At the point when Fernando Reimers, an educator of global training at the Harvard Graduate School of Education (HGSE), speaks and expounds on what he needs kids the world over to take in, the discussion runs profound and comes to far. Singular achievement, he says, progressively relies on understudies' interpersonal adroitness, inventiveness, and capacity to enhance. What's more, our aggregate achievement — our capacity to explore complexities and to construct and maintain a tranquil world — likewise relies on these sorts of aptitudes. Together, these abilities shape the premise of a developing arrangement of center capabilities that will impact training strategy and practice the world over.
In Teaching and Learning for the Twenty-First Century, Reimers and his co-manager, HGSE teacher Connie K. Chung, investigate how educational systems in six nations are characterizing and supporting these worldwide skills. Their point is to build up a mutual structure for advancing the abilities understudies will require keeping in mind the end goal to flourish as worldwide subjects in a maintainable world in the decades ahead.
"Youngsters are in a setting where they're soaked and immersed with issues from around the globe," says Chung. Between new advances, duplicating media, and layers of intercontinental association, "worldwide citizenship training is an 'absolute necessity have' and not a 'decent to have' — for everybody," says Chung.
Between new advances, increasing media, and layers of intercontinental association, "worldwide citizenship instruction is an 'unquestionable requirement have' and not a 'decent to have' — for everybody."
Reimers and Chung utilized the National Research Council's 2012 report, Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century, as a hopping off point for their examination of arrangements and educational program that are best situated to support worldwide residents. That report (read the examination brief here) recognizes three expansive spaces of ability: intellectual, intrapersonal, and interpersonal. "This is not simply discussing information," says Chung. Or maybe, it incorporates such qualities as intercultural proficiency, self-control, and adaptability in social and work areas.
THE COGNITIVE COMPETENCIES
As Chung proposes, the 21st-century worldwide resident's psychological ability set incorporates customary, testable essentials, for example, math and education, however stretches out past that to include an especially solid accentuation on the world in which we live. "Current occasions highlight a portion of the apprehensions around otherness," she says. The way to educated citizenship is becoming more acquainted with different societies — and esteeming them.
Notwithstanding balancing children's information base to incorporate a nuanced comprehension of world geology and societies, schools must show them the aptitudes to utilize this learning as dynamic and connected with nationals.
That implies having the capacity to:
Convey successfully and listen effectively
Utilize confirm and survey data
Talk no less than one dialect past one's local tongue
Think fundamentally and dissect nearby and worldwide issues, difficulties, and openings
Reason coherently and decipher obviously
Gotten to be and remain carefully educated, including the capacity to "weigh and judge the legitimacy of the substance that is before you," Chung says.
In some ways, advanced education is a linchpin of alternate skills. "Innovation gives us people the likelihood to team up in ways that are uncommon, to think and create things nobody could deliver exclusively," Reimers says.
THE INTERPERSONAL COMPETENCIES
Compassion is a foundation 21st-century worldwide competency. We're all acquainted with compassion between people: somebody's harmed, and someone else profoundly comprehends the agony. Be that as it may, Reimers and Chung imagine the idea on a worldwide scale. Sympathy dwells in the capacity to consider the unpredictability of issues, Chung says — in an interconnected perspective that perceives that "what we do impacts another person."
Tied down in resistance and regard for other individuals, interpersonal knowledge separates into a few covering aptitudes, including:
Coordinated effort
Collaboration and participation
Trust
Authority and obligation
Confident correspondence
Social impact
As Reimers says, "We have to ensure that we can get along, and that we can see our disparities as an open door, as a wellspring of quality." Both locally and broadly, understudies require the abilities to rise above the points of confinement of fracture, "where individuals can just identify with the individuals who they see to resemble them."
THE INTRAPERSONAL COMPETENCIES
A specific mix of sharpened individual qualities supports the psychological and intrapersonal abilities. Reimers focuses to a moral introduction and solid work and mind propensities, including self-control and scholarly openness, as qualities that 21st-century teachers must sustain in their understudies.
"We have to ensure that we can get along, and that we can see our disparities as an open door, as a wellspring of quality."
The world is less unsurprising than it used to be: "Individuals realize that half of the occupations that will be around quite a while from now have not been developed," Reimers says. That implies showing youngsters in a manner that makes them adaptable and versatile. It implies empowering them to consider themselves makers and creators who feel good stepping up and continuing on — the abilities essential for beginning one's own particular business, for instance.
Imparting in understudies the benefit of speculation past the transient will give them the most obvious opportunity to handle a portion of the world's most overwhelming difficulties, including environmental change. For instance, instructors in Singapore were tested to envision their nation not five, 10, or 15 years not far off, yet 30 years later on, Chung says. Urging understudies to think on that sort of a period scale helps them to get a handle on the resonations of their activities and choices.
Qualities, ATTITUDES, AND MOVING TO PEDAGOGY
In Teaching and Learning for the Twenty-First Century (which has been distributed in Chinese, Portuguese, and Spanish versions too), Reimers, Chung, and worldwide associates talked with training scientists and partners in Chile (in a section by Cristián Bellei and Liliana Morawietz), China (by Yan Wang), India (by Aditya Natraj, Monal Jayaram, Jahnavi Contractor, and Payal Agrawal), Mexico (by Sergio Cárdenas), Singapore (by Oon-Seng Tan and Ee-Ling Low), and the United States (by Chung and Reimers). They investigated educational modules systems, looking to see how qualities and demeanors special to every nation and locale were illuminating approach objectives and at last molding understudies' learning openings.
Drawing on that review of 21st-century abilities and the structures for their support, Reimers, Chung, and their carefully associated worldwide system of instructors are currently coaxing out an instructional method for teachers all over the place. Reimers and Chung co-wrote (with Vidur Chopra, Julia Higdon, and E.B. O'Donnell) another new book, Empowering Global Citizens, which lays out a K–12 educational programs for worldwide citizenship instruction called The World Course. Its point is to position understudies and groups to flourish in the midst of globalization — to lead, to steward, and to shield this intricate world in the present century and past.
