what is important skills or education

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Knowledge vs skills: what do students really need to learn?

There has been a long-running pedagogical debate over the benefits of a skills-based educational approach, as opposed to a knowledge-based education. and with the exponential development in new technology making huge changes to our society, it’s difficult to predict the future of employment. so, there....

There has been a long-running pedagogical debate over the benefits of a skills-based educational approach, as opposed to a knowledge-based education. And with the exponential development in new technology making huge changes to our society, it’s difficult to predict the future of employment. So, there is an increasing demand for a skills-based education, where students will be equipped with the skills they need to navigate a changing world.

But is a transversal – skills-based – education enough to help our students navigate the world beyond school? What role does knowledge play in a society where everyone has access to a smartphone and can google whatever they want?

Let’s take a deep dive into the debate!

What is a knowledge-based education?

When people talk about a knowledge-based education, they are talking about a formal curriculum which imparts a broad base of general knowledge on traditional subjects. This curriculum is structured in a way which enables students to build on their prior knowledge when learning something new. This approach is very content-focused. An example of a knowledge-based lesson plan would be:

• Introduction: recap of previous knowledge
• Presentation: the new knowledge that the students need to acquire
• Practice: activities which help the students to use this new knowledge, and combine it with their previous knowledge

Proponents of knowledge-based education believe that the more you know, the more you are able to learn. The impact of a content-rich curriculum can reduce the attainment gap between pupils of different socio-economic backgrounds. In this model, learning and research is teacher-led, and students build on their prior knowledge to develop a deeper understanding and mastery of various subjects.

Subject specialisation

This ethos of mastery is reflected in the way that students are encouraged to specialise throughout their education. In primary school, all students study all subjects. But in secondary schools following an international curriculum based on the National Curriculum in England, around the age of 14, students have to start making choices about which subjects they will study at International GCSE level, before specialising even further when it’s time for International A levels.

By the age of 16, many students are focused on studying three subjects – and university is a continuation of this trend. While there are obvious vocational careers like dentistry or accountancy that require a high level of specialised knowledge, many university graduates go into jobs where they’re not using the knowledge they gained during their studies. So, critics of knowledge-based education argue that developing transversal skills would be more useful once students are part of the workplace – and in order to develop these skills, students need a skills-based education.

What is a skills-based education?

A skills-based education is one where the focus is skills development rather than knowledge acquisition. This type of curriculum is structured in a way which prioritises student-led learning and helps students to develop the type of transversal skills which they can apply across subjects and use in every area of their lives. Let’s look at an example of a skills-based lesson plan:

• Introduction: a warm up activity to engage students in the topic
• Activities: get students researching and collaborating on the topic
• Presentation: students present what they’ve learned in the session

Proponents of this system believe that skills-based learning better equips students with the tools they will need to adapt and thrive in a rapidly changing world. In this model, the measure of successful learning is the development of skills which can be used in different situations to solve different types of problems.

So what type of skills are developed in this framework? Let’s take a look:

Transversal and 21st century skills

The literal meaning of transversal is a line that cuts across other lines. In the context of skills, it means skills that cut across numerous different topic areas. UNESCO defines these skills as “not specifically related to a particular job, task, academic discipline or area of knowledge” and gives the following examples of transversal skills:

• Critical and innovative thinking
• Interpersonal skills (presentation and communication skills, organisational skills, teamwork, etc.)
• Intrapersonal skills (self-discipline, enthusiasm, perseverance, self-motivation, etc.)
• Global citizenship (tolerance, openness, respect for diversity, intercultural understanding, etc.)
• Media and information literacy such as the ability to locate and access information, as well as to analyse and evaluate media content

There’s a lot of similarity with the 21st century skills that have become increasingly in demand in recent years, both in the world of education and in the broader world of work.

What are employers looking for?

In the 2020 report The Future of Jobs from the World Economic Forum, the top five skills that employers will be looking for in 2025 are:

• Analytical thinking and innovation
• Active learning and learning strategies
• Complex problem-solving
• Critical thinking and analysis
• Creativity, originality and initiative

From this list, we can see there’s a lot of overlap with transversal and 21st century skills.

One of the key findings from the report was that 94% of business leaders expect employees to pick up new skills on the job. This has increased sharply from 65% in 2018, and by the time current students are graduating into the job market, learning on the job will be an expectation across all fields.

What’s more, companies estimate that around 40% of workers will require reskilling. Skills-based hiring is also a major post-pandemic trend in the employment market at the moment.

So, in this context, skills-based education is crucial. Students will need robust learning skills and the ability to think critically and creatively to thrive in the future world of work.

Knowledge and skills: the twin cornerstones of an effective education

Ultimately, knowledge and skills are both essential foundations for a robust education that challenges students and pushes them to achieve their potential. Students cannot develop skills in a vacuum. So, knowledge gives them a foundation for their learning. But at the same time, students need the time and opportunity to practise the skills which will help them to use their knowledge effectively. The best curriculums will balance knowledge and skills, to help students develop their understanding of both themselves and the world around them.

Does your school focus more on knowledge or skills? Where do you stand on the knowledge vs. skills debate?

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In this article

• #21st century skills
• Employability
• Future skills
• International A level
• International GCSE
• knowledge and skills
• School leaders

Maria has a PhD in writing from the University of Glasgow. She moved to Barcelona just after she finished her PhD and, like so many people, went into English teaching. She did that for a year and it was fun, but she quite quickly realised she didn’t want to pursue it long term. She now writes for a living, specialising in education and social media.

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Essential Skills for Education Students

There’s no question earning your teaching degree online takes skill, and this is your guide to all the varieties of skills you’ll need to succeed. You’ll also gain insight from a current education student about how to apply these skills in your program.

Crystal Yarbrough

Crystal Yarbrough currently is a full-time student at the University of Wisconsin (UW) in the teacher education distance program, where she is working on a bachelor of science in elementary education with a minor in instruction. Upon completing her degree, Crystal’s goal is to teach in a classroom of her own.

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There’s no question, teaching is a noble and rewarding profession. Educating others, regardless of subject, is a public service that’s essential to the success of our society. If you’re passionate about becoming an educator, you know it doesn’t happen without first getting an education yourself. Whether you’re already visiting campus or you’re ready to enroll in an online education degree program , certain skills will prove to be crucial as you progress as a student.

The combination of hard, soft, and online skills you’ll come to rely on as a student will also serve you as an education professional. From reading thoughtfully and writing effectively to thinking critically and creatively to solve problems, you’ll be grateful to have spent the time honing each of these skills as a student so you can employ them as an educator. Learn which skills will matter most to you as a student, discover how they will evolve when you’re a professional, and get expert advice on which skills make the biggest impact.

Programs that might interest you:

Hard Skills for Education Students

Hard skills are skills that are tangible, specific, associated with jobs or tasks, and readily learned in a class or from others. They may be taught in one of your degree courses and may be mandated for licensure. Regardless, you’ll need them to succeed in both your academic pursuits and career as an educator. Here are five hard skills especially important for education degree seekers.

Skill 1 Classroom Management & Teaching Skills

Practically all education degree programs that prepare students for teaching careers include student-teaching internships. Classroom-related hard skills include curriculum and lesson planning, testing and grading, record keeping, student supervision and discipline, computer and in-class technology skills, and more. Each of these is crucial for a smooth-running classroom where students can learn.

The best way to develop these skills is to watch, listen, and learn from the master teachers around you—your professors and mentors in schools where you student-teach. Ask lots of questions about why they do things certain ways. Another way to build these skills is to follow teacher bloggers as they give an inside look at their classrooms and introduce new ways of doing things. And remember, there’s no better teacher than first-hand experience, so look for opportunities to teach a class, do some tutoring, or work at a camp so you can see how these approaches play out with students at different ages.

Skill 2 Reading Comprehension Skills

To succeed in your education degree program you must be able to study and absorb a lot of material in a little amount of time. Much of what you study will be written material, so it stands to reason that being a fast reader with a high level of reading comprehension will be critical to your academic success.

Fortunately, there are a number of tried and true techniques you can learn to increase your reading comprehension . They include skimming the introductions, chapter titles, topic/subtopic headings, and end of chapter and book summaries to get a general idea of what the content includes; turning paragraph headings into questions to be answered by the content that follows; staying alert as you read the full content instead of assuming you know what it’s going to say; visualizing the material and perhaps even sketching the content in your notes (called sketch noting); and reviewing what you’ve read to make sure you clearly understand how all of the information fits together.

Skill 3 Research Skills

Courses in research theory and practice may very well be part of your education degree’s core curriculum. If so, you’ll be ahead of the game as you learn to define your research projects; write and properly format a research proposals; master use of library resources, databases, and search techniques; use proper referencing and citation skills; check your facts and guard against plagiarism; and many other important skills.

The best way to develop your research skills is to hone your own sense of curiosity. Keep a list of topics you’re curious about, and the next time you find yourself mindlessly scrolling during your downtime, dig into one of those topics and see what you can discover. You’ll build your research skills, find helpful sources, and learn lots of fascinating facts. Don’t just take the info at face value, though; train yourself to challenge your sources, asking where they get their info and if they’re trustworthy. You’ll find yourself reminding your students about these lessons again and again once you’re in a classroom of your own.

Skill 4 Test-Taking Skills

As an education degree student you’ll be taking a lot of tests (and later as an educator you may be giving tests), so it’s important to develop a solid package of general test-taking skills. Look up memory-improvement techniques and anxiety-reducing strategies, plus specific skills and strategies for each testing format (multiple choice exams, true-false questions, subjective/opinion-based tests, short-answer exams, essay exams, etc.). Hold onto the strategies that work so you can teach them to your future students and help them become effective test takers as well.

Skill 5 Writing Skills

The ability to write clearly, concisely, and effectively is critical to the success of college students in any major, but it’s particularly important to education students who must demonstrate effective writing skills to obtain teaching licensure. Effective writing begins with a solid foundational knowledge of English grammar (spelling, punctuation, sentence structure, etc.). But that’s just the beginning. You’ll need to go deeper, understanding and writing for a specific audience; formulating clear and concise topics and theses; using persuasive writing techniques; editing and revising; and using your knowledge of proper academic essay structures and formats.

The best way to practice these skills is to write, write, write. Write a little every day or use an app or book of writing prompts to challenge yourself to get your writing flowing. Forming a writer’s group with other education students is beneficial as well; this network can exchange ideas, share sources, edit one another’s worth, and provide feedback for the clearest writing possible.

Other Important Skills

State teacher licensure or certification is required to teach in public schools in all states. Specific requirements vary by state but in most cases prospective teachers must pass a basics skills test in the subjects of reading, writing, and mathematics. Therefore, education students need to develop hard skills in these three subjects as part of their degree’s core curriculum. Plus, you may seek an endorsement in a specialty area, which comes with additional requirements and specialized exams. Specializations may be grade-level-specific (early childhood, elementary, middle school, secondary, etc.), academic subject-specific (math, chemistry, physics, social sciences, art, music, journalism, etc.), or related to other education subjects (principal/administrative, librarian, technology, speech pathology, gifted and talented, English as a second language, etc.). So even once you have your teaching license, you may not be done taking tests an exercising the hard skills that you need.

Soft Skills for Education Students

Soft skills are personal traits or habits, innate or learned, that relate to how you work effectively both alone and through interaction with others. They might also be described as “emotional intelligence skills” or “people skills.” Whatever you call them, soft skills are essential for academic and professional success. Below are five important soft skills for education students.

Skill 1 Collaboration

Teachers don’t work in a bubble, and neither do education students. That’s why strong collaboration and teamwork skills are an absolute must for anyone pursuing an education degree. While you’re in school, collaboration skills will most often apply to working with fellow students on group projects. But you may also find yourself collaborating with instructors as a teaching assistant or in a fellowship role assisting professors on important scholarly research. Specific collaboration skills include open-mindedness and willingness to accept suggestions and solutions proposed by others; an ability to recognize your fellow collaborators’ talents and utilize them properly; and taking responsibility for your mistakes while recognizing and crediting the contributions of others.

The good news is that you likely practice these skills every day, whether it’s working in a small group, attending a club or student association meeting, or simply attending a virtual or in-person class. As you work with others, remind yourself to be open-minded and seek out the opinions of others who haven’t spoken up. Challenge yourself to try new and different approaches suggested by others (sometimes even when you don’t think they’ll work) and see what you learn from these approaches. Remember, collaboration can yield some of the most creative solutions to problems and challenges.

Skill 2 Communication

Communication is likely the broadest and most important skill for professional educators and education students alike, and no doubt your degree program will focus on strong communication skills. Effective communication in college academics begins with the establishment of trust between you, your instructors, and your fellow students. Start by getting to know each as individuals—their likes and dislikes, academic strengths and weaknesses, etc. Once you’ve established a strong foundation of trust, start working on specific communication skills, including open-mindedness, confidence, empathy, active listening, clarity and cohesion of both verbal and written communications, and the development of strong nonverbal skills (maintaining eye contact, appropriate emotional responses, etc.).

Again, your day is full of opportunities to practice and improve your communication skills. Look around you; who is in your sphere but not someone you really know well? Spend some time talking with them about their opinions and experiences to open those lines of communication. Practice active listening, which means really paying attention to what someone is saying rather than thinking about what you’re going to say or do next. Make the moment all about communicating with them. If this is difficult, add a sticky note to your notebook or planner with a goal of actively listening in at least three conversations every day. Another option is to put a reminder in your calendar on your phone, with a message such as “Are you really listening?” that pops up several times a day until clearer communication becomes a habit.

Skill 3 Creative Thinking

Creativity is the combination of imagination and critical thinking to create something new and innovative. Coursework can teach you about creativity (creative thinking theories and techniques), but the big question is: Can creativity be taught? The answer, according to recent studies , is yes and applies to adults and children alike. That’s important since, not only do you need creative thinking skills in your degree program, but you’ll also be able to use those same skills as teachers when teaching creativity to your students.

With a quick Google search, you’ll find dozens of techniques you can use to develop your creativity for success in your degree program. Techniques for brainstorming help you develop a range of options for a research paper or teaching activity. Storyboarding involves using a graphic organizer to plan out information and maintain logical flow. Metaphorical thinking involves comparing disparate qualities of objects to find surprising links between them. Mind mapping gets you to draw out your ideas and find new and unexpected connections. All of these techniques contribute to building your creativity and giving you new ways to look at familiar topics.

Skill 4 Critical Thinking

Critical thinking can be thought of as the partner of creative thinking in that each is equally important to success in the classroom, both as a student and as a teacher. Critical thinking is the intellectual process of identifying, analyzing, evaluating, and synthesizing knowledge leading to clear, rational, and informed conclusions and decisions. Critical thinking takes the emotion out of a question and boils it down to the facts.

Specific critical thinking elements include identification of premises (breaking down issues and arguments into basic statements that can be specifically addressed); establishment of relevant facts; the application of logic and reasoning (deduction, induction, abduction); and the resulting logical conclusions. If you’re struggling with a topic or problem, try making a column on a piece of paper for each of these steps and then working to dissect the problem into manageable bits. If you’re still having problems, ask a classmate to do the same and see how your conclusions are similar and different. You’ll both learn a lot from the exercise.

Skill 5 Cultural Awareness

Cultural awareness (or cultural competence) in education refers to an understanding of one’s own culture, the cultures of others, and the various roles culture plays in the education environment. Many schools today have students from dozens of different countries speaking a variety of languages. By knowing about these cultures, you’ll have taken the first step in bridging any gaps and building true understanding.

Effective cultural competence involves recognizing your own biases and prejudices. Admitting your own biases can be difficult, but everyone has them. Once you recognize those biases, you can begin observing and tuning into how some students are treated differently than others due to cultural and socioeconomic backgrounds. Commit to becoming an instrument of change for the improvement of fairness and equality for all students. Speak up, stand up, watch, and learn so you can help shift education to serve every learner.

The list of soft skills that you use every day as an education student and, in the future, as a teacher is practically endless. These include empathy, time management, conflict resolution, adaptability, engagement, enthusiasm, multitasking, innovation, a passion for self-improvement and lifelong learning, and just plain old thinking on your feet. There are classes you can take for many of these skills. Others simply require self-awareness and a willingness to practice, improve, and master them. One thing is certain: employing these soft skills in the classroom will make you a better student and a better teacher.

Online Skills for Education Students

If you’re new to distance learning, there are a number of important skills you’ll need to acquire quickly. Some, like communication and effective time management, are covered in the soft skills section listed above. Not only will you use the skills below as a student, but once you’re the teacher you’ll use them to make sure your students are learning all they possibly can in online or hybrid classes.

Skill 1 Technology Skills

Right off the bat, get to know your online learning environment. Brush up on your basic computer skills if you need to. If you haven’t already, become familiar with common apps and programs like Microsoft Word, Excel, and Google Drive. You’ll likely be using them a lot. Then, spend some time exploring the components of your program’s learning management system: your home page; courseware; communication apps and portals (email, chat, teleconferencing, whiteboard, forums, etc.); student management tools (online grading, progress tracking); and online library and other reference resources. Test out the programs, do tutorials and demos, and Google videos that walk you through the tech. The bottom line is, the only way to develop the technology skills you’ll need for effective online learning is by actually using that technology and getting comfortable with it.

Skill 2 Self-Discipline Skills

Distance learning requires self-discipline, particularly in regard to study habits. One of the great selling points of an online degree program is that students can complete their coursework anywhere and at any time. This is handy when you’re pressed for time and need to squeeze in a little study session here and there during a busy day. But it’s important to your academic success that you don’t make a habit of taking care of not leaving enough time for your education. Instead, designate a specific place where you will do your studies and establish a precise study schedule. Figure out where and at what times of day you study the most efficiently and build your daily schedule to accommodate them. Most importantly, stick to that schedule. By doing so, completing your coursework on time will become a habit.

