Pada tahun 2005 Perdana Menteri Inggris memperbaharui komitmen Inggris internationalising pendidikan melalui kedua 'Perdana Menteri's Initiative' (PMI2). Untai utama dari inisiatif ini adalah memperkuat kerjasama strategis di tingkat kebijakan dan institusi di kawasan Asia Timur.

Pada tingkat kebijakan ini meliputi dialog mengenai:

• peranan pendidikan dalam pengembangan tenaga kerja untuk abad ^ke-21 (pendidikan internasional dan kelayakan kerja)
• bagaimana memperkuat Trans-Nasional Pendidikan pengiriman antara Inggris dan mitra Asia Timur dalam rangka memenuhi tantangan global meningkatkan mobilitas mahasiswa
• kolaborasi untuk membangun pendidikan kelas dunia sistem dan institusi.

Pada tingkat institusional Inggris ingin sekali menjelajahi cara-cara untuk memperkuat kolaborasi untuk mendukung pendidikan nasional, ekonomi dan aspirasi sosial.

Ini menawarkan kesempatan unik pendidik dan kebijakan bagi para pemimpin untuk terlibat dalam diskusi seputar agenda bersama. Mereka juga menawarkan kesempatan yang tak tertandingi untuk usaha patungan, kemitraan strategis dan aliansi internasional.  Setiap dialog akan fokus pada bidang tertentu dan kepentingan bersama, meskipun mereka terkait, juga akan dirancang untuk berdiri sendiri. Masing-masing akan diikuti dengan sebuah rencana aksi disepakati bersama termasuk penelitian atau kolaborasi lainnya yang sesuai. The indikatif rencana adalah sebagai berikut :

  Tujuan simposium

Tujuan dari seluruh rangkaian adalah sebagai berikut:

1. PMI 2 Partnerships : untuk berkomunikasi untaian kunci dan kesempatan untuk memperkuat hubungan antara Inggris dan mitra internasional melalui dialog strategis dalam bidang-bidang prioritas bersama.
2. Knowledge sharing: untuk menciptakan forum dan dialog kebijakan strategis untuk meningkatkan saling pengertian dan kemungkinan prioritas daerah kerjasama
3. Towards a common agenda : untuk mengidentifikasi agenda bersama, mungkin bidang-bidang kerjasama dan saling menguntungkan untuk mengembangkan proyek-proyek kolaborasi

Dalam ini, tujuan-tujuan spesifik untuk Dialog 1 adalah untuk:

1. kebijakan dan praktek menginformasikan perkembangan di Inggris dan negara-negara di Asia Timur melalui berbagi masalah-masalah utama dalam pendidikan dan kelayakan kerja antara pendidik dan kebijakan senior pemimpin
2. memberikan kesempatan untuk mengidentifikasi dan membangun kerjasama masa depan dan bekerja di daerah ini antara daerah dan Inggris
3. mengembangkan jaringan informal para pembuat kebijakan senior dan influencer dalam pendidikan internasional dan kerja.

Tema

Kebijakan driver dan pemain kunci

A. Mengembangkan tenaga kerja untuk abad ^ke-21, termasuk:

• Kebutuhan keterampilan tingkat tinggi dalam angkatan kerja
• Pelan pendidikan di up-Skilling tenaga kerja
• Pelan industri di up-Skilling tenaga kerja
• Pendidikan dan industri sebagai mitra dalam proses
• Mengubah kebijakan pendidikan, sistem dan tingkat kelembagaan
• Mengembangkan pembelajaran berbasis kerja dalam kurikulum

Pendekatan praktis

B. Mengembangkan relevan dan sesuai kesempatan belajar, termasuk:

• Kerja yang fleksibel memberikan solusi pembelajaran berbasis
• Pengusaha dan penyedia bekerja sama untuk menjawab tantangan ini
• Melibatkan pengusaha dalam mengembangkan kesempatan belajar
• orang yang bekerja untuk karir baru dan belajar sepanjang hayat

Mengaktifkan kerangka

  C. Kebijakan & kualifikasi kerangka kerja & sistem:

• apa yang dapat dilakukan di tingkat kebijakan untuk mengaktifkan masalah yang rumit ini
• pengakuan dan akreditasi isu

Perwakilan akan terdiri dari:

• wakil-wakil daerah dari Brunei, Jepun, Malaysia, Filipina, Singapura, Thailand, dan Vietnam.

