Transcript Slide 1

21st Century Skills:
How can you prepare
students for the new
Global Economy?
Charles Fadel
Global Lead, Education
Cisco Systems, Inc.
Confederation of Swedish Enterprise
Stockholm, February 3, 2009
The Four-Questions Exercise

What will the world be like 20 years from now?

What skills will your child need to be successful
in that world?

What were the conditions around your peak
learning experiences?

What would learning look like if it was designed
around your answers?
Copyright © 2008 Cisco Systems, Inc. All rights reserved.
Charles Fadel
The Old Experience
Source: Musée de l’Education, Rouen - France
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Charles Fadel
“We are currently preparing students for jobs
and technologies that don’t yet exist… in
order to solve problems that we don’t even
know are problems yet.”
Richard Riley
Former U.S. Secretary of Education
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Charles Fadel
Evolution of Perceptual Modes
during Formative Years
20’s – 40’s
50’s – 70’s
80’s – 00’s
Auditory
Auditory
Visual
Auditory
Visual
Kinesthetic
Collaborative
For today’s generation of Learners,
ICT is an Environment, not just a Tool !
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Charles Fadel
Engage Me Video
http://www.youtube.com/watch?v=_A-ZVCjfWf8
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Charles Fadel
The Future Classroom
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Charles Fadel
Agenda
 Why 21st Century Skills ?
 Who is the Partnership ?
 What are the Skills ?
 What can you Do ?
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Charles Fadel
Globalization  Productivity  Education
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Charles Fadel
9 9
Magnitude of Competition is Changing
China & India
300M skilled workers
World challenge
“When China awakens,
the world will tremble”
Napoleon Bonaparte
Japan
25M skilled workers
US, Europe Challenge
1985
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2025
Charles Fadel
From Agrarian to Imagination Economies
Agrarian
Concrete
Industrial
Information
Imagination
Concrete
Concrete
Concrete
Abstract
Abstract
Abstract
Interactive
Interactive
Creative
“Imagination is more important than Knowledge” – Albert Einstein
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Charles Fadel
21st Century Work
IN MORE DEVELOPED COUNTRIES
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Charles Fadel
How the demand for skills has changed
Economy-wide measures of routine and non-routine task input (US)
Mean task input as percentiles of the 1960 task distribution
13
13
Routine manual
65
60
Nonroutine manual
55
Routine cognitive
50
Nonroutine analytic
45
40
1960
1970
(Levy and Murnane)
1980
1990
2002
Nonroutine interactive
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Charles Fadel
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Charles Fadel
The Perfect Storm
Globalization
Overconsumption
Global Warming
Credit crunch
Copyright © 2008 Cisco Systems, Inc. All rights reserved.
Source: “In the Hollow of a Wave
off the Coast at Kanagawa” 18th century
by Katsushika Hokusai,
Metropolitan Museum of Art, NY
Charles Fadel
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Charles Fadel
“Successful Intelligence”— per Sternberg
Practical
Afghanistan: Satellite dish
made with recycled tin
cans - “Necessity is the
mother of invention“
Analytical
Creative
…”in the real world, analytical intelligence is no longer enough.
It is not that it no longer matters, but it certainly matters less…”
Dr. Robert Sternberg, Tufts University
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Charles Fadel
Professions Have a Different Impact
“Countries with the highest concentrations of engineers
grow faster, [those with] lawyers grow slower”
National Bureau of Economic Research, K. Murphy, A. Shleifer et al
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Charles Fadel
Nature of Work is Changing
20th Century
21st Century
Number of
Jobs
1 – 2 Jobs
10 – 15 Jobs
Job
Requirement
Mastery of
One Field
Cross-cutting
Skills
Teaching
Model
Subject
Matter
Mastery
Integration of 21st
Century Skills into
Subject Matter
Mastery
Assessment
Model
Subject
Matter
Mastery
Integration of 21st
Century Skills into
Subject Matter
Mastery
Agenda
 Why 21st Century Skills ?
 Who is the Partnership ?
 What are the Skills ?
 What can you Do ?
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Charles Fadel