Skill 3 Participation Skills

One of the few major pitfalls to pursuing a degree online is that it’s easy to become anonymous in the virtual learning environment. Allowing this to happen, though, is a huge mistake. Class participation is essential to learning, whether online or in person.

Forming a habit requires two things: engagement and repetition. So, from the very start of your online program, be a visual and vocal presence to your professors and classmates. Be an active participant in virtual class discussion groups and take advantage of instructors’ virtual office hours to meet regularly to discuss course content and assignments. Most importantly, never hesitate to ask questions. If you live near your school’s physical campus and your program allows it, consider taking an in-person course or two to cement your link to the program and to the school.

Insight from an Education Student

1. Can you tell us a little about yourself and why you decided to pursue a BS in elementary education?

I graduated in 2004 with a BS in radiologic technology. I have been a radiologic technologist for 16+ years and still have my licensure in that area. My husband was in the Air Force and we were stationed in Italy. I was unable to work as a radiologic technologist there, so I began working as a substitute teacher at my children’s school on the base. I really enjoyed working with the children and fell in love with teaching as a career.

My husband retired from the Air Force in December 2019 and we moved to Wisconsin, where I started working part-time as a radiologic technologist and part-time as a substitute teacher. Unfortunately, the pandemic hit in March 2020 and I lost both positions. While at home I entertained the idea of becoming an elementary teacher. I reached out to several family members who work as educators in Wisconsin. They recommended the UW-Superior distance program.

2. Why did you choose an online degree program?

The online program was attractive to me for several reasons. First off, since I was not yet a Wisconsin resident, the tuition was cheaper than attending on-campus at any UW branch. Secondly, I decided that it would be a more flexible program to attend when I went back to work after the pandemic. Last, but perhaps the most important, taking courses online allowed me to assist my children as they attended school from home during the pandemic. My second-grade son and I share the dining room table Monday through Friday as we attend school and work on our classwork.

3. Are there any specific skills that you’re finding to be particularly useful in your degree work?

There are many special skills that an online student needs to have. First off, you need to be self-motivated. Since you don’t attend school at a certain time or on a certain day, it’s up to the individual to get their work done. You also must have good time-management skills. Otherwise, you’ll always be rushing to meet a deadline.

4. What skills have you developed in your degree program?

I had to work on my technology skills. I was not very computer literate when I first started last fall. I now know how to upload a video to YouTube and I have my own blog. I have also learned how to be an advocate for myself. All of our teachers are wonderful, but since our courses are online, they don’t always know when you have a question or need help. As an online student I need to make sure that I reach out if I have a question or concern about a concept or assignment.

5. Do you have any advice you’d like to share with prospective online education degree students that will help them succeed in their academic studies?

First off, make sure that you really consider the time that it will take to be involved in an online course. It’s very appealing to take a “flexible” online class because it will seemingly fit in a schedule around work and family time, but it’s hard to know just how much time you will need. Students should mark out a set time in their schedule for when they plan to work on their online class. This will help to ensure that they have enough time to devote to all of the online classes they take. Second is the importance of advocating for yourself. Don’t be scared to ask for help or for clarification.

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What is Skills-Based Learning and Why It’s Important?

Skills-based learning is an educational approach that focuses on developing specific, practical skills and competencies rather than just acquiring theoretical knowledge. It emphasizes hands-on, experiential learning that equips individuals with the abilities they need to perform tasks, solve problems, and excel in real-world situations.

Embracing Skills-Based Learning in the Modern Job Market

As the job market evolves, skills-based learning has become a crucial component for professional success. This guide explores the benefits of incorporating skill-based learning techniques in education and career development , empowering adult learners and non-traditional students to excel in their chosen fields. By focusing on specific, relevant skills and using effective learning strategies, individuals can unlock new opportunities and achieve their career goals .

Delving into the World of Skills-Based Learning

Skills-based learning, often referred to as skill-based or competency-based learning, is an approach that emphasizes the development of specific, practical skills rather than the acquisition of broad, theoretical knowledge. This form of learning is tailored to the individual’s career goals and focuses on the mastery of skills that can be directly applied to real-world situations.

Traditional learning often follows a more linear path, with students acquiring knowledge through lectures and textbooks, then demonstrating their understanding through tests and assignments. In contrast, skills-based learning is more flexible and adaptable, allowing learners to focus on the skills that are most relevant to their career aspirations and personal interests.

Key Characteristics of Skills-Based Learning

Examples of skill-based learning techniques include hands-on training, simulations, and case studies. These methods encourage active engagement and facilitate the development of practical skills, empowering learners to excel in their chosen fields.  

Here are the main characteristics of skills-based learning:

• Practical Application : Learning is centered around practical tasks, projects, or activities that simulate real-world scenarios. This approach enables learners to directly apply what they’ve learned.
• Skill Development : The primary goal is to build specific skills, such as technical skills (e.g., programming, carpentry) or soft skills (e.g., communication, teamwork).
• Outcome-Oriented : Success is measured by the learner’s ability to demonstrate proficiency in a particular skill or competency, rather than by traditional academic assessments like exams or essays.
• Problem-Solving : Skills-based learning often involves problem-solving and critical thinking as learners tackle real challenges and learn to adapt and innovate.
• Hands-On Experience : Learners actively engage with the subject matter through practical exercises, experiments, or real-life tasks, fostering deeper understanding and retention.
• Personalization : Instruction can be tailored to each learner’s needs, allowing them to focus on the skills most relevant to their goals or career path.
• Lifelong Learning : Skills-based learning aligns with the idea that learning doesn’t stop after formal education. It encourages individuals to continuously acquire and refine skills throughout their lives.

This approach is particularly valuable in fields where practical expertise and hands-on experience are crucial, such as vocational training , technical education, professional development, and certain areas of higher education. Skills-based learning is often seen as a more practical and career-focused alternative to traditional academic learning, as it equips individuals with the abilities they need to succeed in the workforce and in various life situations.

Types of Programs and Schools That Focus On Skills-Based Learning

Many higher education programs incorporate skills-based learning to varying degrees, but some are specifically designed to prioritize practical skill development over traditional academic coursework. These programs are often found in fields where hands-on expertise is crucial. Here are several types of higher education programs that emphasize skills-based learning:

Vocational and Technical Colleges: These institutions offer programs that focus on specific trades or technical skills, such as automotive repair, welding , culinary arts, and healthcare. Students gain practical skills and often receive certifications or diplomas.

Apprenticeships: Apprenticeship programs combine on-the-job training with classroom instruction. They are available in fields like construction, electrician work, plumbing, and manufacturing. Apprentices work alongside experienced professionals to develop skills.

Community Colleges: Community colleges frequently offer associate degree programs with a strong emphasis on practical skills. These degrees can lead to careers in fields like nursing , information technology, and automotive technology.

Coding Bootcamps: These short, intensive programs focus on teaching coding and programming skills. Coding Bootcamps are designed to quickly prepare students for careers in software development and related fields.

Certificate and Diploma Programs:  Many colleges and online platforms such as Udacity offer courses that are designed to provide practical, job-ready skills in high-demand areas such as technology and business. These programs typically culminate in a certificate or diploma.

Trade Schools : Trade schools specialize in providing education and training for specific trades or industries. This includes fields like HVAC (heating, ventilation, and air conditioning), cosmetology, and construction management.

Nursing and Healthcare Programs: Programs for nurses and healthcare professionals, such as certified nursing assistant (CNA) or medical assistant programs , emphasize practical skills for patient care.

Culinary Schools : Culinary programs teach students cooking techniques and restaurant management skills, preparing them for careers in the culinary arts .

Design and Creative Arts Schools: Schools focusing on design, fashion, and creative arts offer programs that emphasize practical skills like graphic design , fashion design, and interior design.

Trade Apprenticeships in the Building Trades: These apprenticeships provide hands-on training in construction-related fields like carpentry, plumbing , electrical work , and masonry.

Emergency Services Training: Programs for emergency medical technicians (EMTs), paramedics, and firefighters emphasize practical skills for responding to emergencies and saving lives.

Applied Sciences and Engineering Programs: Some universities offer engineering and applied sciences programs with a strong practical component, allowing students to work on real-world projects and gain technical expertise.

Mini-MBA Programs (Non-Degree): Mini-MBA programs are shorter, condensed versions of traditional Master of Business Administration (MBA) programs. They are designed to provide students with a fundamental understanding of key business concepts and management skills in a shorter timeframe. Mini-MBA programs often emphasize practical skills and real-world applications, allowing participants to immediately apply what they learn in their work or business ventures.

Selecting the Right Skills for Your Skill-Based Learning Journey

Identifying the appropriate skills for your skill-based learning plan requires a thorough assessment of your personal strengths and weaknesses. Reflecting on your abilities and areas for improvement can help you determine which skills are most relevant to your chosen career path.

When selecting skills to develop, consider both hard skills, such as technical abilities, and soft skills, like communication and problem-solving. Transferable skills , those that can be applied across various industries and roles, are particularly valuable in skill-based learning. These versatile skills can provide you with a competitive edge in the job market and enable you to adapt to a changing professional landscape.

Creating a Successful Skills-Based Learning Plan

Developing a skills-based learning plan begins with setting clear and achievable goals for your skill development. By defining the skills you want to acquire and the level of mastery you aim to achieve, you can create a roadmap for your learning journey.

Next, identify the resources available for skill acquisition. Online platforms and courses, workshops and seminars, and books and articles are valuable sources of information and guidance. Explore these resources to find the most suitable learning opportunities for your needs.

Finally, establish a timeline for your skill development and mastery. This timeline will help you stay on track and monitor your progress, ensuring that you are consistently working towards your goals. Remember, skill-based learning is a continuous process, and your plan should be flexible enough to adapt to your evolving needs and aspirations.

Putting Skills-Based Learning Techniques into Practice

Active learning strategies are essential for effective skill development in a skills-based learning plan. Techniques such as project-based learning, problem-based learning, and collaborative learning encourage hands-on experience and real-world application, fostering skill mastery.

Integrating these techniques into existing educational and professional development programs can enhance their effectiveness and relevance to your career goals . By focusing on practical skills, you can maximize the value of your learning experience and accelerate your professional growth.

As you progress, it’s crucial to assess your development and adjust your learning strategies as needed. This ongoing evaluation ensures that you remain on track and continue to refine your skills, preparing you for success in your chosen field.

Establishing a Supportive Learning Network

Networking plays a significant role in skill development, as it enables you to connect with like-minded individuals, industry professionals, and mentors who can provide valuable insights and guidance. Building a strong network can enhance your learning experience, open doors to new opportunities, and help you stay informed about emerging trends and best practices in your field.

Additionally, establishing partnerships with industry professionals and mentors can offer you personalized advice, support, and encouragement throughout your learning journey. By leveraging these relationships, you can ensure that your skill development remains on track and aligned with your career goals.

Proving Your Skills for Career Growth

Demonstrating your skills for career advancement requires showcasing your accomplishments and expertise to potential employers. One way to do this is by updating your resumes and CVs with relevant skills and achievements. This information should be presented clearly and concisely, highlighting your unique value and capabilities.

Another effective method for displaying your skills is through portfolios and work samples. These materials provide tangible evidence of your expertise, allowing employers to see the direct application of your skills in real-world situations.

Finally, interviews and networking events offer opportunities to articulate your skill mastery and demonstrate your proficiency. By confidently discussing your skills and experiences, you can make a lasting impression on employers and increase your chances of career advancement.

Unlock Your Potential with Skills-Based Learning

As we conclude our exploration of skills-based learning, it’s evident that this approach is crucial for achieving career success in today’s competitive job market. By focusing on specific, relevant skills and implementing effective learning techniques, you can unlock new opportunities and advance in your chosen field. We encourage you to continue developing your skills and embracing lifelong learning as a key to personal growth and professional growth. At Pathways to Advancement, we’re here to support you with expert advice and resources for further skill-based learning opportunities. Discover more at Pathways to Advancement .

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101 Essential Teaching Skills

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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Teaching skills refer to the specific abilities educators need to effectively support learning.

These skills take time to learn – and, in reality, we never stop developing them. Expect your teaching skills to develop throughout your career.

Teachers require a broad spectrum of hard and soft skills to ensure their students’ academic success and personal growth. They loosely fit into three categories:

• Pedagogy : Being able to effectively convey, facilitate, and support subject-specific knowledge formation.
• Classroom management: Maintaining discipline and creating an environment conducive to learning.
• Assessment: Regular, effective, and reliable evaluation of students’ progression and understanding.

In the 21st Century, we’re increasingly understanding that teaching skills need to be culturally responsive, differentiated for students’ needs, and focused on facilitation over dictation.

Let’s explore some of these skills.

Teaching Skills

1. Subject Expertise All teachers need to be knowledgeable about the subject being taught. This will ensure accuracy and clarity. Even elementary school teachers need excellent spelling, math, grammar, etc. Physics professors, on the other hand, would obviously need to be experts in high-level physics.

Read Also: Best Resume Skills for a Teacher

2. Lesson Planning This is a hard skill for teaching, and involves creating structured and effective plans for teaching that align with learning objectives and build upon content learned in prior lessons.

3. Classroom Management Classroom management is an umbrella term which refers to the ability to establish and maintain order in the classroom. This is one of the most difficult of skills, especially for new teachers, who need to learn to control tone of voice, composure, and stature required to manage a class. Effective classroom management promotes an environment conducive to learning.

4. Explicit Instruction This refers to conveying information clearly and understandably to ensure student comprehension. Even in inquiry lessons, explicit instruction is necessary toward the beginning of the lesson (especially when giving instructions on safety!)

5. Open-Ended Questioning Techniques Open-ended questioning refers to asking questions that can’t be answered with a yes/no answer, which generally helps to stimulate thinking, gauge understanding, and promote discussion.

6. Active Listening Active listening involves not just listening to someone, but being a participant in the conversation. This may include giving body-language feedback that shows you’re listening and asking prudent questions to elicit information.

7. Differentiation Differentiation involves adjusting teaching methods, content, and assessment methods based on student needs and the dynamics of the classroom. For example, some students may find it easier to learn visually than verbally, so the teacher will need to differentiate content to help suit that student’s learning style preference. See my full guide on differentiation for more information on the four types of differentiation.

8. Constructive Feedback Teachers need to be able to give feedback in ways that are encouraging and supportige, and that stimulate further learning. We call this ‘constructive feedback’, which goes beyond mere positive feedback or negative feedback.

9. Empathy Teachers need to be understanding and sensitive to students’ emotions, challenges, and diverse backgrounds, in order to understand how to best holistically support a student and create conditions for learning.

10. Assessment Design Creating assessments is harder than it looks. You need to create fair and meaningful tests and quizzes that effectively gauge student understanding, don’t confuse students, and that encourage students to demonstrate their depth of knowledge on the topic.

11. Formative Assessment Formative assessment refers to the practice of assessing students during the learning cycle (not just at the end – which would be summative assessment ). When we engage in formative assessment, we can adjust and pivot mid-lesson (or mid-unit of work) in order to better support students’ learning and cover weaknesses or blindspots in students’ knowledge prior to the final assessment.

12. Media Literacy Media literacy refers to the ability of a teacher to assess media (such as books and other teaching materials) to tell if it’s reliable, trustworthy, and suitable for students.

13. Digital Competency In the 21st Century, we need to incorporate digital tools and platforms into our lessons to enhance teaching and learning experiences . For this, teachers need basic digital literacy skills .

14. Time Management Teachers learn very quickly that they need to be very good at managing their time. On a day-to-day level, we need to be able to fit-in time for lesson planning, and always turn up to the classroom on time so students are always supervised. On a bigger picture level, we need to pace our instruction so we cover the ‘crowded curriculum’ by year’s end.

15. Relationship Building The better your relationship with students, the more likely students will trust you, follow your instructions, and allow your help to support their academic and personal growth.

16. Peer Collaboration Teaching is a collaborative profession. Working cooperatively with fellow teachers to share resources, ideas, and best practices is good for students, so it’s good for teachers, too!

17. Continuous Learning As with many professions these days, teachers need to pursue professional development (aka lifelong learning ) and stay updated with modern teaching techniques and subject knowledge.

18. Reflective Practice This refers to regularly analyzing one’s teaching methods and making improvements based on these reflections. Models like Kolb’s reflective learning cycle are useful here. See my full reflective teaching guide .

19. Cultural Awareness Teachers need to be able to recognize and respect the diverse cultures and backgrounds of students. Culturally sensitive teaching requires teachers to be inclusive of the cultures of their students and aware of the unique cultural needs of each individual student. See my guide on cultural competence .

20. Inclusive Teaching Inclusive teaching refers to ensuring that all students, regardless of ability or background, have equal learning opportunities. This is particularly important for neurodivergent children, such as children with autism.

21. Conflict Resolution Teachers need to surprisingly often address and resolve disagreements or issues in the classroom in order to create a productive learning environment.

22. Creativity Teachers need to be creative in how they teach, especially if their first attempt at teaching didn’t achieve the results they wanted! Creative teachers incorporate novel and imaginative teaching methods to engage and motivate their students.

23. Multimodal Teaching Multimodality refers to the use of various modes of instruction, such as visual, auditory, and kinesthetic, to cater to diverse learners and varied learning preferences.

24. Literacy Skills When I first started teaching, I was very conscious of the fact that I needed perfect literacy skills – especially when sending letters home to parents. Imagine writing a letter home about the literacy initiatives you have in the classroom … only to realize you made a spelling mistake on that letter!

