21st century learning

The slogan "21st century learning" disseminates fast: a google research for 21st century learning gives 75 million results. Some of the efforts are backed by leading corporation, for others it seems that it is also used as a marketing tool. The main consensus about is a switch to creativey, collaboration and cooperation, use of ICT technology, the independent, self-paced learning. Without doubts, these ideas are important. In an ever faster changing world, the old paradigm are replaced with new approaches. "21 century learning" seems me still a bit empty, comparing, for example, to connectivism, but the concept behind is powerful.
The diagram provides an overview. It is clear, it is structured and it gives a fast understanding of the underlying issues. I like that it provides a good orientation.
Discussing modernization in VET Kazakhstan, these issues are not yet addressed. One official said to me "we are not yet there to address 21st century skills". He has an argument that there are indeed basic issues to be covered, having, for example, a basic physical and institutional infrasturcture in place. Before speaking about higher skills, there should be the possibility to enter the system. Ressources and attention are limited, in a first step the priority is in following the traditional path.
Indeed, as the sector is starved from investment over the last 15 years, this is an important argument.
Is there an alternative? Should new approaches be addressed? Should it be considered, decision-makers, administrators and teachers qualified? The answer is yes, of course. However, there are limiting resources and the real danger to focus on lighthouse projects, small ilands of excellence within a sea of low performance and inefficiencies.
The solution is to switch, step-by-step, the balance to a more advanced way of these new learning methods, to lower the risk for decision-makers by educating them, to addresse the issue, to create appropriate capacities for dealing with new challenges.

Discussion at "The Economist" (The search of smart concepts 2)

The economist started its first(!) online discussion with the following statement: This house believes the continuing introduction of new technologies and new media addes little to the quality of most education.

The results are sumarized in the picture. Most probably, if England, which has a leading position in E-Learning, comes up with these statement and results, the issue for an emergent economy like Kazakhstan is a clear yes. However, the discussion and the arguments are - to my knowledge - the richest resources for arguing and thinking on the issue.

The following statements seem me important:

• “The practical task facing ministers of education is to expand access to quality education as economically as possible. They want the same outcomes as Adam Smith's pin factory: higher volume, consistent quality, lower cost.”

• “Technology has underperformed because it is usually applied to help the teacher teach rather than to help the learner learn. The successful examples of technology involve the creation of learning systems that create a rich environment around the learner. Too often technology is simply used to pretty up teaching yet, as many contributors have noted, technology may increase the reach of a poor teacher but it will not improve the quality of their teaching.”

The limiting factor is education system and educational paradigm. This is true in developing countries; this is even truer in countries with less resources, capacities and experience for innovation.

1. Technology should clearly point what should be improved “instead of a vague assumption that technology will enhance teaching.”

2. Technology is better used to create new learning systems.

3. There is a quest for the magic medium, the ultimate technology that will revolutionize education. The task is to use them to create a world where education of quality is abundantly available. (The proposition's opening remarks).

As for now, examples prove that technology can ensure a quantum leap, but these examples are much limited to generalize and to make policy recommendation. The search continues…

Economic efficiency of further education

A landmark study into the economic impact of further education colleges has revealed that the contribution of past and present learners who have studied at the colleges over the past 15 years was approximately £28 billion in added income to the national economy in 2006/07 alone.
Highlights are:

• Learners who invest time and money in a Further Education College receive, on average, a 10% return on investment - better than the stock market
• The total socio-economic benefits and savings associated with the colleges yield an average of 8% return on investment to the UK government
• Compared to those with no formal education, workers with a Level 3 qualification receive 6,400 more in annul earnings, or about 196,400 pounds over the course of their career

These consideration should be taken into account for Kazakh VET as well. It is a benchmark, both for the necessary investment in order to create a modern VET system and its economic and social efficiency