P21 Members
Circled: Founding members
Success to Date
10 States:
• Arizona
• Iowa
• Kansas
• New Jersey
• North Carolina
• Maine
• Massachusetts
• South Dakota
• West Virginia
• Wisconsin
The Press gets it
“This is a story about …
whether an entire
generation of kids will
fail to make the grade
in the global economy
because they can’t
think their way through
abstract problems,
work in teams,
distinguish good
information from bad,
or speak a language
other than [their own].”
Of interest across the world
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Charles Fadel
Workforce Requirements Survey
Knowledge
Skills
English Language (spoken)
Critical Thinking/Problem Solving
Reading comprehension
(English)
Communications (oral & written)
Writing (English)
Collaboration/Teamwork
Mathematics
Diversity
Science
Information Technology
Applications
Government/Economics
Leadership
Humanities/Arts
Lifelong Learning/Self-Direction
Foreign Languages
Professionalism/Work Ethic
History/Geography
Ethics/Social Responsibility
Source: “Are they really ready to work ?” report by the Conference Board, P21 et al
Agenda
• Why 21st Century Skills ?
• Who is the Partnership ?
• What are the Skills ?
• What can you Do ?
20th Century Skills Framework
21st Century Skills Framework
21st Century Skills Framework
21st Century Skills Framework
Core Subjects
21st Century Themes
• Native Language/Reading
• World Language(s) incl.
English
• Arts
• Geography
• History
• Mathematics
• Science
• Government/Civics
• Global Awareness
• Financial, Economic,
Business and
Entrepreneurial literacy
• Civic Literacy
• Health Literacy
21st Century Skills Framework
Learning & Innovation Skills
• Critical Thinking & Problem Solving
• Creativity & Innovation
• Communication & Collaboration
Information, Media & Technology Skills
• Information Literacy
• Media Literacy
• ICT (Information, Communications & Technology) Literacy
Life & Career Skills
• Flexibility & Adaptability
• Initiative & Self-Direction
• Social & Cross-Cultural Skills
• Productivity & Accountability
• Leadership & Responsibility
What’s new about 21st Century Skills?
New Understanding of Coverage
New Areas of Emphasis
Critical Thinking and
Problem Solving Skills
for EVERYONE
Innovation and Creativity
Skills
Life and Career Skills for
EVERYONE
Information, Media and
Technology Skills
Revise all elements of the Support
Systems
Implications – Curriculum & Instruction:
Rebalance Direct Instruction with Inquiry/Projects
Inquiry
Direct
Inquiry
Direct
Projects
Note: it is not Content vs Skills – there are no Skills without Content;
content is reinforced through skills
Copyright © 2008 Cisco Systems, Inc. All rights reserved.
Charles Fadel
Project in Action
SARS example (ThinkQuest)
http://www.oraclefoundation.org/single_player.html
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Charles Fadel
Implications – Standards
Skills-centricity implies:
1) Relevance
2) Time & space for skills
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Charles Fadel
Implications – Standards:
Design for Time & Space: Depth not breadth (1)
Content-centered curriculum is mostly “horizontal”
• All topics have by and large similar importance
• Very few deep dives within topics, often related to instructor’s comfort zone
• Inconsistent from teacher to teacher
Copyright © 2008 Cisco Systems, Inc. All rights reserved.
Charles Fadel
Implications – Standards:
Design for Time & Space: Depth not breadth (2)
Example: Ancient Greece
Bronze/Dark Ages
4
Persian Wars
Peloponnesian Wars
Homer
Alexander the Great
grade
Ptolemaic Egypt
8
Sparta’s
system
grade
Athens’ Democracy
12
grade
Philosophers
& Scientists
Skills-centered standards are more “vertical”
• Topics have different importance  hard choices have to be made, this is a
redesign not a patch
• Content is still critical, it provides context
• Substantial deep dives focused on Skills
• Iterative depth (“spiral”) on Skills and Content, based on grade level
Copyright © 2008 Cisco Systems, Inc. All rights reserved.
Charles Fadel
Implications – Curriculum & Instruction:
Design for Interdisciplinarity & linkages
Math
Science
English
Traditional curriculum has very few linkages between subjects
• Topics have ad hoc links, often teacher-dependent
Themes-conscious curriculum has many linkages between subjects
• Topics have significant interdisciplinary linkages, by virtue of the focus on ideas