25. Numeracy Skills Similarly, teachers need fundamental literacy skills, not only for grading students’ exams, but also to help students to develop strong mathematical understanding and competence. This is, of course, of paramount importance to math and science teachers.

26. Group Facilitation Teachers need to be able to manage and direct group activities and discussions effectively. Here, they need facilitation skills , which can include ensuring all students can have a say, all students are heard, and decorum is respects.

27. High Expectations Setting high expectations is of paramount importance for teachers. I’ve found that students rise or fall to the expectations you set.

28. Leadership Skills In the classroom, leadership extends beyond commanding authority. Teachers lead by serving as role models , guiding students through the learning process, and inspiring their self-confidence. Great teachers foster an environment of mutual respect and cultivate students’ own leadership skills.

29. Teamwork Teaching isn’t a solitary endeavor. Whether collaborating with fellow teachers for curriculum planning, working with teaching assistants, or guiding students through group projects, strong teamwork skills promote effective communication, shared responsibility, and ultimately, better educational outcomes.

30. Multi-Tasking From delivering lessons to maintaining discipline, managing classroom equipment, and answering spontaneous queries, teaching involves handling numerous tasks simultaneously. Successful teachers are able to prioritize and balance these tasks efficiently while maintaining the flow of the lesson.

31. Goal Setting Effective teaching requires setting clear, realistic, and measurable goals . This provides a roadmap for the education process and allows both the teacher and students to track progress. At its best, goal setting also encourages students to take ownership of their learning and strive for personal achievement.

32. Professionalism : Teachers are role models both inside and outside the classroom. Displaying professionalism involves adhering to ethical standards, respecting boundaries, maintaining confidentiality, and presenting oneself appropriately. It sets the standard for student behavior and establishes a respectful learning environment.

33. Change Management In the dynamic environment of a classroom, change is inevitable. Whether it’s curriculum updates, new teaching methods, or adjusting lesson plans on the fly to meet unforeseen challenges, teachers need to manage change effectively and with minimal disruption to learning.

34. Quick Thinking Teachers often find themselves in unpredictable situations requiring immediate problem-solving. From diffusing tense situations to improvising when a lesson doesn’t go as planned, quick thinking ensures that obstacles are swiftly navigated and learning continues unhindered.

35. Nonverbal Communication Much of communication in a classroom happens without words. Eye contact, body language, gestures, and even silence can speak volumes. Skilled teachers use nonverbal cues to understand student needs, maintain discipline, and create an environment of mutual respect.

36. Compassion A compassionate teacher understands their students’ challenges and responds with empathy. They create a caring, inclusive environment that recognizes and respects each learner’s individual circumstances and fosters emotional health alongside academic achievement .

37. Real-world Application Increasingly, educators have become aware of the importance of relating subject matter to real-world situations and examples. This can help engage students and show them why they should care about what they’re learning.

38. Self-regulation Another key soft skill, self-regulation refers to the practice of being able to manage your own behaviors and actions. In particular, teachers need to be able to self-regulate their moods (you need to be encouraging and supportive at all times!) and self-regulate their work time so they get the work done on time (i.e. avoid procrastinating) .

39. Research and Evidence-Based Practice Modern teaching requires the ability to research and apply evidence-based strategies in the classroom. It means not just relying on intuition or tradition, but grounding decisions in reputable studies and proven methodologies.

40. Communication Skills It’s crucial for teachers to articulate ideas clearly, both orally and in writing. Whether it’s explaining complex topics, interacting with parents, or providing instructions, effective communication ensures understanding and minimizes misconceptions.

41. Patience Every student learns at their own pace, and sometimes a topic needs revisiting multiple times. Patience is the key to providing a supportive and stress-free learning environment where students feel comfortable asking questions.

42. Adaptability The best-laid plans can often go awry. Whether it’s a technological glitch, unexpected disruptions, or a teaching method that’s not working, teachers need the ability to adapt on the fly and steer the ship in the right direction.

43. Motivation Skills Inspiring students to want to learn is as important as the curriculum itself. Teachers should be equipped with strategies to motivate even the most disinterested or struggling student. Ideally, they should promote a growth mindset in their students.

44. Self-care With the emotional and physical demands of the profession, teachers must recognize the importance of self-care to avoid burnout. This includes seeking support, setting boundaries, and ensuring personal well-being.

45. Feedback Reception Just as they give feedback, teachers should be open to receiving feedback, whether from peers, superiors, or even students. Constructive criticism helps refine teaching methods and adapt to the ever-evolving classroom environment.

46. Counseling Skills While not replacing professional counselors, teachers often act as first-line listeners for students dealing with personal challenges. Recognizing signs of distress and providing basic counseling or referrals is key.

47. Use of EdTech Tools Beyond basic digital competency, there’s a need to understand and incorporate the latest educational technology tools that enhance learning experiences and make teaching more efficient.

48. Critical Thinking Teachers should foster an environment where students analyze and challenge information rather than just accept it. By encouraging inquiry and exploration, they promote deeper understanding and independent thought.

49. Diversity and Equity Training In modern classrooms, understanding and valuing diverse perspectives is essential. Continuous training ensures teachers’ practices are inclusive and respectful of all students’ backgrounds.

50. Emotional Intelligence A teacher’s ability to recognize and respond to their own and students’ emotions greatly influences classroom dynamics. High emotional intelligence ensures conflicts are navigated effectively and students feel supported.

51. Community Involvement Classrooms benefit from strong ties to the broader community, including parents and local organizations. Engaging with these groups enriches the learning experience and provides additional resources for students.

52. Professional Ethics Teachers hold a position of trust and must act with integrity and fairness at all times. Upholding ethical standards ensures the well-being of students and maintains the profession’s reputation.

53. Collaborative Learning Techniques Collaborative learning promotes peer interaction and diverse perspectives in problem-solving. Teachers must be adept at facilitating constructive and positive group dynamics and ensuring productive group work.

54. Attention to Detail As a teacher, precision is vital . Even the smallest error in question framing or explanation can cause confusion for students. Therefore, teachers must be meticulous in their preparation, delivery, and assessment processes.

55. Delegation Skills There are often tasks that can be assigned to students, which not only reduces the teacher’s load but also fosters responsibility among students. Proper delegation fosters a sense of ownership and develops leadership skills in students.

56. Sense of Humor Though seriousness can often be paramount in education, a sense of humour can do wonders in creating a relaxed and enjoyable learning environment. It can help to diffuse tension, put students at ease, and make learning fun.

57. Organization Skills Maintaining order in the chaos of a buzzing classroom requires exceptional organizational skills. This extends from physical materials to lesson structuring and time management. It ensures smooth transitions, minimizes wasted time, and intensifies the focus on learning.

58. Mentoring Abilities Over and beyond teaching, educators often take on the role of mentors. They guide students in their academic and personal growth, provide counsel, inspire confidence, and help students make significant life decisions like career choices.

59. Resilience The teaching profession is filled with challenges and setbacks. Teachers often deal with adversities ranging from unruly students to changes in curriculum or school policy. Being resilient enables teachers to bounce back and persist in their mission of effective education delivery.

60. Embracing Change Education is constantly evolving – a teacher is expected to stay in sync with these changes and adapt. This can include changes in curriculum, pedagogy, or technological advancements in education.

61. Interpersonal Skills Building constructive relationships with students, parents, and colleagues requires strong interpersonal skills. Teachers need to be able to connect on a personal level while retaining their authority and respect.

62. Work-Life Balance Teachers often take their work home – gradings, lesson planning, and more. They must strive for a good work-life balance to prevent burnout, maintaining efficiency at work while also fulfilling their personal life responsibilities.

63. Self-motivation A high level of self-motivation is essential in the teaching profession – teachers are expected to be continuous learners themselves. Upgrading skills, staying current with the latest in education, and being passionate about their profession are some areas where self-motivation plays a crucial role.

64. Growth Mindset Teaching requires a flexible mindset – open to change, innovation, and continuous improvement. By consistently working on professional and personal growth , teachers serve as role models for their students, encouraging a love for learning.

65. Bias-Free Attitude A teacher’s classroom should be a safe space for every student, irrespective of their race, gender, religious beliefs, or background. A bias-free attitude promotes equality, inclusivity, and respect amongst students.

66. Respect for Privacy Teachers often become privy to sensitive information about students. Respecting and maintaining students’ privacy is essential in building trust and ensuring students feel secure.

67. Problem-solving Skills Teachers routinely face challenges that require quick and effective problem-solving. Sometimes, it’s a behaviour issue; other times, it might be a teaching strategy that’s not working. Knowing how to tackle these challenges ensures the learning process isn’t disrupted.

68. Endurance The demands of teaching require a high level of physical and mental endurance. From managing classroom dynamics to marking assignments, teachers must maintain their endurance to keep delivering high-quality education.

69. Learner-Centered Approach Teachers must always keep the focus on the learners and the learning process. This requires understanding what motivates each individual, what their prior knowledge is, and what their learning style is. The lesson content and delivery are then tailored to meet these specific learning needs.

70. Learning Environment Design Crucial to facilitating effective learning is the creation of a conducive learning environment. Teachers should be skilled in arranging classrooms to stimulate optimum learning, considering factors such as seating arrangements , lighting, resources, and the use of technology.

71. Integrative Teaching Teachers should aim to draw connections between different disciplines or subject areas. This skill allows learners to see how the breadth of their curriculum content is interconnected, promoting wider understanding and real-world application.

72. Active Learning Strategies Encouraging students to participate actively in their learning is critical in creating engaging educational environments. Teachers skilled in facilitating student participation, discussion, and hands-on activities enable more meaningful and lasting learning.

73. Peer Assessment Peer assessment is a useful tool in the learning process. Teachers need the skills to effectively organize and guide students in evaluating each others’ work. This approach enhances students’ critical thinking and provides different perspectives on one’s work.

74. Scaffolding Scaffolding refers to the instructional technique of providing successively changing supports to facilitate the learning process. Teachers move the learning forward incrementally, according to a student’s current level of understanding, ability, and their zones of proximal development – where the student needs a little support to excel.

75. Use of Authentic Materials Authentic materials are items from the real world used in the classroom to teach specific aspects. Teachers need the skills to select, modify, and effectively use these materials to make learning more relevant.

76. Pedagogical Content Knowledge (PCK This is a teacher’s application of their understanding of how learning processes affect the specific context of what they’re teaching. A teacher with robust PCK addresses students’ misconceptions, understands potential learning difficulties, and creates lesson plans accordingly.

77. Gamification Incorporating game elements into learning can boost student motivation and engagement. Teachers need to know how to introduce and handle these elements effectively, ensuring that they also contribute to the learning objectives.

78. Flipped Classroom Model In this teaching model, the traditional classroom structure is flipped, meaning instructional content is accessed at home and classroom time is spent on interactive and higher-order thinking activities. Controlling the flipped classroom environment requires adept skills in planning, organization, and facilitation.

79. Understanding of Learning Theories Knowledge of various cognitive and learning theories helps teachers appreciate differences in how students acquire knowledge. They need skills in applying these theories to guide their instructional strategies , ensuring all students’ learning methods are catered for.

80. Project-Based Learning This pedagogical method engages students in learning by involving them in projects that require problem-solving, decision-making, investigative skills, and reflection. Teachers must understand how to implement this strategy to facilitate deeper understanding and real-world application of knowledge.

81. Concept Mapping This teaching strategy involves creating visual representations of knowledge, like diagrams or mind maps, to help students understand and remember ideas. Teachers need to know how to develop and utilize these to facilitate complex learning.

82. Cooperative Learning This involves organizing students into small groups, where they work together towards learning goals. Teachers need skills to manage these groups effectively, creating cooperative interdependence and promoting respectful dialogue.

83. Building Learning Communities Working to create an environment where all students feel valued and connected aids in better learning. Skilled teachers will foster a sense of community within their classrooms, increasing students’ engagement and motivation.

84. Modeling Teachers should be proficient in illustrating processes or behaviors that students can emulate. This could range from a math problem-solving procedure to demonstrating active listening while interacting with students.

85. Cognitive Load Management Teachers should design their lessons keeping in mind the cognitive load – the amount of mental effort required to process new information. It’s necessary to balance the challenge and complexity of learning tasks to avoid overwhelming students.

86. Backward Design This approach starts planning with the end in mind – the learning objectives or desired outcomes. Skilled teachers know how to reverse-engineer their teaching strategies to successfully lead students towards these goals.

87. Checking for Understanding It’s essential to consistently check for students’ understanding during teaching. Skilled teachers find ways to prompt responses that can indicate or provide insight into the depth of students’ comprehension.

88. Narrative Teaching Engaging students through stories or narratives can make even complex or dry topics interesting. Teachers should know how to weave learning objectives into well-crafted narratives to engage and retain their students’ attention.

89. Perseverance Teaching involves unexpected challenges and setbacks. A persevering teacher remains steadfast in their commitment to their students’ learning, trying new strategies when old ones fail, and relentlessly striving for every student’s success.

90. Self-Control With the diverse behaviors and emotions a classroom can stir, a teacher must exemplify self-control. By remaining composed and patient even in high-tension situations, they maintain a calm, respectful, and stable learning environment.

91. Initiative A teacher’s initiative can lead to innovative teaching methods, proactive problem-solving, and continued professional growth. Whether in anticipating challenges or capitalizing on learning opportunities, initiative demonstrates a teacher’s commitment to delivering the best educational experience.

92. Stress Management Teaching, with its multifaceted demands, can often be stressful. Skilled teachers employ effective stress management tactics, ensuring their own well-being and maintaining a positive, relaxed ambiance conducive to learning.

93. Networking Teachers need to establish strong connections with parents, other teachers, and education professionals. Networking broadens their resource pool, provides valuable insights from peers, and opens up opportunities for collaborative projects enhancing the learning experience.

94. Persuasion Whether it’s encouraging a hesitant student to participate or gaining parental support for a school event, a teacher often needs persuasive abilities. Persuasion in education is rooted in building trust, offering logical arguments, and understanding the other person’s perspective.

95. Coachability Teachers, as lifelong learners themselves, benefit from being receptive to mentorship and feedback. Their coachability drives constant improvement in their teaching techniques and adaptation to evolving pedagogical trends and needs.

96. Tolerance In the diverse and inclusive classroom of today, teachers must show tolerance for individual differences. They accept and respect varied backgrounds, beliefs, and abilities, fostering a sense of belonging and mutual respect amongst students.

97. Diplomacy Diplomacy in a teaching context is the ability to handle situations with sensitivity and fairness. From mediating student disputes to liaising with parents, diplomatic navigation upholds feelings of respect and understanding.

98. Sincerity Sincerity builds trust, a crucial element in the student-teacher relationship. A sincere teacher shows genuine interest in their students and their learning, instills persistence in their students, and cultivates an environment of honesty and integrity.

99. Caring Manifesting in understanding, encouragement, and support, a caring teacher creates a safe, nurturing environment. This warmth and compassion can boost student self-esteem, engagement, and academic achievement.

100. Intuition While teaching is significantly grounded in theory and proven strategies, intuition plays a key role in making on-the-spot decisions that can benefit the learning process. A teacher’s intuition can guide in gauging a student’s understanding or predicting potential issues before they emerge.

101. Altruism The role of a teacher often extends beyond instruction to instances where they help their students without any expectation of return. This altruistic nature of teachers is what forms lasting impacts on students’ lives and fosters a caring community within the school.

Equipped with these teaching skills, educators can create a conducive, effective, and engaging learning environment for their students. Remember, each skill enhances a different facet of the educational experience.

And our skill development as teachers doesn’t ever stop – it’s a lifelong process. We need to constantly refine our teaching skills and teaching philosophy , be flexible to the evolving demands of the profession and the diverse needs of learners. The journey to becoming a better educator is an unending one – but undoubtedly, a fulfilling and impactful path in life.

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 101 Class Group Name Ideas (for School Students)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 19 Top Cognitive Psychology Theories (Explained)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 119 Bloom’s Taxonomy Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ All 6 Levels of Understanding (on Bloom’s Taxonomy)

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Created by the Great Schools Partnership , the GLOSSARY OF EDUCATION REFORM is a comprehensive online resource that describes widely used school-improvement terms, concepts, and strategies for journalists, parents, and community members. | Learn more »

21st Century Skills

The term 21 st century skills refers to a broad set of knowledge, skills, work habits, and character traits that are believed—by educators, school reformers, college professors, employers, and others—to be critically important to success in today’s world, particularly in collegiate programs and contemporary careers and workplaces. Generally speaking, 21 st century skills can be applied in all academic subject areas, and in all educational, career, and civic settings throughout a student’s life.

It should be noted that the “21 st century skills” concept encompasses a wide-ranging and amorphous body of knowledge and skills that is not easy to define and that has not been officially codified or categorized. While the term is widely used in education, it is not always defined consistently, which can lead to confusion and divergent interpretations. In addition, a number of related terms—including applied skills , cross-curricular skills , cross-disciplinary skills , interdisciplinary skills , transferable skills , transversal skills , noncognitive skills , and soft skills , among others—are also widely used in reference to the general forms of knowledge and skill commonly associated with 21 st  century skills. While these different terms may not be strictly synonymous, and they may have divergent or specialized meanings in certain technical contexts, these diverse sets of skills are being addressed in this one entry for the purposes of practicality and usefulness.

