The Internationalization of Creativity as a Learning Competence

Autor/inn/en	Jules, Tavis D.; Sundberg, Kelly Cebold
Titel	The Internationalization of Creativity as a Learning Competence
Quelle	In: Global Education Review, 5 (2018) 1, S.35-51 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Global Approach; Creativity; Competence; Content Analysis; International Assessment; Human Capital; Learning Processes; Inclusion; Knowledge Economy; Job Skills; Employment Potential; Secondary School Students; Achievement Tests; Foreign Countries; Mathematics Achievement; Science Achievement; Science Tests; Mathematics Tests; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Globales Denken; Kreativität; Kompetenz; Inhaltsanalyse; Humankapital; Learning process; Lernprozess; Inklusion; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Produktive Fertigkeit; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	This study uses a quantitative content analysis of learning competences -- as described and prescribed in 21st century frameworks -- and those competences evaluated by international assessments to explore the nexus between recommendation and reality. In drawing insights from the theoretical underpinnings of human capital theory we argue, with respect to creativity, that (i) there is a degree of alignment in the prescription and assessment of creativity as a learning competence and (ii) there is a divergence in the way the competence is discussed, which may account for the lack of acknowledgement as a key skill in preparing students for employment in the knowledge-based economy. These findings suggest a discrepancy between recommendation and reality in that the international frameworks consistently place creativity in the top five highest priority learning competences being prescribed while one of the two international assessments examined places it in the top five highest priority learning competences being assessed. Based on the discourse examined in the documents, we assert that schools need to adjust how and when creativity is discussed, ensuring it is included in every subject. This will ensure students link creativity and innovation in every subject area and, subsequently, every industry in the knowledge-based economy. By making this shift, schools will help students ensure long-term employability as the knowledge-based economy transforms into the intelligent economy. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01