and issues  naturally address 21st Century Themes
• Linkages vary in depth, frequency, reach, etc
• A few strands provide the backbone/threads
Copyright © 2008 Cisco Systems, Inc. All rights reserved.
Charles Fadel
Agenda
• Why 21st Century Skills ?
• Who is the Partnership ?
• What are the Skills ?
• What can you Do ?
Correlation between Spending and Results
Average Performance
(Reading, mathematical, and scientific literacy)
600
JPN
FIN
550
KOR
GBR
CZE
IRL
BEL
500
POL
HUN
GRC
450
SWE
ESP
DEU
CAN
CHE
AUS
NOR
FRA
DNK
AUT
USA
ITA
PRT
MEX
400
IDN
CHL
ARG
BRA
350
PER
300
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
80,000
Cumulative expenditure per child from beginning
of primary education to age 15 in U.S. dollars
Source: NCES, September 2004
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Charles Fadel
“Know Thyself” (Oracle of Delphi)
Practical
Analytical
Creative
A country’s situation is its strength:
• Japan in 70s: "Kei-Haku-Tan-Sho" plus "Tei"
("light, thin, short and small" plus "low" cost)
• India now: focused on “poor people’s markets”
($6 jeans kits; microbanking; village telecenters)
Copyright © 2008 Cisco Systems, Inc. All rights reserved.
Charles Fadel
Myers-Briggs Personality of Sweden
Introverted or Extraverted ?
Concrete or Abstract ?
Thinking or Feeling ?
Judging or Perceiving ?
So what do you need to
supplement your Personality ?
Copyright © 2008 Cisco Systems, Inc. All rights reserved.
Charles Fadel
Suggestions to OECD - LEED
Building the local intelligence base.
Real-time, detailed
Skills upgrading.
Short-term courses, for local needs
Address social acceptance of flexibility of labor, for both:
Physical relocation of talent (employees)
Telework (employers)
Copyright © 2008 Cisco Systems, Inc. All rights reserved.
Charles Fadel
Lastly - Universally Important
 Innovation
 Entrepreneurship
Copyright © 2008 Cisco Systems, Inc. All rights reserved.
Charles Fadel
Creativity vs Democracy
1.80
1.60
USA
Sweden
Creativity Index
1.40
1.20
1.00
0.80
0.60
0.40
0.20
China
0.00
0
2
4
6
8
10
12
Democracy Index
Sources: Economist Democracy Index; Tinagli/Florida Global Creativity Index
(modified/normalized)
Copyright © 2008 Cisco Systems, Inc. All rights reserved.
Charles Fadel
Total Entrepreneurship Activity
Copyright © 2008 Cisco Systems, Inc. All rights reserved.
Charles Fadel
Cisco Entrepreneur Institute
Basic Business Planning
Competitive Analysis
Basic Accounting
Licensing and Insurance
Next Stage Planning
Building an Organization
Developing a Company or
Organization Culture
Starting a
Business
Growing a
Business
Tech-enabling an Organization
Net Readiness
Change Management
Out-tasking and Out-sourcing
iExec
Essentials
Enterprise, SMB,
Public Sector
SMB Interaction Network
Media-Rich Relevant Content
Digital Media System
(DMS) Application
and Content
Networking
Infrastructure
Human Network
Copyright © 2008 Cisco Systems, Inc. All rights reserved.
Charles Fadel
Cisco Entrepreneur Institute Footprint
September ’07
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Hungary
Mexico
Poland
Turkey
Ukraine
March ’08
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Chile
Jordan
Serbia
Egypt
Copyright © 2008 Cisco Systems, Inc. All rights reserved.
December ’08
FY09 Global Interest
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Brazil
Qatar
Russia
Saudi Arabia*
South Africa
Ukraine
UAE
China
India
UK
US
Many Others…
Charles Fadel
Copyright © 2008 Cisco Systems, Inc. All rights reserved.
Charles Fadel
51
Cisco Networking Academy Program
Entry Level Networking Skills Education
Focus: Individuals & Underserved Communities
Large and
Global
160+ Countries
700,000+ Students/Year
2 Million+ Students over 10 Years
Diverse
Students:
Students &
Communities
Diverse
Educational
Institutions
Copyright © 2008 Cisco Systems, Inc. All rights reserved.
Age, Gender (18%), and
Challenging Circumstances
Communities: Mature and Developing Countries
Universities, Community Colleges, Vocational
Schools, Secondary Schools, Non-profit
Organizations, Second Chance.
Charles Fadel
Students by Region (700,000+ Students)
8%
1%
23%
19%
4%
U.S. and Canada
2%
15%
4%
Europe
Latin America
17%
7%
Central and Eastern Europe
Russia and CIS
Middle East
Africa
AsiaPac - Mature
% of Worldwide Total as of 10.31.07
%
AsiaPac - Emerging and Less Developed
Japan
Source: NetAcad active students metrics as of October 31, 2007
Copyright © 2008 Cisco Systems, Inc. All rights reserved.
Charles Fadel