While the specific skills deemed to be “21 st century skills” may be defined, categorized, and determined differently from person to person, place to place, or school to school, the term does reflect a general—if somewhat loose and shifting—consensus. The following list provides a brief illustrative overview of the knowledge, skills, work habits, and character traits commonly associated with 21 st century skills:

• Critical thinking, problem solving, reasoning, analysis, interpretation, synthesizing information
• Research skills and practices, interrogative questioning
• Creativity, artistry, curiosity, imagination, innovation, personal expression
• Perseverance, self-direction, planning, self-discipline, adaptability, initiative
• Oral and written communication, public speaking and presenting, listening
• Leadership, teamwork, collaboration, cooperation, facility in using virtual workspaces
• Information and communication technology (ICT) literacy, media and internet literacy, data interpretation and analysis, computer programming
• Civic, ethical, and social-justice literacy
• Economic and financial literacy, entrepreneurialism
• Global awareness, multicultural literacy, humanitarianism
• Scientific literacy and reasoning, the scientific method
• Environmental and conservation literacy, ecosystems understanding
• Health and wellness literacy, including nutrition, diet, exercise, and public health and safety

While many individuals and organizations have proposed definitions of 21 st century skills, and most states have adopted learning standards that include or address cross-disciplinary skills, the following are three popular models that can serve to illustrate the concept and its applications in education:

• Framework for 21 st Century Learning  (The Partnership for 21 st Century Skills)
• Four Keys to College and Career Readiness  (David T. Conley and the Educational Policy Improvement Center)
• Seven Survival Skills  (Tony Wagner and the Change Leadership Group at the Harvard Graduate School of Education)

For related discussions, see content knowledge and learning standards .

Generally speaking, the 21 st century skills concept is motivated by the belief that teaching students the most relevant, useful, in-demand, and universally applicable skills should be prioritized in today’s schools, and by the related belief that many schools may not sufficiently prioritize such skills or effectively teach them to students. The basic idea is that students, who will come of age in the 21 st century, need to be taught different skills than those learned by students in the 20 th century, and that the skills they learn should reflect the specific demands that will placed upon them in a complex, competitive, knowledge-based, information-age, technology-driven economy and society.

While 21 st century skills are relevant to all areas of schooling and academic study, and the skills may be taught in a wide variety of in-school and outside-of-school settings, there are a few primary ways in which 21 st century skills intersect with efforts to improve schools:

• Teachers may be more intentional about teaching cross-disciplinary skills in subject-area courses. For example, in a science course students might be required to learn research methods that can also be applied in other disciplines; articulate technical scientific concepts in verbal, written, and graphic forms; present lab results to a panel of working scientists; or use sophisticated technologies, software programs, and multimedia applications as an extension of an assigned project.
• States, accrediting organizations, and schools may require 21 st century skills to be taught and assessed in courses. For example, states can adopt learning standards that explicitly describe cross-disciplinary skills, and assessments may be designed or modified to evaluate whether students have acquired and mastered certain skills.
• Schools and teachers may use educational approaches that inherently encourage or facilitate the acquisition of cross-disciplinary skills. For example, educational strategies such as authentic learning , demonstrations of learning , or  project-based learning tend to be cross-disciplinary in nature, and students—in the process of completing a research project, for example—may have to use a variety of applied skills, multiple technologies, and new ways of analyzing and processing information, while also taking initiative, thinking creatively, planning out the process, and working collaboratively in teams with other students.
• Schools may allow students to pursue alternative learning pathways in which students earn academic credit and satisfy graduation requirements by completing an internship, apprenticeship, or volunteer experience, for example. In this case, students might acquire a variety of practical, job-related skills and work habits, while also completing academic coursework and meeting the same learning standards required of students in more traditional academic courses.

While there is broad agreement that today’s students need different skills than were perhaps taught to previous generations, and that cross-disciplinary skills such as writing, critical thinking, self-initiative, group collaboration, and technological literacy are essential to success in higher education, modern workplaces, and adult life, there is still a great deal of debate about 21 st century skills—from what skills are most important to how such skills should be taught to their appropriate role in public education. Given that there is no clear consensus on what skills specifically constitute “21 st century skills,” the concept tends to be interpreted and applied in different ways from state to state or school to school, which can lead to ambiguity, confusion, and inconsistency.

Calls for placing a greater emphasis on cross-disciplinary skills in public education are, generally speaking, a response to the perception that most public schools pay insufficient attention to the postsecondary preparation and success of students. In other words, the concept has become a touchstone in a larger debate about what public schools should be teaching and what the purpose of public education should be. For example: Is the purpose of public education to get students to pass a test and earn a high school diploma? Or is the purpose to prepare students for success in higher education and modern careers? The push to prioritize 21 st century skills is typically motivated by the belief that all students should be equipped with the knowledge, skills, work habits, and character traits they will need to pursue continued education and challenging careers after graduation, and that a failure to adequately prepare students effectively denies them opportunities, with potentially significant consequences for our economy, democracy, and society.

A related debate centers on the distinction between “knowledge” and “skills,” and how schools and teachers may interpret—or misinterpret—the concepts. Some educators argue that it’s not possible to teach cross-disciplinary skills separately from knowledge and conceptual understanding—for example, students can’t learn to write well if they don’t have ideas, facts, principles, and philosophies to write about. The basic idea is that “21 st century skills” is an artificial concept that can’t be separated out from subject-area knowledge and instruction. Other educators may argue that cross-disciplinary skills have historically been ignored or under-prioritized in schools, and the push to give more emphasis and attention to these skills is simply a commonsense response to a changing world.

The following list provides a few additional examples of representative arguments that may be made in support of teaching 21 st century skills:

• In today’s world, information and knowledge are increasing at such an astronomical rate that no one can learn everything about every subject, what may appear true today could be proven to be false tomorrow, and the jobs that students will get after they graduate may not yet exist. For this reason, students need to be taught how to process, parse, and use information, and they need adaptable skills they can apply in all areas of life—just teaching them ideas and facts, without teaching them how to use them in real-life settings, is no longer enough.
• Schools need to adapt and develop new ways of teaching and learning that reflect a changing world. The purpose of school should be to prepare students for success after graduation, and therefore schools need to prioritize the knowledge and skills that will be in the greatest demand, such as those skills deemed to be most important by college professors and employers. Only teaching students to perform well in school or on a test is no longer sufficient.
• Given the widespread availability of information today, students no longer need teachers to lecture to them on the causes of the Civil War, for example, because that information is readily available—and often in more engaging formats that a typical classroom lecture. For this reason, educators should use in-school time to teach students how to find, interpret, and use information, rather than using most or all of the time to present information.

The following list provides a few examples of representative arguments that may be made against the concept of 21 st century skills:

• Public schools and teachers have always taught, and will continue to teach, cross-disciplinary skills—they just never gave it a label. The debate over “content vs. skills” is not new—educators have been talking about and wrestling with these issues for a century—which makes the term “21 st century skills” somewhat misleading and inaccurate.
• Focusing too much on cross-disciplinary skills could water-down academic courses, and students may not get “the basics.” The more time teachers spend on skill-related instruction, the less time they will have for content-based instruction. And if schools privilege cross-disciplinary skills over content knowledge , students may be denied opportunities because they are insufficiently knowledgeable. Students need a broad knowledge base, which they won’t receive if teachers focus too much on skill-related instruction or “learning how to learn.”
• Cross-disciplinary skills are extremely difficult to assess reliably and consistently. There are no formal tests for 21 st century skills, so the public won’t know how well schools are doing in teaching these skills.

Alphabetical Search

Defining the Skills for Success

• Posted December 1, 2016
• By Leah Shafer

We know that strong executive function (EF) is key to children’s success in school and in life, but that term has become a kitchen sink for all sorts of self-regulatory skills. Are attention shifting and cognitive flexibility the most important core skills, or mindfulness and self-control? What about working memory and goal-setting? Emotion regulation and creativity?

Without clear definitions, it can be difficult to pinpoint which skills students are lacking — and to create and assess programs that build those skills.

Executive Function vs. Regulation-Related Skills

So what counts as “executive function”?

From a literature review of approximately 160 recent studies, developmental psychologist Stephanie Jones and her research team at the Harvard Graduate School of Education find that EF is a set of mental processes that are used to carry out goal-directed behavior. According to a new report from Jones, Rebecca Bailey, Sophie P. Barnes, and Ann Partee, executive function skills are specific, simple cognitive skills.

The researchers define EF as comprising four core skills:

• response inhibition
• attention control
• attention shifting/cognitive flexibility
• working memory

EF is typically assessed in emotionally-neutral contexts, usually in a lab environment, by using independent tasks that do not involve interactions with others. Strong EF is linked to academic achievement, particularly in math, literacy, and science.

EF is often viewed as the foundation for many other regulation-related skills, which are a much broader set of abilities. Unlike EF, regulation-related skills can be more complex, often combining several different core skills.

Examples of regulation-related skills include:

• problem-solving
• self-control
• emotion regulation
• behavioral regulation

Regulation-related skills can be assessed in “real-life” situations, including those that are emotionally charged and involve social interactions. Strong regulation-related skills are often associated with stronger social-emotional competence and better mental health, as well as longer-term outcomes such as increased likelihood of graduating from a four-year college, holding a stable job, and not having a criminal record.

The Importance of Identifying Skills

Children with all of these skills — core EF skills and broader regulatory skills — are better equipped to manage frustration and anger, work through setbacks, collaborate with peers, and comply with adults. Deliberately developing these skills can also improve outcomes for low-income children, whose ability to access EF skills may be compromised by the chronic stressors associated with living in poverty.

But these skills are not uniform, however, and unintentionally misnaming them can obscure the differences that research has identified — about when and how they develop, when it’s most important to focus on them, and how they predict academic, social, and behavioral outcomes. For example, a researcher who wants to boost third-graders’ math abilities might first have to assess and develop students’ working memory skills. On the other hand, a principal who wants to reduce stress in his school might have to look beyond EF skills, and focus on broader skills including emotion regulation, coping skills, and flexible problem-solving or planning.

As more and more education leaders become cognizant of the importance of these fundamental nonacademic skills — and as more and more programs and funders seek to develop them — it is vital that we begin using a common language and understanding of what children need. When educators, caregivers, policymakers, and program developers are better able to identify these skills and talk about them in a consistent way, they can then provide targeted, useful lessons that pave the way to success.

Additional Resources

• More from Stephanie Jones’ team on what makes an effective social-emotional learning program and some fun "brain games" that build SEL skills
• How poverty compromises the core skills for success — and how parents can reinforce self-regulation skills at home
• How being bilingual or taking music lessons can build executive function skills

Get Usable Knowledge — Delivered Our free monthly newsletter sends you tips, tools, and ideas from research and practice leaders at the Harvard Graduate School of Education.   Sign up now .

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{{item.title}}, my essentials, ask for help, contact edconnect, directory a to z, how to guides, education for a changing world, key skills for the 21st century, about the report.

Stephen Lamb, Esther Doecke and Quentin Maire from Victoria University's Centre for International Research on Education Systems (CIRES) investigate the evidence for 21st-century skills and how they might be best taught and assessed.

The report investigates the evidence base for nine commonly identified 21st-century skills:

• Critical thinking
• Creative thinking
• Metacognition
• Problem-solving
• Collaboration
• Self-efficacy
• Conscientiousness
• Perseverance

Published: August 2017.

Download the report

Future Frontiers Analytical Report: Key Skills for the 21st Century [PDF 2MB]

Executive Summary [PDF 288KB]

Listen to the podcast

[School bell ringing, sounds of children playing in a playground; introductory sound bites]

Jennifer Macey:

From the New South Wales Department of Education – this is Charlie’s Future.

Stephen Lamb:

The concept for example of an inquiring mind, a lifelong learner, an ethical citizen, the concept of somebody who's entrepreneurial. You want people, in no matter what sphere of life, to become actively engaged as a citizen. These sorts of skills are important, and increasingly important in a world where the world of work itself is changing.

Welcome to Charlie’s Future, a podcast series that explores the role of education in preparing young people to thrive in an age of Artificial Intelligence. This podcast is part of the ‘Education for a Changing World initiative’ by the New South Wales Department of Education.

Join us as we meet some of the leading thinkers on this issue. We’ll explore the future of work, the future of education, and the future skills needed to navigate this brave new world.

At Sydney Olympic Park, high school students are competing in the annual regional first robotics challenge.

Female student:

So the robots start inside the field and then the robots have to try and get gears, and the robots drive over and catch the gears, which they put onto the steam ship.

Each school team have physically built and coded their own robot on wheels. They use remote controls to manoeuvre these machines across a field, make their robots climb a rope, and manipulate their robot to collect and drop plastic gears or discs into baskets.

The human player which is the pilot inside the tower will pick up the gear. Once they have a certain amount of gears, they can turn the gears and activate a rotor. There are four rotors and you get points for each rotor you get.

This high-stakes competition doesn’t just involve the ICT skills of coding, or engineering – these students are using all their 21st century skills, including collaboration, communication, computational thinking...

Male student:

One of the main things we have to talk about is where do we want to start and also discuss our end-game strategy:

... creativity, problem solving and even resilience when faced with a disappointing call from an umpire.

Critical thinking, problem solving, creativity, resilience – these are some of the 21st century skills that schools are now being encouraged to teach alongside traditional skills of numeracy and literacy. But what exactly are 21st century skills? How do you teach them? How do you assess them?

Remember Charlie and their friends? They’re starting school, which means they’ll be finishing school in about 2030 or 2040. So what skills that will best equip Charlie to navigate an AI future?

The New South Wales Department of Education commissioned some of the country’s leading thinkers on the future of education to consider these questions. The researchers at the Centre for International Research on Education Systems at Victoria University examine school systems around the world to find out where these 21st century skills are being taught and who’s doing it best.

Professor Stephen Lamb, Dr Quentin Maire and Esther Doeke collected evidence from around the world and produced a report titled ‘Key Skills for the 21st Century: an evidence-based review’ which is available on the Department’s website.

[While we were recording this interview – the Victorian police were testing their emergency alarms throughout the city.]

So to begin, what exactly are 21st century skills?

Quentin Maire:

Generally, we think about them as what students will need in the future to succeed in life, in work but also in life more broadly. As part of this report we identified nine skills that most states or countries focus on. They can be grouped in different ways but one way of looking at them would be to focus on the more cognitive heavy skills, so those where thinking is really at the centre, and these ones are critical thinking, creativity, metacognition, and problem solving. But also some more dispositional or attitudinal skills that matter as well and these can be skills like collaboration, working with others, motivation, self-efficacy (so: can I can I do it? can I succeed?), conscientiousness and grit or perseverance. So, these other nine skills that we've looked at.

And they're sometimes called soft skills aren't they?

Yes because they're not necessarily considered in the same way as literacy and numeracy and the things that we take as hard skills associated with the sort of traditional subject areas. So they’re more competencies or capacities that somebody has that they can apply across all areas of their life so to speak, in thinking about work and thinking about the way they live, the ways of thinking and so on.

It's important to note, right up front that this isn’t an exhaustive list and it’s not unassailable because a lot of this interest came around through thinking through the impact of digital literacy and sort of management of information and how it's important today to become very competent and being able to use computers for example and iPads and Facebook and all the sorts of things that are associated with it and apply across so many different domains and areas.

There are also these other sorts of skills that are associated with critical thinking and problem solving. So it’s more about the ways of thinking and the tools that we think with rather than just the knowledge that sits at the base of a lot of subject areas.

What about digital literacy? There seems to be a recent push in many schools to teach coding - but Esther Doeke says 21st century skills are more than just coding, and being able to critically analyse big data is one skill that will become increasingly important.

Esther Doeke:

I’ll start with digital literacy. That’s a really important skill, not only from the mechanics from being able to code or being able to set up the ICT infrastructure required, but also the ability to critically assess the information they get online. That’s obviously a big buzzword at the moment with fake news; but it’s true, it’s a real skill and students should be given opportunities to develop those skills within schools.

Critical thinking involves a judgment or an evaluation of claims of evidence of arguments to decide what is right or what should be done. So it's really that evaluation dimension of what is there and how solid is it that matters.

Then we have other and other skills that are important. Metacognition is really about is thinking about one's thinking, in a sense, so meta-thinking, if you wish, and really that's about monitoring how your thinking works in the achievement of a given goal. So if I want to solve something, I want to complete something, how's is my thinking helping or on track to get this done? So students can think about what they did right or wrong and still be, in a way, engaging with their own thinking.

I think it may also be worth mentioning that these skills do not replace some other skills like literacy and numeracy - these are not being discarded, they're coming in as a broader set of skills that students are expected to develop.

So why are these key 21st century skills so important?

There are various reasons why I think why countries or states are focusing on these skills. One of the reasons is because they are associated with positive outcomes in schools or in education. So, students who do well at examinations or in Year 12 for example, generally tend to do well in these areas as well: so they tend to be pretty good at considering that it can succeed, they are conscientious, they can focus on the tasks etc. So that's a first reason.

But there is another reason which is related to the changes that are happening in the workforce and the types of work or labour that these students will do in the future.

Yes - there is an economist called James Heckman who did all this work on, looking from very early on, what predicts future success. And he identified that these sorts of skills including some things that almost sound like traits which are, you know, your perseverance, your conscientiousness, your application, your motivation, these sorts of things and the levels of them, were associated with future success well beyond the impact of qualifications.

So how do you teach 21st century skills, such as critical thinking or meta-cognition in a classroom. Can they be taught as a subject like maths and English?

That’s a really good question because of a lot of systems and other countries spend a lot of time in defining these concepts - and there is no one real definition, there’s multiple definitions. So when it comes down to collecting evidence about teaching it, we actually can’t find a lot out there. We can point to some really positive practice that we can see, for instance, it comes to mind, applied learning, project based learning is a really great way to incorporate a range of these skills within various disciplines, and giving kids the chance to develop these skills in a meaningful way.

So for instance in VET or Vocational Education and Training, it’s about applied learning, students are say in a hospitality kitchen and within that there’s a unit on communication. So, students are learning how to communicate, how to work with the chef, and that’s very valuable, because it’s not communication being learnt in an esoteric way, they’re applying it.

