What are the demands of society in the 21st century is doing to education (school), teachers, students and parents?
The stark reality in Colombia.
As a Colombian I'm finger first understand what happens in Colombia on new paradigms and demands of the knowledge society (which is already among us), we are required.
Education is an intangible, is a long-term goal, and sown in education, for the harvest, pick another generation. This essay aims to demonstrate how education is the tool to escape poverty and improve the quality of life.
The Colombian government does not believe in the thesis that we defend: education is the tool to escape poverty and improve the quality of life. Colombians either. We grow up with a general feeling that we are not capable. We do not have a sense of sovereignty, lack of social glue or rationality public know not interact with each other. For the purposes of the preceding paragraph: we are not potting soil for the occurrence of a phenomenon such as Singapore or Malaysia.
is true that Colombia took the path of modernization. Our leaders and we believe that good management is a material management is to invest in bridges and roads, which caused a trap this endless stream of corruption, an idiosyncrasy of facility and the cronyism that makes it rise by no job skills, intelligence but the way to be friends with .... (. If you are a friend of .... or has donuts, arrives).
For every human being are key elements condiciones mínimas para vivir. Todos queremos unas condiciones mejores (mejorar calidad de vida, calidad de tiempo).
Parece una contradicción pero tener petróleo, diamantes, productos agrícolas o diversidad, no garantiza que todos tengamos calidad de vida, en palabras de los economistas, aumento del índice Per cápita.
Países con los índices Per cápita mas altos del mundo son países sin recursos naturales como: Luxemburgo, Irlanda, Liechtenstein, Malasia, Singapur, Taiwán, Israel o Hong Kong. Todos estos países se la jugaron por la educación, le apostaron a la educación y GANARON.
La educación en América Latina y especialmente en Colombia, is the daughter of service is the worst paid, and budget should never be a teacher, it is becoming, in a shameful thing.
Latin America, especially Colombia has the world's best land for farming, and the Netherlands, a country without land produces more flowers than Colombia. The reason this happens is: the development in genetic engineering, distribution and marketing capacity of the Dutch, says Michael Poster from Harvard University. What I mean is that Latin America works with business and science of the last century.
We believe that diversity and natural products is our salvation, but commodity prices collapsed in 80% (Note the following statistics: In 1960 30% of global gross domestic product was the raw material is now 4%. The bulk of the world economy is in the services sector by 68% and industrial sector holds 29 %).
not clear from the above statistics that should be left raw materials to side. The issue would be to use the industry as a springboard to enter the knowledge economy (in the knowledge society). Knowledge (education) is the new paradigm of wealth. What rescued from Nokia and Premji is its versatility to educational change. Nokia produced and sold pine trees and now produces cell. A cell does not leave the timber and a gallon of oil produces no software, but this is a striking example of education shows that if you break the paradigm. Countries like China, Ireland, Poland and the Czech Republic and the way they did was to invest in education, science, technology and innovation.
Education provides silver. The new paradigm is: provides education dollars and euros. Patents are the product of education. Motorola developed the technology of the future in the Sichuan capital Chengdu, a place where there are 40 universities and a million engineers.
Latin America to understand that the education is the output. Latin American countries are lost in discussions of economic model to follow, while century powers STUDY knowledge.
See what happened when we implement economic models:
Some abbreviations:
CTI = Science Technology and Innovation.
LAC = Latin America and the Caribbean.
ISI = import-substitution industrialization. NCL =
local creative core.
R & D = research and development.
ECLAC = Economic Commission for Latin America and the Caribbean
UNESCO = United Nations Educational
Science and Culture.
OAS = Organization of American States.
Confucius says: "If your objective is to advance one year planting wheat. If your objective is to advance 10 years, plant trees. If your goal is to move 100 years, educate your children. "
policy of ISI is the mother of our backwardness in CTI, LAC.
the 40 politicians, who apparently did not know the words of Confucius, claiming that imported mature technology "machines were brought, designs, flow charts, diagrams, operation and maintenance" but more importantly the NCL not reproduced. For those politicians
irrelevant skills of learning to learn, autonomy and powers of the CTI. "The social fabric able to invent and take the invention from idea to social use remained based in developed countries." That's how LAC firms lacked an R & D and governments did not encourage the NCL. ALC
When he realized his mistake, was created and born ECLAC national councils of science and technology 60 (70) to see what could be done following the guidelines of UNESCO and the OAS.
UNESCO and the OAS "planted the idea that science and technology were a powerhouse of growth in a rich soil fertilized by the desire for modernization and development." Some of the results destacables de este periodo son: La profesionalización de las actividades científicas, creación de laboratorios del I+D de empresas públicas; pero aún así existió el divorcio entre investigación y producción en ALC.
La década perdida como se le conoce a la de los ochenta, introdujo los aspectos principales de la globalización (El cambio de rol del estado: descentralización, apertura de las economías al cambio y a la competitividad). Camino también equivocado, ya que la globalización obligo a importar tecnología de punta hasta donde fuera posible, pero de nuevo la investigación local y la innovación local quedaron por fuera de la estrategia económica.