YouTube - Cyber Summit on 21st Century Skills: Kansas Technology Rich Classroom Project

YouTube - National Summit on 21st Century Skills: Intro Video

YouTube - 31 Ogos by Sudirman Hj Arshad

15MALAYSIA » Films

THE CHARGE of the 21st Century Skills Task Force that just delivered its recommendations to the Board of Elementary and Secondary Education seems so reasonable at first glance: Review the curriculum frameworks and MCAS tests. "Evolve" them to include skills students will need to succeed in a rapidly changing world.

 

According to the Partnership for 21st Century Skills, a national advocacy group, the skills include creativity, media savvy, cultural competence, problem solving, and improved teamwork.

 

What those skills have in common is that being proficient at each requires knowledge of the liberal arts. Recognizing the central role of the liberal arts has been a key to the success of education reform since its enactment in 1993.

 

Noted educator E.D. Hirsch lauded the Massachusetts model earlier this year in a Washington Post opinion piece. "Consider the eighth-grade NAEP [National Assessment of Educational Progress] results from Massachusetts, which are a stunning exception to the nationwide pattern of stagnation and decline," he wrote. "That is because Massachusetts decided . . . students (and teachers) should learn explicit, substantive things about history, science, and literature, and that students should be tested on such knowledge."

 

Reform-minded Chancellor Michelle Rhee just adopted MCAS and the Commonwealth's curriculum frameworks as models for Washington, D.C. Our frameworks have been praised by groups ranging from teachers unions to education think tanks. Last year, the US Department of Education hailed the standards MCAS uses to measure proficiency.

 

A review of the task force recommendations shows just how far removed they are from the reforms Hirsch touted, which use clearly articulated goals and objective assessments to promote excellence and accountability. Instead, the task force proposes revamping MCAS and using the US history test to try out project-based assessments that require students to demonstrate skills like "global awareness" and would crowd out more central topics like the Constitution or causes of the Civil War.

 

The track record of these so-called complementary assessments is poor, because they are costly and cumbersome. Introducing subjectivity would have a corrosive effect on the Commonwealth's efforts to ensure that all students, regardless of where they live, have access to academic content that is the foundation for economic success.

 

One reason why two-thirds of students in Massachusetts' urban areas don't achieve proficiency is the failure of many cities to align their curricula with the state's MCAS frameworks. We can't ask students to exhibit hard-to-measure 21st-century skills if they haven't mastered the English, math, science, and history upon which the skills are based.

 

Subjectivity is also expensive. A 2003 General Accounting Office study found that it cost 60 cents per test to score North Carolina's multiple-choice assessment, while scoring multi-faceted college work and readiness assessments would run about $40 each.

 

Scoring MCAS cost $7 per test, suggesting that Massachusetts has achieved an appropriate balance that includes written answers that measure reading, writing, and problem solving. The correlation between MCAS scores and college performance is further proof of the assessments' quality.

 

The task force report claims that, "Massachusetts can learn from the experience of West Virginia" when it comes to integrating 21st-century skills into the curriculum. In 2005, Massachusetts became the only state to place first in every category on the NAEP test, known as the nation's report card. The next time the test was administered, the Commonwealth's students did it again. West Virginia is below the national average in all four subjects the tests measure.

 

A draft from the task force's subcommittee on assessments and accountability literally cut and pasted sections from a report by MassPartners - the teachers unions, school committees, and superintendents that have fought education reform for 15 years. The final report calls on them to define how to integrate 21st-century skills in our schools.

 

The 21st Century Skills Task Force report declares that, "Doing this right will require a shift in our curricular priorities." It would indeed require a shift from an unwavering focus on enduring academic content and raising student achievement to one that favors jargon and the politically connected.

 

Our progress has been great, but we are in no position to get complacent. Watering down academic standards would take us beyond complacency and effectively close the book on education reform in Massachusetts.

What are the skills that all students should be given the opportunity to learn while in school in order to prepare them for the world beyond school? 

The following include learning experiences that should be developed across all content areas.

1. Comprehend informational/rigorous text and use information to propose solutions to complex problems. Understand the interconnections within/among systems, support solutions with reason and evidence.