Well one of the difficulties or one of the issues is that we have a long history of taking up our subject areas like mathematics and English and we've worked out over a period of time the sorts of texts and the way that this knowledge should be taught. With these sorts of skills these newly discussed sorts of skills that we're talking about, there isn't the long history we have about knowing how best to teach them. So in many of the schools and systems that have attempted to emphasise this in recent times, they have come to, even within their subject areas, focus on the sorts of tasks that may involve project based learning that Esther has just talked about as a means of promoting things like collaboration, communication skills, problem solving within the context of a project. Because this brings students and learners together and it allows them to operate together and emphasise the sorts of skills and outlooks that they need and that we're talking about in relation to these sorts of skills.

And what about things like grit or perseverance – aren’t these innate characteristics that can be developed in children before they even start school?

How do we teach young people to be resilient for example - there isn't necessarily easy tasks that we can go to or activities within a classroom that they can teach that in that sort of way. So this is where this new knowledge being having to be formed about the best sorts of ways in which resilience and grit and perseverance can happen, because we can see within subject areas like mathematics, as tasks become harder, to teach teacher can't afford really, doesn't want the children to give up. They've got to be able to display a capacity to keep on task and keep doing what's required. And that's true of every subject area - just because things become harder, we can't necessarily allow students to give up on their learning. So, it's how we teach that grit and perseverance so that they keep going even under some difficult circumstances. It's a very valuable skill and applies to so many different areas.

So we've been engaged with half a dozen schools that have taken on some sets of tasks in which we can look at how well students have acquired certain skills around critical thinking in particular. There was a task that actually involved trying to answer the question, think about the evidence that's available in and around whether we have landed on the moon. So there’s a set of tasks built up around that can which teachers take on and there's quite a range of evidence that’s there which people can pursue to look at about whether we have or haven't. There's evidence both ways and so it's getting somebody or some students to think through what that evidence looks like, where they would go to get it, and how that looks, and then to be able to make judgements and rational judgments themselves based on that evidence. What do they think coming to that point of view. There isn't necessarily a right or wrong answer here, but it's the process they go through, their reasoning that's what's important.

So the natural follow-up question would be: how should a school assess something like resilience or critical thinking skills?

Some of the skills can be assessed more directly through direct assessment like we'd have a NAPLAN test, but many of these skills that we're describing can't be got at in that sort of way. For example, the concept of resilience: it's not clear how you would get that through a direct assessment.

That could come about through teacher judgment and teachers standing back and judging how resilient a student is or their critical thinking or problem solving or other sorts of skills, or we can use self-reported tests, which is a longstanding way of doing this, which is to actually ask students a set of items give them a set of items to which they respond. And from that being able to assess their level of based on what they report their level of skill.

The research report found that in the US, the core districts of California have embraced the teaching of these 21st century skills and have already set up tools to test for and measure their students proficiency in these skills.

Look, the core districts are a good example. They cover about 1.2 million students across a series of districts in California that have grouped together. They have implemented it at a whole-of-district level, across all of their districts, and they apply it both in the learning and what students are expected to acquire whilst they’re at school, but they’ve also gone on to think about assessment and judgement.

I think the core districts really stood out for us because they’re not only interested in these concepts and putting them into the curriculum and defining them, they’re also measuring them within their students and using them as a way for school improvement. And they’re measuring these concepts, through a student self-reported measure: so, asking the students a series of questions that can then determine a rating of how well the students are going on concepts such as growth mindset, and self-efficacy and self-management.

The truth is that they’re one of the first school districts or school systems to do this type of stuff, to measure it in such a comprehensive way. Our systems here in Australia do run, say for instance in NSW, there’s the ‘Tell Them From Me’ survey, which is asking students every year in NSW, respond to a series of questions, defining how much they feel belonging, or how much they feel safe at school. But this is actually stepping back and measuring these key skills for 21st century in a different way and providing schools with the means from which to learn from each other and improve.

And they've done some work which compares whether teacher judgments, self-reporting and direct assessment, and found that the student assessment self-reporting is quite robust. And they've taken it as far now as including it within their school performance framework, so they actually judge schools by the levels of skills that students display and have acquired in school.

So this is going much further than most of the systems where we're still trying to identify what it is going to focus on and how we're going to do it. Here's a system that's actually taken that to a point of thinking about how well their schools are doing in delivering on these things.

The teaching and testing of 21st century skills are at different stages of development in school systems around the world. The researchers point out that one of the aspects holding some systems back is a lack of support for teachers to implement the concepts and assessments.

It’s really important that teachers are supported. We have to firstly value their teacher judgement of these concepts, know that they are already assessing students on many of these dimensions that we have identified as key skills. We should value what they’re already doing in schools. And something that we felt that came out to us when we were reading through all the materials is that, we’re seeing lots of development on the policy front in terms of schools, but we’re not seeing then teacher training programs taking it onboard, saying we’re going to start working this through our programs. If teachers aren’t prepared to work in this 'new frontier', so to speak, we can’t expect them to start delivering on it, it’s not fair.

I think you're right, I think the point that Esther made about teachers and their preparation, their readiness for teaching these skills is very important. And in fact, we have evidence from New Zealand actually showing that teachers and schools find it, or have found it difficult, to teach these skills and to make sure students learn these skills. But at the same time, we also have evidence from New Zealand, as well, of grass-root developments in schools of teachers and schools coming together to develop tools and instruments, pedagogical tools to help students learn these [skills]. So, I think we’re in the early stages of evidence based that we need to understand how we can teach and develop these skills.

Teacher training is very important, and so is professional development: I mean they’re the two main mechanisms. So at the present moment I don't think that these skills have necessarily filtered their way through to teacher training and have been taken up with the sort of systematic rigour that's required; but this is needed in the future.

Well I think that, the way it’s framed in the Australian Curriculum at the moment, which is that these [skills] should be across all disciplines, and ideally would like all teachers to come together and plan in a team-based approach which skill is coming into which subject and when – I think ideally, that would be great. But knowing how schools work, obviously not all teachers can make the time to do that. So, for instance, we see in the social and ethical understanding subjects in Victoria, we find a lot of PE (Physical Education) teachers being put into that type of planning because people think that’s the ideal fit. But really it would be great for all subjects to get onboard and see where it can fit in some way.

There has been an evaluation in New Zealand about these 21st century skills or key skills, and they looked at secondary schools and between 2012 and 2015. They found that little progress had occurred in student’s exposure to the skills or opportunities for developing these skills. And then they actually asked teachers and principals why that was the case, and they mentioned exactly what you said: that the schedule is too tight, there is too much, we have to focus on senior secondary examinations, there is a lot, and therefore this doesn't come high enough in our priority list, in a sense.

And there seems to be some agreement in this report with the previous report on ‘The Best and Worst of Times’ by the academics at Sydney University - that schools should not just be a preparing students for industry and university, but also to be critical and engaged citizens who can thrive in an increasingly complex future.

I think if we were to ask a group of employers, for example, they would point to these things as being critical. So yes, they want people with content knowledge, but they want people with more than just content knowledge, who can be adaptable and flexible, and think about things in new sorts of ways, so that they are creative and innovative in the way that they operate.

If we undertake this correctly. yeah, it could be very revolutionary. If we think it through deeply, and enact change over various fronts, and not just put this emphasis in the prep into year ten area of schooling - we mention in our report we don’t want our schools to be just ATAR factories or university preparatory systems - we want them also to factor this in for when students are in the crucial final stages of schooling. So, don’t create this just for the early years. And if we can transfer these learnings into the upper secondary years, perhaps that could be quite revolutionary, I think.

The concept for example of an inquiring mind, a lifelong learner, an ethical citizen, the concept of somebody who's entrepreneurial - these are goals that we're thinking about, and these tie over to professions and jobs that people have. You want people no matter what sphere of life to have those sorts of qualities. But they do cover all spheres of life, engaging for example in local politics, your local community, becoming actively engaged as a citizen. These sorts of skills are increasingly important in a world where the world of work itself is changing and we can't guarantee now the sorts of jobs that have been there in the past will be there in the future. But what we can ensure is that people who have and are equipped and skilled in certain ways, with these sorts of skills, will be more flexible will be more adaptable. The concept of an inquiry mind for example to learn for themselves and to be able to be more self-sufficient as learners and agents.

What final words of wisdom would our researchers have for little Charlie, who is starting school this year?

I would say remaining open minded to various approaches to learning, and learning about different things, and including these skills that can then broaden the perspective and the views or outlooks on life.

Well you could just focus in on the sorts of skills that Charlie may need in the future. An important message here is that systems have to be able to help Charlie along the way, and that's what this is really all about: trying to identify what schools can do, and school administrations, to be able to ensure that everything's in place so that Charlie can make the best out of their schooling and walk away with the sort of platform of skills that Charlie needs to be able to operate successfully in a future world.

I guess I would say to Charlie that the skills that we’re talking about also might change in 5 or 10 years, so hopefully, they will be able to be dynamic in the way they conceptualise skills in that we’re not being definitive, giving them that freedom for the future.

That was Professor Stephen Lamb, Dr Quentin Maire and Esther Doeke from the Centre for International Research on Education Systems at Victoria University in Melbourne, ending this episode of Charlie’s Future – a podcast series by the New South Wales Education Department.

Go online to read the full report - 'Key Skills for the 21st Century: an evidence-based review'. Just do a search for ‘Future Frontiers’ on the Department’s website. There you’ll also find links to all the reports commissioned for the Education for a Changing World initiative.

And do join this conversation. If you have comments get in touch with us through our Facebook group: Future Frontiers: Education for a Changing World. Our Twitter handle is: @education2040, Hashtag #futurefrontiers, or email us at [email protected].

Thanks so much for joining us. This is Charlie’s Future.

Additional resources

Watch the Charlie's Future animation that explores what the world will look like for children starting school today, and what skills they will need to flourish.

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The Importance of Skill Development and Where to Start

Like earning a degree or gaining work experience, skill development can be an important part of landing your dream job. Ready to improve? Start here.

When you begin working toward a new job or career, you tend to focus on ensuring you have the proper education and work experience to make hiring managers take notice. Equally important is developing essential skills, particularly workplace or human skills.

Many surveys and studies have shown that these skills are a top priority for employers during the 2020s. For example, a learning and development study from LinkedIn states that 64 percent of learning and development professionals plan to reskill their current employees—the process of learning new skills for a new job [ 1 ]. 

Skills development is essential to training yourself for a career and personal development. Learning how to showcase them on your resume can set you above the other candidates. Here’s what you need to know about skill development, how to start developing your skills, and how to list them on your resume. 

Empower teams with access to world-class content from 325+ top companies and universities

What is skill development?

Skill development is the process of improving specific skills to be more efficient and effective when you perform a task. In the workplace, you’ll find three main types of skill development:

Upskilling : Improving your skills in your current role

Cross-skilling : Learn new skills for your current role 

Reskilling: Learning new skills so you can move to a new role  

However, you don't have to be part of a workplace program to develop your skills further. You might be a college learner working towards a degree, unhappy with your current job, wanting to apply to a new company, or desiring a promotion. You can also develop your skills for personal reasons, such as improving your confidence or improving a hobby you enjoy.

Steps to beginning your skills development

You can take these steps to get started no matter why you're working on skills development.

1. Think about your goals.

First, establish a goal. Why do you want to enhance a particular skill? This can be for a job, a volunteer opportunity, a hobby, for your education, to improve your confidence, or to win an award—there are countless potential reasons.

Let's say you have a goal of becoming a journalist. Once you have that, you can determine where you need improvement.

Read more: What Are Your Career Goals? Tips for Setting Your Goals

2. Identify your skills gap.

You’ve established a goal. Now, you need to think about what you require to reach it. Several skills are necessary to become a journalist. Let's say you have most of them, but your social media skills need to improve. That is an in-demand skill for modern journalists, so you'll want to develop your social media expertise before applying for jobs.

Benchmark your talent with global skill insights

See how millions of learners in 100 countries are strengthening critical skills.

3. Target specific skill areas.

Skills can be divided into dozens of categories. When discussing a career, you can divide them into human skills (sometimes called soft skills or personal skills) and technical skills (sometimes called hard skills).

Human skills

You use human skills at work to interact with others and solve problems independently. Some may come naturally to you, and some may require development. Some common human skills include:

Communication

Time management 

Adaptability 

Critical thinking

These skills can be challenging to showcase on a resume because you usually prove them through actions and interactions. They can be subjective, and they're not easy to quantify.

Technical skills

On the other hand, technical skills, or hard skills, are those you can quantify. For example, if you're a great typist, you can prove that by typing 70 words per minute. If you're great at social media, you can show the accounts you run with many followers and heavy engagement. If you've mastered Microsoft Office, you can present the certificate you earned.

Build Generative AI skills across your organization

Learn more about Coursera's new Generative Ai (GenAI) for everyone.

4. Expand your network

One way to start skill development is to see how others do it. Start by expanding your network to people who are great at social media. If you're a college learner, you could contact a digital marketing company to see if they'd allow you to meet with one of their social media experts. You can browse social media and reach out to a journalist with a strong understanding of the platform. You can even approach a friend or family member who is excellent at social media. Ask them to teach you what they know. Not only will this help you build your social media skills, but it'll help you improve human skills, like communication and active listening.

5. Get a coach

If you need more time to be ready to reach out to someone at random, consider searching for someone who coaches people in these skills professionally. This may be more expensive, but remember that it may help your bottom line in the long run.

6. Read and research

Because social media is such a huge part of modern life, there is plenty to read about, both in print and online. Reading and learning as much as possible about any skill you want to improve can help you better understand it. Consider educational videos and podcasts too. Immerse yourself in high-quality information that relates to the skill.

7. Take courses and undergo training.

Consider signing up for a class on the topic. For example, visit a site like Coursera. You'll find several online classes to improve your social media skills, such as How to Increase Engagement to Your Instagram Business Profile or How to Optimize Your Instagram Account , both offered by the Coursera Project Network.

8. Seek certification

While there won't be certifications for every skill, you can find them for some of the most current in-demand skills. Regarding social media skills, you'll find that reputable companies like Hootsuite and X Flight School offer certifications you can list on your resume upon completion.

Read more: Are Certifications Worth It? When to Get Certified in Your IT Career

9. Practice

The more you practice a skill, the more you'll get the hang of it. Open up that Instagram or Twitter account and get to work. Apply the skills you learned from your network, coach, or online courses. Practice daily with your personal account. While you practice, pay attention to feedback, no matter its source. Your coach or mentor may have tips to help you improve your work. In the case of social media, a lack of engagement or criticism from your followers may be a form of feedback. You can even ask a friend to look at your account and tell you what they think.

How to highlight your skills on your resume

Once you have a good command of any skill, you'll want to add it to your resume. To do this, simply create a section called “Skills.” Make two separate lists—one of your human skills and one of your technical skills. Then, list the skills that are your strongest and most relevant to the job to which you’re applying.

When you’re called in for an interview, your interviewer will likely address this section of your resume. For technical skills, they might want concrete proof of what you've listed. If you mention you have strong social media skills, they might ask to see your personal account. If you claim you have taken an online course in social media optimization, they may want to see the diploma or certificate.

It’s harder to demonstrate your human skills. In this case, the interviewer might ask about a time when you used these skills at work or school to solve a problem. Be sure to come up with some good examples before your interview and practice telling someone about them.

If you’re interested in skills development for your career, consider taking an online course that can help. On Coursera, you’ll find several options for general self-improvement and specific human and technical skills offered by some of the world's top businesses and educational organizations.

Consider Professional Development: Improve Yourself offered by Macquarie University and The Arts and Science of Relationships: Understanding Human Needs offered by the University of Toronto. 

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Article sources

Linkedin. " Leading with Learning: Insights and Advice About the New State of L&D " Accessed September 27, 2023. 

This content has been made available for informational purposes only. Learners are advised to conduct additional research to ensure that courses and other credentials pursued meet their personal, professional, and financial goals.

Skills-Based Learning – When, Where, How and Why

Credentialate

• digital badges , lifelong learning , micro-credentials , professional skills , skills , upskilling , workplace skills

Skills-based learning is not the learning formula for tomorrow. It’s the learning formula for today. most skills-based learning is taking place in more informal, lifelong learning environments that come either after, alongside, or in some cases in place of formal education. In this information-rich Credentialate Guide, we explore how education providers are addressing the increasing demand for skills development and verification.

The Essentials: Skills-based learning

• What is skills-based learning? Skills-based learning is not the learning formula for tomorrow. It’s the learning formula for today. It is the acquisition of industry aligned skills that will prepare us for the jobs of tomorrow.
• Where does skills-based learning usually occur? There are programs looking to introduce skills-based learning into more formal education environments, however, most skills-based learning is taking place in the lifelong learning environments that come either after, alongside, or in some cases in place of formal education. 
• What skills-based learning is included in formal education? Educators are seeking to align existing curricula to the skills industry is looking for – such as aligning to industry or job market data and using AI or machine learning to identify which jobs need re-skilling or up-skilling. 
• What skills-based learning takes place in informal environments? Due to the ever increasing skills gap, many industries have developed their own internal education frameworks complete with micro-badging credentials. Short-form learning – such as short courses, bootcamps, professional certifications and licenses – may be more valuable to employers seeking very specific skills.
• How is skills-based learning assessed and verified? This is an area currently in flux, with no universaly accepted testing standard or verification framework. Where hard skills are easier to measure, soft skills judged on subjective or individual perception can undercut the credibility of the qualification. 
• How Credentialate provides a new perspective Credentialate is the world’s first Credential Evidence Platform. It helps you discover and share evidence of workplace skills. Credentialate is the only Credential Evidence Platform that includes personalised qualitative, quantitative and artefact evidence record verified directly from within the digital badge. For institutions, educators can map and manage their skills infrastructure and track skills attainment across the institution and against existing frameworks.

