my websitehttp://www.augustturak.com/

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In the early 1980s I was trundling along on a New York subway with a colleague when he suddenly said, "14, 18, 23, 28, 34. What is the next number in this series?" For the next ten minutes I manfully tried to figure out the mathematical relationship among these numbers.

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