In the nineties we have an apparent wealth "is a desindustrializante policy, which dismantled the productive and not promote the competitiveness of domestic firms through the development (adaptation, improvement, creation) of the technologies." Unlike China and Japan, Latin America will not derail the technology and try to build it.
Here are some statistics regarding R & D investment to GDP ratio, which shows that Latin American governments do nothing to the development of R & D:
Zone% GDP 0.6% ALC
European Union 1.7% USA 2.8%
Japan
3.13% 2.52% South Korea
The R & D expenses are in dollars per capita:
Argentina Brazil 36.67 34.76 14.39
Uruguay Paraguay
USA 0.98 940.35 445.23 Canada
Spain 132.31
Current trends in international cooperation in STI policy are determined by UNESCO with support from the IDB and the World Bank, speaking in general terms to support, promote and improve the CTI in LAC. Colombia
like in 100 years of solitude and not to forget to remember that education is the only way. It should invest in education, science and technology. Educate generations are not under the stigma of corruption and cronyism, if the collaborative work and the right way and worthy to ascend, it is because I am worth.
corruption and lack of courage to assessments allow our universities are the worst in the world. In Washington D. C there is a research center called the Inter-American Dialogue, where an international expert working in the field of education in Latin America called Jeffrey Puryear. This research confirms that the indices of Shanghai and the Times are true: We have the worst universities in the world. We have 2 universities in the post 200, the UNAM and the UBA. We know
investment in EDUCATION, SCIENCE AND TECHNOLOGY is very important, but do not expect the Saints to do, because it is not their priority. But if we can make incremental initiatives such as: respect, be disciplined, try to be as ethical as possible, and what the Galois GROUP (hotbed of mathematics): PLANT CALCULATION LOGIC AND ALGEBRA AND THESE ARE THE NEURONS OF A ROBOT. It seems important
from here (the previous approach Diego and colleagues) and what follows is the answer to the original question (What are the demands that society in the 21st century is doing to education (school) , teachers, students and parents) under the World Bank's perspective, the European Union and the Organization for Economic Cooperation and Development that are the ones that do propaedeutic on Education, research and articles by some authors.
century society 21 has the following characteristics: globalization, multiculturalism, technological revolution and uncertainty in valuation, see Tejada (2000).
The previous framework can say that the demand for education: an open and flexible curriculum, an organizational change schools and teachers become agents of change.
The curriculum should flow from the contextualization, in the sense that integrates cultural innovation. It is the core content. Best from curriculum to choose content.
In this new curriculum construction must learn to weave the internal logic of the subject to be taught, with the psychological and cognitive student to explore and develop the highest number of student's mental operations.
Content Selection Criteria: Objectivity, Currency, validity, significance, representativeness, EXEMPLARY, Significance, Portability, Utility-Applicability, Context.
"the centers of the future have to be a new types of institutions, not only for the roles assigned to or by the type of relationship established between them, because their education is supported by new tools is easy to describe as institutions supported by the network "Gonzalez Soto (2000) .
Globalization and new technologies are leading us quickly to the acquisition of new jobs and ways of life and communication where cyberspace is the center, we face a new concept of space, time, communication: they have to do with asynchronous and distance. It is quite possible that the disappear-face education, and family gatherings gone at 6 and 30 pm or football matches in the street at any time of day. What I can say now is that I could feel the convenience of virtual education as a student at the Technological Institute of Monterrey and DocTIC.
With regard to teaching "With the new professional role requires new skills (knowledge: knowledge, know-how, knowledge to be, and know to be) to deal appropriately with such complex context where reflexivity and the investigation must be one of its basic guidelines for working with the routine. In this regard, we point out briefly around technological competencies (know-how or use new tools educational technologies), social and communication skills (feedback, group processes and teamwork, negotiation, interpersonal relationships, know-how social and behavioral), theoretical skills (new knowledge and new learning theories in professional situations), and psychoeducational skills (teaching methods with the aid of computerized multimedia tools, mentoring and monitoring methods in a situation of self, career guidance, professional development techniques, methods of individualization of learning, etc ..)".
not to be understood that the introduction to society knowledge and particularly the introduction of new technologies end up with school failure, the negative attitude of students and the irresponsibility of parents, who only want their children arrive at school for them to rest.
We are speaking of some demands and principal, demanded by society in general is: ethics and social commitment, liability, love, solidarity, honesty is more important than any machine and is the future. However
the OECD argues that labor skills are to be taught in educational institutions to form the knowledge worker. Labour competencies are divided into interpersonal (teamwork, collaboration, leadership), intrapersonal (motivation, attitude, learning throughout life, problem solving, effective communication, self-confidence and analytical skills) and skills in the use of ICT.
... ... ... .., well, here we go with the intervention ... ... ... ... ... ... ...
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