Educating Youth for Nonexistent/Not yet Existing Professions

Autor/inn/en	Kirschner, Paul A.; Stoyanov, Slavi
Titel	Educating Youth for Nonexistent/Not yet Existing Professions
Quelle	In: Educational Policy, 34 (2020) 3, S.477-517 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kirschner, Paul A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904818802086
Schlagwörter	Occupations; Technological Advancement; Job Training; Employment Qualifications; Critical Thinking; Thinking Skills; Competence; Metacognition; Reflection; Self Efficacy; Experiential Learning; Cooperation; Faculty Development; Information Literacy; Educational Change; Numeracy; Information Skills; Vocational Education; Inquiry; Leadership; Foreign Countries; Expertise; Educational Facilities Design; Europe; North America + Suchen Sie Ihr Suchwort? Beruf; Berufsumfeld; Technological development; Technologische Entwicklung; Berufsqualifizierender Bildungsgang; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Kritisches Denken; Denkfähigkeit; Kompetenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Self-efficacy; Selbstwirksamkeit; Experiental learning; Erfahrungsorientiertes Lernen; Co-operation; Kooperation; Informationskompetenz; Bildungsreform; Rechenkompetenz; Orientierungswissen; Ausbildung; Berufsbildung; Führung; Führungsposition; Ausland; Expert appraisal; Europa; Nordamerika
Abstract	In today's and tomorrow's world, people will be required to work longer. At the same time, their employment future will become increasingly insecure due to technological advances and obsolescence of acquired knowledge and skills. This means that something needs to happen in the education and training of our youth. Using a group concept mapping (GCM) procedure, experts in different fields (educators, educational researchers, human resource professionals, etc.) from primarily Europe and North America generated 239 ideas with regard to the trigger statement: "One specific way to prepare youth to make effective and efficient use of information skills to optimally function in tomorrow's labour market is . . . ." The generated ideas were sorted into 15 thematic clusters (i.e., Critical Thinking, Skills Transfer, High-Level Thinking, Competences, Metacognition and Reflection, Efficacy [Self-Image] Building, Learn in Authentic Situations, Integrate School and Profession, Collaboration, Teacher Professionalization, Information Literacy, Redesign the School, Literacy, and Numeracy, Information Skills, and Learn for the Future) and then rated with respect to their importance and ease/difficulty of implementation. The results showed a disconnect between what was important and ease of implementation with highly important clusters judged to be difficult to implement and vice versa. This led to the definition of a 3-stage approach to adapting education to prepare youth for shortly nonexistent/not yet existing professions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01