2. Write and speak clearly and thoughtfully. Integrate the use of communication, information processing, and research tools (such as word processing, e-mail, groupware, presentation, Web development, Internet search tools).

3. Understand mathematical data and use mathematics and technology as problem solving tools (such as spreadsheets, decision support, design tools)

4. Analyze an argument.Weigh evidence. Distinguish between fact and opinion.

5. Recognize bias. Understand the role of media in society, understand motivations and actions of different interest groups, cultures, countries, religions.

6. Work effectively in teams. Adapt to various roles, exercise empathy, respect and be open to diverse perspectives, act with the interests of the larger community in mind, demonstrate ethical behavior.

7. Understand our role as citizens. Integrate ‘new basic’ skills for functioning effectively in a global economy (such as foreign language, economics, geography).

 

Sebelum fikirkan keperluan AKAK ke-21 perlulah juga meninjau balik apa yang telah dipelajari sebelumnya samada masih berguna dan wajib menjadi asas kemahiran, selain daripada kita mengejar yang terbaru. Apakah pandangan anda setelah membaca teks di bawah?

John Robert Wooden, the revered UCLA basketball coach, used to tell his players: “If you fail to prepare, you are preparing to fail.”

 

The 21st Century Skills movement celebrates computer literacy as one remedy for this failing. Now, I love my Macintosh, and I have typeset the first seventy-seven issues of The Concord Review on the computer, but I still have to read and understand each essay, and to proofread eleven papers in each issue twice, line by line, and the computer is no help at all with that. The new Kindle (2) from Amazon is able to read books to you—great technology!—but it cannot tell you anything about what they mean.

 

In my view, the 19th (and prior) Century Skills of reading and writing are still a job for human beings, with little help from technology. Computers can check your grammar, and take a look at your spelling, but they can’t read for you and they can’t think for you, and they really cannot take the tasks of academic reading and writing off the shoulders of the students in our schools.

 

There appears to be a philosophical gap between those who, in their desire to make our schools more accountable, focus on the acquisition and testing of academic knowledge and skills in basic reading and math, on the one hand, and those who, from talking to business people, now argue that this is not enough. This latter group is now calling for 21st Century critical thinking, communication skills, collaborative problem solving, and global awareness.

 

Neither group gives much thought, in my view, to whether any of our high school students have read one complete nonfiction book or written one serious research paper before they are sent off to their college remedial courses.

 

Of course, reading history books and writing term papers can seem so 19th Century, but as long as higher education and good jobs require people to be able to read and understand quantities of nonfiction material, and to write fairly serious academic research papers, memos, legal opinions, status reports, legislation and the like, it might be a good idea to try to do a better job of preparing our students for those tasks.

 

The College Board’s writing test is a joke (there are lots of prep services helping students write their essays in advance), and the colleges themselves, through their admissions offices, are asking students for 500-word personal statements about their lives and their feelings. The NAEP writing test for 2011 (I was on the Steering Committee, but couldn’t influence anyone) asks students for two 25-minute responses to prompts, perhaps on the level of “What is your opinion of school uniforms?” These efforts could hardly do more to convince high schools not to prepare students for actual academic writing tasks now or in their future.

 

The NAEP argument is that the college, business and military worlds want people who can “write on demand.” That is, sit down for 25 minutes and respond to some short shallow prompt, as this “skill” is to be tested. I was a division training manager for Polaroid, back in the day, and it is my understanding that even if a boss comes to an employee and asks on Friday for a report Monday, it is not due in 25 minutes, for a start, but also any such report will be based on lots of knowledge of the subject, coming from doing the job over a period of time and having had time to gather information and reflect on what should be in the report. An impromptu skit may be just what the Second City ordered, but it is no recipe for critical thinking or academic (or business/military) expository writing.

 

There are a number of problems with trying to persuade high schools to assign complete nonfiction books and serious research papers. Many teachers, if they graduated from teacher education programs, may not have read that many books and may not have been asked to do research papers themselves, so they have little idea how to coach students to do them. But even those teachers who know enough and would be willing to assign serious papers, have no time to assign, guide or assess them. While almost all high schools would say they want students to be able to do academic essays, they set aside no time for teachers to work on them. More time is available in most high schools for tackling practice on the football field and layup drills on the basketball court than for working on term papers in English and history classes.