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Communicator - “Understand and express ideas and information confidently and creatively in more than one language and in many ways”.

In today’s globally connected world, individuals need to be able to effectively communicate and express their ideas to people around the world, across cultural and language barriers. Students must have the ability and understanding to choose the most effective means of communication - in person, email, social media, video conference, etc. Misinterpretation of tone can arise with email and other forms of written communication. Ineffective communication can have detrimental effects.
Kathleen

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Students are given voice and choice when creating their portfolios. With some guidelines, such as choosing a piece of work that shows growth, they are given the freedom to select what pieces of work are included in their portfolio.
Kathleen

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The future requires problem solvers and thinkers. The use of authentic, hands-on inquiry in the classroom allows students to develop and refine these skills.
Kathleen

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This book takes a look at globalization and its effect on education from the perspective of four countries. It considers such factors as increasingly diverse societies, economic changes and crises, ultra nationalist tendencies, international disputes and gender inequality in the education process. Many of these factors are not immediately considered when talking about globalization and education. The author provided a unique perspective on the subject and makes one consider the difficulties and responsibilities of ensuring educational opportunities for all.

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https://en.unesco.org/futuresofeducation/background-research

This is the background research and literature reviews which the UNESCO Futures of Education Draws from. Lots to read here, but this is probably the best;

https://teachertaskforce.org/sites/default/files/2021-07/Futures%20of%20Teaching_2021%20rev%2013Jul.pdf

Emma

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Permalink: https://unesdoc.unesco.org/ark:/48223/pf0000374435

It is commonly assumed today that education is crucial for meeting the challenges concerning the futures of work. But education cannot make up for inadequacies in other policy domains that have caused and continue to cause declining job quality as well as mass unemployment and under-employment. We suggest that preoccupation with aspirational curriculum reforms like '21st century skills' and 'micro-credentials' promoted to achieve employment growth can be a distraction from what successful education systems can achieve. At their worst, they compromise the capacity for education to play what constructive role it can play in meeting the challenges surrounding the futures of work. We present the argument in four parts:

Section One considers the context in which education will be operating for the foreseeable future. Climate change will be fundamental. The other key issues will be changing life courses (especially changing gender relations); technological change (especially automation and data-ification) and inequality.

Section Two highlights the significance of two currently neglected but crucial guiding concepts: labour demand and education as a distinctive domain. These concepts enable us to understand what education can and cannot do concerning the futures of work.

Section Three argues that at its best, education helps people master bodies of conceptual knowledge as well as relationships between bodies of knowledge, nurtures learning dispositions, and equips people with skills and capacities that support the common good. These qualities enable people to handle changing life courses and challenges arising from Artificial Intelligence (AI) and a world drowning in information. Education can also support new configurations of expertise made possible by new technologies and new configurations of power.

Section Four considers policy implications. It highlights the importance of building effective institutions: agile stability in education systems and new organisational forms for occupational citizenship in labour markets.

Finally, in the conclusion we argue that while education cannot solve most problems concerning the futures of work, there can be no solution to these problems without quality, enduring institutions supporting education and occupational coherence in the labour market.

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Background Research | Unesco Futures of Education

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Permalink: https://unesdoc.unesco.org/ark:/48223/pf0000374435 It is commonly assumed today that education is crucial for meeting the challenges concerning the futures of work. But education cannot make up for inadequacies in other policy domains that have caused and continue to cause declining job quality as well as mass unemployment and under-employment.

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The paper spends a long time reviewing the often conflicting demands put upon teachers, and also the worsening of teachers working conditions, particularly through the lense of the global pandemic. It then reviews the "future of teaching" and summarises recommendations such as;
- Design teachers’ career paths in ways that value classroom experience and promote accessible, relevant options for continuing education
-  Rethink teacher education
- Include digital media in pre-service training

Emma

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The whole article reflects upon the evolution of the art of teaching, particularly in the light of the pandemic. It's suggestions to future proof the profession are centred around balancing the training teachers receive in initial teacher training as well as to future proof their skills. Suggestions number 1 is " Promote a broad and open social dialogue to develop cooperative solutions to the complex issues that are at stake for the futures of teaching", which will clearly require a balanced dialogue.

Emma

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Recommendation 8 states " In addition, new topics and realities are emerging that push for curricular changes, including environmental change and global consciousness and activism; more consistent democratic and ethical education; gender equality and diversity; preparation to deal with the effects of social trauma and violence; and critical digital skills that include ethical reflections."

I think the first few points we would hope would be hit off by pushing the values of the learner profile and international mindedness, but I do think we should review our ICT offering to include coding, image, and audio editing, as research indicates that these will be crucial skills in the future.

Emma

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The future requires international schools to think more carefully about their physical presence within the local environment and how they interact with the surrounding community. Whilst red-tape exists in many countries which restricts local students from attending international schools, this should not be a reason to turn their back on the host nation.

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Open-minded - “we critically appreciate… the traditions and values of others… to grow from the experience”. This attribute has tight connections to the following standard: “The school builds relationships with the wider community that are a source of wisdom and expertise to strengthen the implementation of its IB programmes - Environment (0202-05)”. This demonstrates that schools can benefit from their local community in ways other than economically through the renting of facilities and learning spaces.

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In my DP Geography class I have made explicit reference to our local environment and communities whenever it is an appropriate point in the syllabus to do so. We have studied a local river, and engaged with local farmers and landowners to better understand the changes to the local river systems. We have also begun designing an IDU called “My place in Switzerland” for a MYP cohort, where students will explore their own sense of place and look to deepen their understanding of the local environment.

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21st Century Skills: Learning for Life in Our Times

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21st Century Skills: Learning for Life in Our Times

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I really enjoyed the 4 questions this book posed in this book and to imagine what this generation of children will be like 20 years from now and what skills they will need in order to thrive.
This directly relates back to the learner profile and the skills that we are giving our children that will lead them into the future.

Jannine

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Moving into the future, we need to be open minded and prepared for change at any time. We also need to be open to learning things we don't understand by doing research and asking questions.

Jannine

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Means of communication have changed drastically over time. Our generation of students, I think, are more comfortable communicating through a screen than they are in person. This is important to address because the ability to be vocal and face to face with someone and communicate with them clearly is a crucial skill.

Jannine

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Having students reflect on what they have learned (Reflective), share their ideas/perspectives with a partner (Communication, Open-Minded) and then share out with the entire group (Risk Takers).

Jannine