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The Full Story: Skills based learning – when, where how and why

• What is skills-based learning?
• Where does skills-based learning usually occur?
• What skills-based learning is included in formal education?
• What skills-based learning takes place in informal environments?
• How is skills-based learning assessed and verified?

How Credentialate provides a new perspective

Skills-based learning is not the learning formula for tomorrow. It’s the learning formula for today. And there are educators actively working on the problem and potential solutions. Before we dive in, we should clarify that we are not talking about the competency based education models (CBE) utilised in a variety of institutions and systems globally. Rather, we are talking about the acquisition of industry aligned skills that will prepare us for the jobs of tomorrow.

The skills-based learning environment

This is a complex answer. There are programs looking to introduce skills-based learning into more formal education environments. For example, the UK-based skills builder is a universal framework to teach skills like listening to learners spanning K-12 and even into post-secondary education. This framework is also underpinning work by their partner employer organisations.

They are by no means the only ones. However, most skills-based learning is taking place in the lifelong learning environment. The reasons, simplified, are related to accreditation, funding, and frameworks, all of which we have discussed in our Untangling the Modern Credential Marketplace blog series.

In other words, most skills-based learning is taking place in more informal, lifelong learning environments that come either after, alongside, or in some cases in place of formal education. Where, exactly is this learning taking place?

Getting formal

In formal education, there are two places where skills-based learning can take place. The first is inside the curriculum and the second is outside the curriculum. Why is this important?

Skills-based education inside the curriculum must align with existing frameworks . In many cases, these frameworks are extremely rigid and come with legacy ideas that are difficult to change. Most are mandated by large agencies, from local, regional, or federal governments to accreditation agencies and others. These constraints can slow innovation and the evolution of curricula.

This doesn’t mean efforts are not being made. EMSI, based in the US, has introduced their Skillabi program. Using technology, educators can take several steps:

• Skillification  – current curriculum and the skills taught are matched with skills employers are looking for in an apples-to-apples comparison.
• Market-aligned skills are identified and emphasised.
• In-demand skills are identified, skills that educators may want to add to their curriculum.
• The analysis shows where needed skills are taught in other programs and could be cross-applied through curriculum modifications.

In other words, the program attempts to make it possible to align existing curricula to the skills industry is looking for . Essentially educators can “rummage through the pockets” of courses taught elsewhere in their ecosystem, incorporate them into current programs, thus increasing their relevance.

Yet another is Faethm AI , an “AI engine that is trained using billions of workforce data points. Its predictive modeling capability enables forward-looking analytics that indicate which jobs need re-skilling versus up-skilling, and the exact skill pathways to move people to a brighter work future.”

Many other programs are working to use AI, Machine Learning, and other advanced technologies for analysis and improvement, including Vantage Labs , which is doing vital work in the area of AI and Machine Learning (more on that in a moment).

From these initiatives and others, it is clear that both educators and the industry want to see changes. It would be remiss if we did not mention the Internet of Education (IoE). This term was coined in January 2020 at the World Economic Forum meeting. It has quickly become a global movement defined as ”a global ecosystem of trust that enables networks of personalised and effective learning.”

The Learning Foundation has become the steward for this movement, and this article is a must-read overview of the state of play for IoE. The most important takeaway is that efforts are being made to integrate skills-based learning into formal environments .

Lifelong learning and corporate frameworks

Most work in skills-based learning is taking place outside formal environments. Due to increasing frustration with the ever-present and perhaps over-talked-about skills gap , many industries have developed their own internal education frameworks complete with their own micro-badging credentials .

This has driven the need for new segments in the post-secondary credential spectrum. HolonIQ has proposed a segmentation of the contemporary post-secondary knowledge and skills acquisition market – from peer-to-peer, short courses and badges through micro and alternative credentials to formal degrees. In so doing, they note that “defining the Global Micro and Alternative Credential Spectrum, beyond government-led qualification frameworks, is not straightforward. Different stakeholders bring very different perspectives, and this segmentation is by no means exhaustive.”

Short courses with digital badges , skill-specific bootcamps, and non-university-based certificates, and even professional certification and licensing are often as valuable or more so than a four-year degree, depending on the job.

While tech and cyber-security are often the leaders in this field, this actually creates another challenge. For example, when we look at IBM training , it is important to remember that although IBM credentials are “recognised around the world” that credential may not mean the same thing to Google, Amazon, or even Microsoft. The reason is the lack of a shared and established framework.

Measure twice, verify once?

The question of a common framework raises even more questions. The first is what we are trying to quantify and verify.

For example, a four-year degree means something. Universities have common syllabi and curricula around specific majors. While they may differ in some specific course areas, they mean something similar due to a common accreditation framework. A four-year degree in nursing, coupled with a Registered Nurse certification means the learner has at least been exposed to a certain type of courses with specified content. In short, there is a level of trust in the marketplace and an understanding of quality.

The only way to verify their “skills” in this area without on-the-job testing is to look at their grades, which is much too general in many cases. While institutions have tried to address this gap with various ratings (works well with others, participates in group projects, etc) the evaluations are often subjective, based on professor perceptions, and lack a standard and verifiable framework .

Yet that framework is exactly what is needed. Hard skills are much easier to verify through testing or demonstration. Even in those cases, alternatives must be established for skilled learners who simply don’t “test well.”

Yet it is extremely difficult to quantify and verify soft skills , human skills that are transferable. And what IBM may use to qualify someone may not relate to what Google understands to be the same, or similar qualification.

In other words, now that a learner has these certifications, what do they do with them? Can they be carried in a digital wallet or passport, verified, and in that way used as job currency ? How do we make these credentials meaningful to both the learner and the employer ? In other words, is there a framework that transfers?

There is a great deal of attention being paid to the transparency around micro-credentials . In the US, the non-profit organisation Credential Engine develops and maintains the Credential Transparency Description Language (CTDL), which provides the common language and “rules of the road” for how credentials, credentialing organisations, quality assurance information, and competencies are described both in the Registry and on the Web. This is also an area of focus for us here at Edalex with our Credentialate product. How do we provide a translational layer that exposes the personalised learning and evidence that sits behind and with the micro-credential. Concentric Sky with their Badgr Pro product has developed a learning pathway for customisable, stackable and shareable micro-credentials to direct and enable career aspirations.

This is all a part of developing a decentralised but verifiable framework in which well-defined skills and the micro-credentials that go with them are transferable, regardless of where the learning took place. What does this look like? The answer, unfortunately, is no one knows yet. Every aspect of micro-credentialing is still a work in progress. But there has been progress.

It seems somewhat ironic to try to end any overview of skills-based learning with a conclusion. Because the conclusion itself is filled with many questions and few answers.

Should even formal education be based on skills-based learning? The answer appears to be a conditional yes. What does industry-aligned mean, really? How can that be accomplished in a formal learning environment? How relevant are four-year degrees, and will they remain so?

“We need more connection and discussions between industries and Universities,” Noam Mordechay, VP Business Development at Gloat told the BBC. “On the job learning [must be] part of the curriculum.” Micro-credentialing allows employers to look beyond their typical candidate pools. In many ways, this is where the debate begins to change the conversation entirely.

Despite the push for rapid advancement and deeper conversation, there is still a long way to go. In some areas, non-traditional education is largely taking the place of degrees, including coding and software development. Will these emerging, targeted courses replace university degrees altogether? Research answers quite simply, “Not yet.” Degrees still mean something. Micro-credentials can enhance those degrees, making them more meaningful to employers. In other cases, stacking micro-credentials can be a substitute for the financial and time commitment required to get a four-year degree – and with more significant career outcomes .

Skills-based learning is the answer to bridging the skills gap . The real question is how we pull the where, when, how, and why together into a decentralised yet cohesive and verifiable framework that benefits learners, educators, and employers.

The only certainty in skills-based learning is change, and it’s not just about rapid development, but meaningful advancement as well. What will education look like a decade or even five years from now? No one knows, other than that it is sure to be much different than it is today.

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Credentialate is a secure, configurable platform that assesses and tracks attainment of competencies and issues micro-credentials to students backed by personalised evidence at scale. By automatically extracting data from existing platforms and using an organization’s own assessment rubrics, we can objectively measure awarding criteria and validate its evidence.

By this same method we can automate the assessment, monitoring, promotion and validation of evidence-backed skills. For an institution, we provide the data and insights required to track skills and competencies across courses and entire programs.

Finally, we have decades of collective experience in educational technology and long-standing ties with global educational powerhouses. These solidify our ability to produce credible digital badges .

Credentialate assesses, monitors, promotes and validates learners’ attainment of evidence-backed skills, supporting the transition from learner to earner. It is a secure, configurable platform that assesses and tracks attainment of competencies and issues micro-credentials in a digital badge to students. If you’d like to learn more About Us and how we can work together, contact us or Schedule a Demo and let’s discuss!

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Credentials just got personal – Unleash the power of your skills data and personal credentials

Credentialate is the world’s first Credential Evidence Platform that helps discover and share evidence of workplace skills. Launched In 2019, it was initially developed in close collaboration with leading design partner, UNSW Sydney, in support of a multi-year, cross-faculty community of practice and micro-credential research project. Credentialate has continued to evolve at an accelerated pace, informed in partnership with educators and industry leaders from around the world. Credentialate provides a Skills Core that creates order from chaotic data, provides meaningful insight through framework alignment and equips learners with rich personal industry-aligned evidence of their skills and competencies.

Find out more at:  edalex.com/credentialate

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The Importance of Life Skills-Based Education & Why Schools Should Teach Life Skills

In an ever-growing technology and data driven world, much of the focus in education has understandably taken a shift toward STEM-based (science, technology, engineering, and math) initiatives that will prepare students for the coursework and careers of the future . But life skills—how well equipped students are to make good decisions and solve problems in their academic and professional careers as well as their personal lives—should also play a critical role in a well-rounded and comprehensive education.

What Is Life Skills-Based Education?

Think of life skills as the building blocks or framework that allow students to apply the knowledge they acquire in school to real world problems and situations. Also referred to as “ soft skills ” in a professional context, the ability to think abstractly and approach problems from multiple angles to find practical solutions, and the skill to communicate clearly and effectively are just as important as technical knowledge in a particular field or academic subject.

According to Macmillan Education , “In a constantly changing environment, having life skills is an essential part of being able to meet the challenges of everyday life. The dramatic changes in global economies over the past five years have been matched with the transformation in technology and these are all impacting on education, the workplace, and our home life.”

But life skills go well beyond choosing a major in college or impressing a potential employer in the future. Life skills provide children with important tools for development, such as independent thinking, how to socialize and make new friends, and how to take action in situations where their parents or teachers may not be around to help or intervene ( dealing with a bully or personal insecurities and fears, for example.) Unlike motor skills and basic intelligence, executive function and decision-making skills are not innate but learned .

Examples of life skills include :

• Self reflection
• Critical thinking
• Problem solving
• Interpersonal skills

The Benefits of Teaching Life Skills at a Young Age

Building life skills is essentially an exercise in helping children develop sound judgment and good habits for long-term stability, wellness, and success.

How to Promote Life Skills for Young Students

Parents can take an active role in teaching life-skills at home with projects that provide real world examples and lessons in decision making and problem solving. They can be as simple as assigning household chores and budgeting exercises through an allowance, to caring for a pet or volunteering in the community.

Fun and simple-to-organize activities, like game nights (or afternoons) with family and friends with an educational focus that also encourage working in teams, can help to build social and interpersonal skills.

Everyday Survival Skills

In addition to brushing their own teeth and learning how to tie their shoes and get dressed, young children should know what to do in common situations as well as emergencies , such as:

• How to get to and from home and school
• Who to call in an emergency (memorize phone numbers)
• How to safely cross the street
• What to do if they are bullied or witness bullying
• How to safely use kitchen appliances and prepare basic meals
• How to do the laundry

The Importance of Books and Reading

The benefits of reading to young children and fostering a reading habit early in a child’s life are hard to overstate. From building and strengthening vocabulary and language skills to aiding with creative thinking, reading is one of the easiest and best activities available to teach children a range of new skills. Some of the many benefits of reading include:

• Builds self-regulation (also known as executive function)
• Teaches empathy
• Improves concentration
• Exposes children to diversity and differing perspectives and situations than their own

The acquisition of problem-solving and reasoning abilities is a fluid and ongoing process, and working with children early in their development to lay the framework with examples that they can understand and apply on their own is a good place to start.

If you would like your child’s education to include more life skills, consider enrolling them in a public school at home via online learning . As your child’s Learning Coach you can ensure a well-rounded education that you can supplement with plenty of real world skills!

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The turning point: Why we must transform education now

Global warming. Accelerated digital revolution. Growing inequalities. Democratic backsliding. Loss of biodiversity. Devastating pandemics. And the list goes on. These are just some of the most pressing challenges that we are facing today in our interconnected world.

The diagnosis is clear: Our current global education system is failing to address these alarming challenges and provide quality learning for everyone throughout life. We know that education today is not fulfilling its promise to help us shape peaceful, just, and sustainable societies. These findings were detailed in UNESCO’s Futures of Education Report in November 2021 which called for a new social contract for education.

That is why it has never been more crucial to reimagine the way we learn, what we learn and how we learn. The turning point is now. It’s time to transform education. How do we make that happen?

Here’s what you need to know. 

Why do we need to transform education?

The current state of the world calls for a major transformation in education to repair past injustices and enhance our capacity to act together for a more sustainable and just future. We must ensure the right to lifelong learning by providing all learners - of all ages in all contexts - the knowledge and skills they need to realize their full potential and live with dignity. Education can no longer be limited to a single period of one’s lifetime. Everyone, starting with the most marginalized and disadvantaged in our societies, must be entitled to learning opportunities throughout life both for employment and personal agency. A new social contract for education must unite us around collective endeavours and provide the knowledge and innovation needed to shape a better world anchored in social, economic, and environmental justice.  

What are the key areas that need to be transformed?

• Inclusive, equitable, safe and healthy schools

Education is in crisis. High rates of poverty, exclusion and gender inequality continue to hold millions back from learning. Moreover, COVID-19 further exposed the inequities in education access and quality, and violence, armed conflict, disasters and reversal of women’s rights have increased insecurity. Inclusive, transformative education must ensure that all learners have unhindered access to and participation in education, that they are safe and healthy, free from violence and discrimination, and are supported with comprehensive care services within school settings. Transforming education requires a significant increase in investment in quality education, a strong foundation in comprehensive early childhood development and education, and must be underpinned by strong political commitment, sound planning, and a robust evidence base.

• Learning and skills for life, work and sustainable development

There is a crisis in foundational learning, of literacy and numeracy skills among young learners. Since the COVID-19 pandemic, learning poverty has increased by a third in low- and middle-income countries, with an estimated 70% of 10-year-olds unable to understand a simple written text. Children with disabilities are 42% less likely to have foundational reading and numeracy skills compared to their peers. More than 771 million people still lack basic literacy skills, two-thirds of whom are women. Transforming education means empowering learners with knowledge, skills, values and attitudes to be resilient, adaptable and prepared for the uncertain future while contributing to human and planetary well-being and sustainable development. To do so, there must be emphasis on foundational learning for basic literacy and numeracy; education for sustainable development, which encompasses environmental and climate change education; and skills for employment and entrepreneurship.

• Teachers, teaching and the teaching profession

Teachers are essential for achieving learning outcomes, and for achieving SDG 4 and the transformation of education. But teachers and education personnel are confronted by four major challenges: Teacher shortages; lack of professional development opportunities; low status and working conditions; and lack of capacity to develop teacher leadership, autonomy and innovation. Accelerating progress toward SDG 4 and transforming education require that there is an adequate number of teachers to meet learners’ needs, and all education personnel are trained, motivated, and supported. This can only be possible when education is adequately funded, and policies recognize and support the teaching profession, to improve their status and working conditions.

• Digital learning and transformation

The COVID-19 crisis drove unprecedented innovations in remote learning through harnessing digital technologies. At the same time, the digital divide excluded many from learning, with nearly one-third of school-age children (463 million) without access to distance learning. These inequities in access meant some groups, such as young women and girls, were left out of learning opportunities. Digital transformation requires harnessing technology as part of larger systemic efforts to transform education, making it more inclusive, equitable, effective, relevant, and sustainable. Investments and action in digital learning should be guided by the three core principles: Center the most marginalized; Free, high-quality digital education content; and Pedagogical innovation and change.

• Financing of education

While global education spending has grown overall, it has been thwarted by high population growth, the surmounting costs of managing education during the COVID-19 pandemic, and the diversion of aid to other emergencies, leaving a massive global education financial gap amounting to US$ 148 billion annually. In this context, the first step toward transformation is to urge funders to redirect resources back to education to close the funding gap. Following that, countries must have significantly increased and sustainable financing for achieving SDG 4 and that these resources must be equitably and effectively allocated and monitored. Addressing the gaps in education financing requires policy actions in three key areas: Mobilizing more resources, especially domestic; increasing efficiency and equity of allocations and expenditures; and improving education financing data. Finally, determining which areas needs to be financed, and how, will be informed by recommendations from each of the other four action tracks .

What is the Transforming Education Summit?

UNESCO is hosting the Transforming Education Pre-Summit on 28-30 June 2022, a meeting of  over 140 Ministers of Education, as well as  policy and business leaders and youth activists, who are coming together to build a roadmap to transform education globally. This meeting is a precursor to the Transforming Education Summit to be held on 19 September 2022 at the UN General Assembly in New York. This high-level summit is convened by the UN Secretary General to radically change our approach to education systems. Focusing on 5 key areas of transformation, the meeting seeks to mobilize political ambition, action, solutions and solidarity to transform education: to take stock of efforts to recover pandemic-related learning losses; to reimagine education systems for the world of today and tomorrow; and to revitalize national and global efforts to achieve SDG-4.

• More on the Transforming Education Summit
• More on the Pre-Summit

Related items

• Future of education
• SDG: SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

This article is related to the United Nation’s Sustainable Development Goals .

More on this subject

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• Our Mission

What Is Education For?

Read an excerpt from a new book by Sir Ken Robinson and Kate Robinson, which calls for redesigning education for the future.

What is education for? As it happens, people differ sharply on this question. It is what is known as an “essentially contested concept.” Like “democracy” and “justice,” “education” means different things to different people. Various factors can contribute to a person’s understanding of the purpose of education, including their background and circumstances. It is also inflected by how they view related issues such as ethnicity, gender, and social class. Still, not having an agreed-upon definition of education doesn’t mean we can’t discuss it or do anything about it.

We just need to be clear on terms. There are a few terms that are often confused or used interchangeably—“learning,” “education,” “training,” and “school”—but there are important differences between them. Learning is the process of acquiring new skills and understanding. Education is an organized system of learning. Training is a type of education that is focused on learning specific skills. A school is a community of learners: a group that comes together to learn with and from each other. It is vital that we differentiate these terms: children love to learn, they do it naturally; many have a hard time with education, and some have big problems with school.

There are many assumptions of compulsory education. One is that young people need to know, understand, and be able to do certain things that they most likely would not if they were left to their own devices. What these things are and how best to ensure students learn them are complicated and often controversial issues. Another assumption is that compulsory education is a preparation for what will come afterward, like getting a good job or going on to higher education.

So, what does it mean to be educated now? Well, I believe that education should expand our consciousness, capabilities, sensitivities, and cultural understanding. It should enlarge our worldview. As we all live in two worlds—the world within you that exists only because you do, and the world around you—the core purpose of education is to enable students to understand both worlds. In today’s climate, there is also a new and urgent challenge: to provide forms of education that engage young people with the global-economic issues of environmental well-being.

This core purpose of education can be broken down into four basic purposes.

Education should enable young people to engage with the world within them as well as the world around them. In Western cultures, there is a firm distinction between the two worlds, between thinking and feeling, objectivity and subjectivity. This distinction is misguided. There is a deep correlation between our experience of the world around us and how we feel. As we explored in the previous chapters, all individuals have unique strengths and weaknesses, outlooks and personalities. Students do not come in standard physical shapes, nor do their abilities and personalities. They all have their own aptitudes and dispositions and different ways of understanding things. Education is therefore deeply personal. It is about cultivating the minds and hearts of living people. Engaging them as individuals is at the heart of raising achievement.

The Universal Declaration of Human Rights emphasizes that “All human beings are born free and equal in dignity and rights,” and that “Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.” Many of the deepest problems in current systems of education result from losing sight of this basic principle.

Schools should enable students to understand their own cultures and to respect the diversity of others. There are various definitions of culture, but in this context the most appropriate is “the values and forms of behavior that characterize different social groups.” To put it more bluntly, it is “the way we do things around here.” Education is one of the ways that communities pass on their values from one generation to the next. For some, education is a way of preserving a culture against outside influences. For others, it is a way of promoting cultural tolerance. As the world becomes more crowded and connected, it is becoming more complex culturally. Living respectfully with diversity is not just an ethical choice, it is a practical imperative.

There should be three cultural priorities for schools: to help students understand their own cultures, to understand other cultures, and to promote a sense of cultural tolerance and coexistence. The lives of all communities can be hugely enriched by celebrating their own cultures and the practices and traditions of other cultures.

Education should enable students to become economically responsible and independent. This is one of the reasons governments take such a keen interest in education: they know that an educated workforce is essential to creating economic prosperity. Leaders of the Industrial Revolution knew that education was critical to creating the types of workforce they required, too. But the world of work has changed so profoundly since then, and continues to do so at an ever-quickening pace. We know that many of the jobs of previous decades are disappearing and being rapidly replaced by contemporary counterparts. It is almost impossible to predict the direction of advancing technologies, and where they will take us.

How can schools prepare students to navigate this ever-changing economic landscape? They must connect students with their unique talents and interests, dissolve the division between academic and vocational programs, and foster practical partnerships between schools and the world of work, so that young people can experience working environments as part of their education, not simply when it is time for them to enter the labor market.

Education should enable young people to become active and compassionate citizens. We live in densely woven social systems. The benefits we derive from them depend on our working together to sustain them. The empowerment of individuals has to be balanced by practicing the values and responsibilities of collective life, and of democracy in particular. Our freedoms in democratic societies are not automatic. They come from centuries of struggle against tyranny and autocracy and those who foment sectarianism, hatred, and fear. Those struggles are far from over. As John Dewey observed, “Democracy has to be born anew every generation, and education is its midwife.”

For a democratic society to function, it depends upon the majority of its people to be active within the democratic process. In many democracies, this is increasingly not the case. Schools should engage students in becoming active, and proactive, democratic participants. An academic civics course will scratch the surface, but to nurture a deeply rooted respect for democracy, it is essential to give young people real-life democratic experiences long before they come of age to vote.

Eight Core Competencies

The conventional curriculum is based on a collection of separate subjects. These are prioritized according to beliefs around the limited understanding of intelligence we discussed in the previous chapter, as well as what is deemed to be important later in life. The idea of “subjects” suggests that each subject, whether mathematics, science, art, or language, stands completely separate from all the other subjects. This is problematic. Mathematics, for example, is not defined only by propositional knowledge; it is a combination of types of knowledge, including concepts, processes, and methods as well as propositional knowledge. This is also true of science, art, and languages, and of all other subjects. It is therefore much more useful to focus on the concept of disciplines rather than subjects.

Disciplines are fluid; they constantly merge and collaborate. In focusing on disciplines rather than subjects we can also explore the concept of interdisciplinary learning. This is a much more holistic approach that mirrors real life more closely—it is rare that activities outside of school are as clearly segregated as conventional curriculums suggest. A journalist writing an article, for example, must be able to call upon skills of conversation, deductive reasoning, literacy, and social sciences. A surgeon must understand the academic concept of the patient’s condition, as well as the practical application of the appropriate procedure. At least, we would certainly hope this is the case should we find ourselves being wheeled into surgery.

The concept of disciplines brings us to a better starting point when planning the curriculum, which is to ask what students should know and be able to do as a result of their education. The four purposes above suggest eight core competencies that, if properly integrated into education, will equip students who leave school to engage in the economic, cultural, social, and personal challenges they will inevitably face in their lives. These competencies are curiosity, creativity, criticism, communication, collaboration, compassion, composure, and citizenship. Rather than be triggered by age, they should be interwoven from the beginning of a student’s educational journey and nurtured throughout.

From Imagine If: Creating a Future for Us All by Sir Ken Robinson, Ph.D and Kate Robinson, published by Penguin Books, an imprint of Penguin Publishing Group, a division of Penguin Random House, LLC. Copyright © 2022 by the Estate of Sir Kenneth Robinson and Kate Robinson.

8 Critical Skills For A Modern Education

In recent years it has become obvious that basic reading, writing and arithmetic are not enough. The importance of non-cognitive skills is clear.

8 Lessons Of A Modern Education

Pearson sent us this report recently– Exploring the Learning Curve . The big idea here is the changing skill needs for students globally. It is based on this idea of an index–a Global Index of Cognitive Skills and Education Attainment. The report explains:

“ The Global Index of Cognitive Skills and Educational Attainment compares the performance of 39 countries and one region (Hong Kong) on two categories of education: Cognitive Skills and Educational Attainment. The Index provides a snapshot of the relative performance of countries based on their education outputs.”

In short, it is formatted around 6 lessons and 8 skills. The lessons are shown below, the skills are identified in the graphic above.

“Lesson 1

The OECD estimates that half of the economic growth in developed countries in the last decade came from improved skills.

In recent years it has become increasingly clear that basic reading, writing and arithmetic are not enough. The importance of 21st century non-cognitive skills – broadly defined as abilities important for social interaction – is pronounced.

Making sure people are taught the right skills early in their childhood is much more effective than trying to improve skills in adulthood for people who were let down by their school system. But even when primary education is of high quality, skills decline in adulthood if they are not used regularly.

Lifelong learning, even simple reading at home and number crunching at work, helps to slow the rate of age-related skill decline; but mainly for those who are highly skilled already. Teaching adults does very little to make up for a poor school system.

Technology can provide new pathways into adult education, particularly in the developing world, but is no panacea. There is little evidence that technology alone helps individuals actually develop new skills.

Developing countries must teach basic skills more effectively before they start to consider the wider skills agenda. There is little point in investing in pedagogies and technologies to foster 21st-century skills, when the basics of numeracy and literacy aren’t in place.”

8 Skills For a Modern Education

So the report includes 8 skills–modern skills for modern students: 

1. Leadership

2. digital literacy, 3. communication, 4. emotional intelligence, 5. entrepreneurship, 6. global citizenship, 7. problem-solving, 8. team-working.

The skills seemed like the traditional ’21st-century skills’ so often called for by so many different organizations. The index seemed the most informative part to us, but we couldn’t figure out how to package it, so we moved on.  Then we saw the image with the skills absolutely explode all over social media.

Clearly there is tremendous interest in 21st-century skills, so we culled some of the interesting bits from the report into this post, and suggest you check out the full report to learn more.

TeachThought is an organization dedicated to innovation in education through the growth of outstanding teachers.

Integrating 21st century skills into education systems: From rhetoric to reality

Subscribe to the center for universal education bulletin, ramya vivekanandan rv ramya vivekanandan senior education specialist, learning assessment systems - gpe secretariat.

February 14, 2019

This is the third post in a series about  education systems alignment in teaching, learning, and assessing 21st century skills .

What does it mean to be a successful learner or graduate in today’s world? While in years past, a solid acquisition of the “three Rs” (reading, writing, and arithmetic) and mastery in the core academic subjects may have been the measure of attainment, the world of the 21 st century requires a radically different orientation. To participate effectively in the increasingly complex societies and globalized economy that characterize today’s world, students need to think critically, communicate effectively, collaborate with diverse peers, solve complex problems, adopt a global mindset, and engage with information and communications technologies, to name but just a few requirements. The new report from Brookings, “ Education system alignment for 21st century skills: Focus on assessment ,” illuminates this imperative in depth.

Recognizing that traditional education systems have generally not been preparing learners to face such challenges, the global education community has increasingly talked about and mobilized in favor of the changes required. This has resulted in a suite of initiatives and research around the broad area of “21st century skills,” which culminated most notably with the adoption of Sustainable Development Goal 4 and the Education 2030 agenda, including Target 4.7, which commits countries to ensure that learners acquire knowledge and skills in areas such as sustainable development, human rights, gender equality, global citizenship, and others.

In this landscape, Global Partnership for Education (GPE) has a core mandate of improving equity and learning by strengthening education systems. GPE supports developing countries, many of which are affected by fragility and conflict, to develop and implement robust education sector plans. Depending on the country, GPE implementation grants support a broad range of activities including teacher training, textbook provision, interventions to promote girls’ education, incentives for marginalized groups, the strengthening of data and learning assessment systems, early childhood education, and many other areas.

This work is buttressed by thematic work at the global level, including in the area of learning assessment. The strengthening of learning assessment systems is a strategic priority for GPE because of its relevance to both improving learning outcomes and ensuring effective and efficient education systems, which are two of the three key goals of the GPE strategic plan for the 2016-2020 period . The work on learning assessment includes the Assessment for Learning (A4L) initiative, which aims to strengthen learning assessment systems and to promote a holistic measurement of learning.

Under A4L, we are undertaking a landscape review on the measurement of 21st century skills, using a definition derived from Binkley et. al . and Scoular and Care :

“21st century skills are tools that can be universally applied to enhance ways of thinking, learning, working and living in the world. The skills include critical thinking/reasoning, creativity/creative thinking, problem solving, metacognition, collaboration, communication and global citizenship. 21st century skills also include literacies such as reading literacy, writing literacy, numeracy, information literacy, ICT [information and communications technologies] digital literacy, communication and can be described broadly as learning domains.”

Using this lens, the landscape review examines the research literature, the efforts of GPE partners that have been active in this space, and data collected from a sample of countries in sub-Saharan Africa and Asia in regard to the assessment of these skills. These research efforts were led by Brookings and coordinated by the UNESCO offices in Dakar and Bangkok. As another important piece of this work, we are also taking stock of the latest education sector plans and implementation grants of these same countries (nine in sub-Saharan Africa and six in Asia), to explore the extent to which the integration of 21st century skills is reflected in sector plans and, vitally, in their implementation.

Though the work is in progress, the initial findings provide food for thought. Reflecting the conclusions of the new report by Brookings, as well as its earlier breadth of work on skills mapping, a large majority of these 15 countries note ambitious objectives related to 21st century skills in their education sector plans, particularly in their vision or mission statements and/or statements of policy priorities. “Skills” such as creativity and innovation, critical thinking, problem-solving, decisionmaking, life and career skills, citizenship, personal and social responsibility, and information and communications technology literacy were strongly featured, as opposed to areas such as collaboration, communication, information literacy, and metacognition.

However, when we look at the planned interventions noted in these sector plans, there is not a strong indication that countries plan to operationalize their intentions to promote 21st century skills. Not surprisingly then, when we look at their implementation grants, which are one of the financing instruments through which education sector plans are implemented, only two of the 15 grants examined include activities aimed at promoting 21st century skills among their program components. Because the GPE model mandates that national governments determine the program components and allocation of resources for these within their grant, the bottom line seems to echo the findings of the Brookings report: vision and aspiration are rife, but action is scarce.

While the sample of countries studied in this exercise is small (and other countries’ education sector plans and grants may well include integration of 21st century skills), it’s the disconnect between the 15 countries’ policy orientation around these skills and their implementation that is telling. Why this gap? Why, if countries espouse the importance of 21st century skills in their sector plans, do they not concretely move to addressing them in their implementation? The reasons for this may be manifold, but the challenges highlighted by the Brookings report in terms of incorporating a 21 st century learning agenda in education systems are indeed telling. As a field, we still have much work to do to understand the nature of these skills, to develop learning progressions for them, and to design appropriate and authentic assessment of them. In other words, it may be that countries have difficulty in imagining how to move from rhetoric to reality.

However, in another perspective, there may be a challenge associated with how countries (and the broader education community) perceive 21st century skills in general. In contexts of limited resources, crowded curricula, inadequately trained teachers, fragility, weak governance, and other challenges that are characteristic of GPE partner countries, there is sometimes an unfortunate tendency to view 21st century skills and the “basics” as a tradeoff. In such settings, there can be a perception that 21st century skills are the concern of more advanced or higher-income countries. It is thus no wonder that, in the words of the Brookings report, “a global mobilization of efforts to respond to the 21CS [21st century skills] shift is non-existent, and individual countries struggle alone to plan the shift.”

This suggests that those who are committed to a holistic view of education have much work to do in terms of research, sharing of experience, capacity building, and advocacy around the potential and need for all countries, regardless of context, to move in this direction. The Brookings report makes a very valuable contribution in this regard. GPE’s landscape review, which will be published this spring, will inform how the partnership thinks about and approaches 21st century skills in its work and will thereby provide a complementary perspective.

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Top 10 Reasons Why Is Education Important

Updated: June 19, 2024

Published: April 15, 2020

Most of us have grown up being taught the importance of education. But why is education important? Through your frustrating school years, you may have thought that it was a waste of time, or was just something that you needed to do in order to get a job. Truth be told, however, education goes so much beyond just getting a job and making your parents happy. In fact, it’s one of the most powerful tools out there.

What Is Education?

Education means studying in order to obtain a deeper knowledge and understanding of a variety of subjects to be applied to daily life. Education is not limited to just knowledge from books, but can also be obtained through practical experiences outside of the classroom.

Top 10 Reasons: Why Is Education Important?

There are many different understandings and definitions of what education is, but one thing can be universally agreed upon, which is the importance of education — and here’s why.

1. Provides Stability

Education provides stability in life, and it’s something that no one can ever take away from you. By being well-educated and holding a college degree , you increase your chances for better career opportunities and open up new doors for yourself.

2. Provides Financial Security

On top of stability, education also provides financial security, especially in today’s society. A good education tends to lead to a higher paying job, as well as provide you with the skills needed to get there.

3. Needed For Equality

In order for the entire world to really become equal, it needs to start with education. If everyone was provided with the same opportunities to education , then there would be less gaps between social classes. Everyone would be able to have an equal chance at higher paying jobs — not just those that are already well-off.

4. Allows For Self-Dependency

The importance of education is evident when it comes to being self-dependent. If we are we educated, then it’s something that belongs to us, and only us, allowing us to rely on no one else other than ourselves. It can allow you to not only be financially independent, but also to make your own choices.

5. Make Your Dreams Come True

If you can dream it, you can achieve it. An education is the most powerful weapon you can possibly have, and with it, you can make all of your dreams come true. There are of course certain exceptions, depending on what you’re aiming for, but generally an education will take you as far as you’re willing to go.

6. A Safer World

Education is something that’s not only needed on a personal level, but also on a global level, as it’s something that keeps our world safe and makes it a more peaceful place. Education tends to teach people the difference between right and wrong, and can help people stay out of risky situations.

7. Confidence

Being self-confident is a major part of being successful in life. And what better way to gain that confidence than with an education? Your level of education is often considered a way to prove your knowledge, and it can give you the confidence to express your opinions and speak your mind.

8. A Part Of Society

In today’s society, having an education is considered a vital part of being accepted by those around you. Having an education is believed to make you a useful part of society, and can make you feel like a contributing member as well.

9. Economic Growth On A National Level

An educated society is crucial for economic growth. We need people to continue to learn and research in order to constantly stay innovative. Countries with higher literacy rates also tend to be in better economic situations. With a more educated population, more employment opportunities are opened.

10. Can Protect You

Education can protect you more than you know, not only on a financial level, but it can help prevent you from being taken advantage of by knowing how to read and write, such as knowing not to sign any bogus documents.

Photo by  Pixabay  from  Pexels

Education is important for children.

Children are the future of our world, making education crucial for them. Their knowledge is what’s going to keep our world alive and flourishing.

At Childhood

During the childhood development stages, the importance of education is stronger than ever. It’s a time for children to learn social and mental skills that will be crucial for their growth and success in the future. Education at childhood also offers a chance for self-discovery and to learn about their unique interests.

The importance of education in our lives goes far beyond what we can read in a textbook. Education also provides childhood with knowledge such as how to produce artwork and make music. Education allows us to analyze what’s in front of us, and even learn from our mistakes.

Goal Building

By learning from a young age, children are given the chance to start building goals for themselves. Education means having the logic to set your mind to something and achieve it.

Importance Of Education In Society

For a modern society, education is of utmost importance. There are so many influences coming from all directions, and education can help us decipher what we should take as true, and what we should take with a grain of salt. Education can mold people into functional members of society with the right kinds of values.

Productivity

Education is needed for a productive society. Our population only continues to increase, and in turn, so do our needs. We need a strong and efficient workforce of educated people to provide us with the services we need for everyday life.

The Impact Education Has On The World

With education, people can become better citizens, knowing right from wrong, allowing for a better society where laws are followed. An educated nation knows about the importance of voting, doing so with the knowledge not blindly, but also having an understanding of what their party truly stands for. Education can also help people get jobs, which is what a nation thrives on.

Inspiring Quotes On What Education Truly Is

Why is education important, and what is it exactly? While every person has a different understanding of its true meaning, here are some of the most inspiring quotes by some legendary people.

• “Education is the most powerful weapon which you can use to change the world.” — Nelson Mandela
• “Education is the passport to the future, for tomorrow belongs to those who prepare for it today.” — Malcolm X
• “An investment in knowledge pays the best interest.” — Benjamin Franklin
• “Education is not preparation for life; education is life itself.” — John Dewey

What Are Some Other Reasons Why Education Is Important?

There are endless reasons why education is so important, especially since it also has endless connotations and meanings.

Mind And Body

Our mind and bodies are connected more than we know. With a powerful, well-educated mind, so too are our bodies.

Education helps us understand how to best take care of ourselves, boosting our confidence and overall well-being. Studies have shown that each additional year of education can add up to 1.7 years to our lifespan at the age of 35.

The importance of education also extends to personal growth. By constantly learning, asking questions, and seeking knowledge, we can achieve things we never imagined before. Education helps us get to know ourselves better, whether through books, courses, or professional consultations.

Photo by  Burst  from  Pexels

Worldwide value.

Education is the best way to ensure a positive global perspective. Without proper education, it is difficult to understand what is considered appropriate and how to behave.

Education brings us closer to the goal of world peace by teaching us about our place in the world and our responsibilities to humanity. It instills values far beyond the classroom, encompassing lessons learned at home and through interactions with others. These teachings are essential aspects of what education entails, guiding our behavior and understanding of the world.

Sharpens Your Thinking

Education is essential for sharp and clear thinking. It keeps you informed about the world, making you aware of current events and the people around you. Education helps you understand your strengths and weaknesses, guiding you to focus on the right areas.

It enhances logical reasoning, enabling you to argue effectively with accurate facts and work through situations logically. Education keeps you focused and on track, knowing the right path for you.

It also promotes innovation and creativity, allowing your mind to reach its full potential. Education develops basic life skills and street smarts, teaching us how to best conduct ourselves daily.

Education can be the most freeing and empowering thing in the world. It enables you to live life to the fullest by gaining a vast amount of knowledge about the world. Education ensures continual learning from various sources, whether through people, newspapers, experiences, research, or traditional classes.

It breaks barriers, empowering people globally and offering equal opportunities for all socio-economic backgrounds. University of the People, a tuition-free, online university, exemplifies this by providing accessible higher education to everyone.

Education allows you to become the best version of yourself, discovering your interests, strengths, and place in the world, making you feel complete and self-aware.

Education In The Modern World

Education today is more important than ever before, and has reached new heights with new understandings of what it truly entails. Ask yourself “Why is education important?” and it will surely not be the same as anyone else’s answer.

While in modern society, holding a college degree is considered to be highly beneficial for a successful career and to be socially accepted, it is not the only means of education. Education is all around us in everything that we do, so use it wisely!

FAQ Section

What are the primary goals of education.

The primary goals of education are to impart knowledge, develop critical thinking, and foster personal and social growth. It aims to prepare individuals for the workforce, promote civic responsibility, and encourage lifelong learning.

How does education influence future opportunities?

Education enhances future opportunities by increasing employability, boosting earning potential, and providing a foundation for personal and professional growth. It opens doors to higher-paying jobs and further educational pursuits.

How does education vary across different countries?

Education varies globally in structure, quality, and accessibility due to differences in economic development, cultural values, and government policies. Some countries focus on standardized testing, while others emphasize holistic or experiential learning.

What is the role of technology in education?

Technology enhances education by providing access to online learning, digital resources, and interactive tools. It supports personalized learning, enables innovative teaching methods, and makes education more accessible and engaging.

How does education contribute to personal growth?

Education promotes personal growth by expanding knowledge, improving cognitive abilities, and fostering critical thinking. It helps develop self-awareness, emotional intelligence, and effective communication skills.

How does education address societal issues like discrimination?

Education combats discrimination by promoting inclusivity and awareness. It teaches about diversity, tolerance, and human rights, helping to break down prejudices and empower marginalized communities.

What are the economic benefits of investing in education?

Investing in education leads to higher productivity, increased innovation, and a more skilled workforce. It reduces poverty, boosts economic growth, and lowers reliance on social welfare programs.

Can education foster innovation and entrepreneurship?

Yes, education fosters innovation and entrepreneurship by encouraging creative thinking and problem-solving. It provides the skills and knowledge necessary for developing new ideas and launching successful businesses.

What role do educators play in shaping the educational experience?

Educators shape the educational experience by creating engaging learning environments, guiding students, and adapting teaching methods to meet diverse needs. They mentor and inspire students to achieve their full potential.

At UoPeople, our blog writers are thinkers, researchers, and experts dedicated to curating articles relevant to our mission: making higher education accessible to everyone.

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This overview explains the essentials of workplace learning while providing expert analysis and examples of companies that are leading the way in building a dynamic learning culture. Click on the links for a deeper dive into the trends, tools and best practices you need to know to build an effective learning strategy.

Skill-based learning.

• Sam Campanella

What is skill-based learning?

Skill-based learning develops students through hands-on practice and real-world application. Specific skills -- reading, writing, speaking and overall literacy progression, for example -- are both taught and intuited through repeated situational exposure and demonstration.

Skill-based education ensures a learner's competency, flexibility and, therefore, overall value, ingraining the new skill while also awakening a recognition of its portability from one area of interest to another.

A worldwide revolution has made almost every classroom and workplace dependent on technology, highlighting the vital importance of literacy, ethical decision-making and clear communication in the field. Technology's ubiquity helps explain skill-based learning's emphasis in the 21st century. Beneficial to students, teachers, employees and employers alike, this style of learning is designed to target and sustain a higher level of retention.

Why is skill-based learning important?

Skill-based learning is utilized across an array of fields and subjects due to its malleability and proven benefit to the learner's proficiency in any workplace. Successfully harnessing a skill-based approach to learning leads to personal and professional growth, bringing long-sought-after goals within reach. Developing these skills means boosting one's self-confidence, raising job satisfaction and improving one's adaptability.

This article is part of

Workplace learning: A complete guide for businesses

• Which also includes:
• How to create an employee training plan (with template)
• 10 top learning experience platforms to use in 2023
• 12 ways to create a continuous learning culture

This approach facilitates the development of numerous skills that improve performance. Time and again for the learner, skill-based learning produces the following:

• Exceptional return on investment ( ROI ).
• Improved problem-solving.
• Genuine communication.
• Sharpened analytical abilities.
• Real-world experience.
• Enhanced creativity and innovation.
• Strengthened sense of purpose.
• Superior collaboration.

Producing a high ROI has always been important in determining a worker's value to any employer. Even an interviewee's brief history of ROI is an advantage as prospective employers seek proven competency with practical skills, coupled with the flexibility and desire to seek out and flourish in any job.

In the workspace, strengthening these practical skills also creates opportunities to improve soft skills while continuing and expanding the cycle of skill-based learning. For example, an employee who's recently mastered a skill can share that knowledge with fellow workers , becoming a key contributor in closing the skills gap among fellow employees. This in turn promotes healthier workplace chemistry, furthering the listening, organizational and leadership abilities of everyone involved in the ongoing process.

Skill-based learning vs. knowledge-based learning

Whereas skill-based learning strives to teach within the context of a given skill, knowledge-based learning requires a learner's familiarity with real-world events and examples from which to draw.

Skill-based education seeks to establish a strong foundation of competency with an eye toward further hands-on building and development, while knowledge-based education aims to deepen a specific insight and further develop one's perspective. As opposed to deliberate practice, knowledge-based learning includes testing, analysis and questioning. This method develops one's work ethic and improves communication and thinking skills.

Where can skill-based learning be implemented?

Skill-based learning is now found in many workplaces, as well as on sites such as LinkedIn , Indeed and Skillshare, yet it is most commonly associated with the education system. Examples of skill-based learning include preschool students developing their literacy and verbal abilities, as well as high school students using a disciplined approach to define and enhance their real-world and social skills . Following secondary school, skill-based learning is typically found in internship programs and higher education within a learner's subject of choice.

Skill-based learning is designed to become inherent in the worker, so when someone with this skill-based background enters a work environment, that person possesses the basics needed to perform the job adequately and the drive to enhance those and other related abilities through continuous learning . Ultimately, in addition to the personal growth of individuals exploring skill-based learning, collaboration and communication flourish in the workspace.

Continue Reading About skill-based learning

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What Is Life Skills Education: Importance, Challenges, & Categories

Life skills education has become commonplace today, but many people do not know what it means.

Generally, life skills education pertains to teaching essential life skills. These skills help children and young adults develop the knowledge, attitudes, and values they need later in life.

Life skills are essential because they form the foundation for success in many areas of life.

This article examines the importance of life skills education, what life skills are, and the benefits of learning them.

What are life skills?

In the case of children and youth, the emphasis is usually on areas such as; social skills, interpersonal communication, reasoning, critical thinking, problem-solving, decision-making, and self-management (across a range of areas, including time management). 

This includes personal hygiene practices like; nutrition, physical fitness, mental health, and prevention of harmful levels of substance use. 

It also includes your knowledge about how to access health care when needed.

Why is life skills education important?

This skills-based education also helps young people acquire the skills necessary to make informed decisions, communicate effectively, develop caring and responsible behaviors, and cope with challenging situations.

Also, life skills training for all young people is critical. Human development specialists agree that youth need a particular life skill competencies to thrive, stay healthy, and succeed.

Also, it helps you to manage your emotions and behavior, establish healthy relationships, make responsible decisions, and enjoy learning.

It is a strategy for promoting mental health that focuses on creating a positive and supportive school environment.

What are the benefits of life skills education?

Life skills education has proven so essential for child development that governments and education authorities in many countries have introduced it as an essential part of the school curriculum .

This education gives children the confidence and ability to make healthy choices, manage their emotions, and build strong relationships.

Training in life skills can give children a toolbox of approaches, strategies, and coping mechanisms to support their learning.

Getting a life skills education has several key benefits. They include:

1. Strengthens the self-respect of children

Furthermore, children who develop self-respect have a better chance of successful lives.

2. Gives children tools to improve their quality of life

Through life skills education, students learn essential skills to benefit their peace of mind and quality of life.

Also, they learn how to manage stress, calm their minds and bodies, exercise, eat healthy, set goals, stay on top of their responsibilities, and more.

3. Kids develop a sense of social responsibility

Life skills training encourages kids to become more responsible while respecting and valuing their peers, teachers, and school community.

It also fosters an understanding of teamwork and leadership that applies to every situation throughout their lives.

4. Life skills education develops teamwork skills

Children who have learned life skills are better prepared to tackle academic courses, build strong relationships with peers, and succeed socially and emotionally.

5. It helps students feel more confident

Students also learn to be more proficient in communication, child development, food proficiency, money management, and physical activity.

6. Children learn to use resources wisely

Life skills training helps children use their essential life resources-time, space, and materials wisely.

Children learn to use resources wisely as they explore possible solutions to problems, develop decision-making techniques, and practice patience through trial and error.

7. Life skills education makes students self-sufficient and confident adults

8. helps with focus and attention skills.

Help your child develop the focus and attention skills needed to thrive in school and beyond.

The life skills curriculum covers critical topics like stress management, respectful communication, self-advocacy, sensory processing, executive functioning, and memory in a fun and engaging environment.

9. Improves time management skills

Research shows that life skills education improves time management skills and helps children plan for their goals.

Students also learn how to set a schedule, stick to it, determine resources to allocate, and see which tasks are urgent. 

10. Life skills education encourages independence in kids 

From interviewing for a job to managing finances, life skills education can be the key to living a fulfilling life as an adult. 

11. Life skills education gives a boost to academic success

Also, early life lessons give students an advantage as they progress through school and beyond. 

12. Develops observation and critical thinking skills

The activities should also promote the development of fine motor and communication skills, visual observation, and cognitive thinking abilities.

What are the challenges affecting life skills education?

The challenges affecting life skills education include; a lack of resources, inadequate teacher and learner training, family support problems, dual responsibility to meet literacy and life skills targets, and managing cultural sensitivities.

However, the reality is that life skills education can help all students, including high achievers.

This occurs by encouraging them to think about what they want from their education and how it helps them develop as a whole person.

What are the categories of life skills?

Life skills include interpersonal and self-awareness skills, communication, decision-making, problem-solving, and coping with emotions.

These categories encompass many life skills, from physical to mental health.

Self-awareness skills

Communication skills.

Communication skills are talents and abilities that enable you to convey your thoughts, feelings, ideas, and information to others.

Decision making skills

Decision-making involves identifying a decision, gathering information, and assessing alternative resolutions.

Organizing relevant information and alternatives helps you make more deliberate, thoughtful decisions.

Problem solving skills

Coping skills.

Coping skills are techniques that help children, adolescents, and adults deal with emotional distress.

They are used to increase self-control and emotional regulation to better handle disappointment, frustration, and other negative feelings. 

How does life skills education affect society?

Also, minors who participate in life skills education are more likely to be respectful and responsible towards their community.

Why is life skills education necessary for employment?

Why is life skills education crucial to a child’s development.

You use life skills education to teach children how to make and maintain friendships, better communicate their needs, and resolve conflict.

This teaching method helps children develop social-emotional skills essential for school achievement and success in adulthood. 

Also, through life skills, children learn to deal with transition, stress, emotion, impulse control, self-esteem, and evaluation of consequences.

Life skills education is proven to impact children in the following ways: – Improved academic performance, improved social and emotional health, improved mental health, decreased stress, burnout, and anxiety.

Finally, teaching children adaptive skills also helps them maximize their potential.

These are practical abilities that children need to function and meet the demands of daily living. Learn more about adaptive skills and how important they are.

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Directorate for Education and Skills

The Education and Skills Directorate is one of twelve substantive departments of the OECD and provides policy analysis and advice on education to help individuals and nations to identify and develop the knowledge and skills that drive better jobs and better lives, generate prosperity and promote social inclusion.

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The OECD Directorate for Education and Skills seeks to help individuals and nations to identify and develop the knowledge, skills and values that drive better jobs and better lives, generate prosperity and promote social inclusion. It assists OECD countries and partner economies in designing and managing their education and skills systems, and in implementing reforms, so that citizens can develop the knowledge, skills, attitudes, and values they need throughout their lives.

Andreas Schleicher

Director Directorate for Education and Skills

Yuri Belfali

Head Early Childhood and Schools Division

Paulo Santiago

Head Policy Advice and Implementation Division

Tia Loukkola

Head Innovation and Measuring Progress Division

How we work

The work of the Directorate for Education and Skills is overseen by four bodies, each with its own mandate, membership, and programme of work and budget, to help deliver work under the overall governance of the OECD Council:

• The Education Policy Committee, which also provides strategic oversight of our work
• The Centre for Educational Research and Innovation Governing Board (CERI) 
• The Programme for International Student Assessment Governing Board (PISA)
• The Programme for Teaching and Learning International Survey Governing Board (TALIS)
• The Board of Participating Countries for the Programme for the International Assessment of Adult Competencies (PIAAC) is overseen by both the Education Policy Committee and the Employment, Labour and Social Affairs Committee.

What we are working on

The best way for education systems to improve is to learn what works from each other. We deploy large scale surveys and reviews, designing common methodological and analytical frameworks for utmost comparability of empirical evidence from different education systems. We collect data about nearly all aspects of countries’ education systems from key policies, teacher practises, adult proficiency, and early childhood learning and well-being to how 15-year-olds perform in mathematics and what their attitudes are about global issues like climate change.

• The International Early Learning and Child Well-Being Study
• OECD Survey on Social and Emotional Skills
• Survey of Adult Skills
• The OECD Teaching and Learning International Survey
•    Education at a Glance
•   The Education Policy Outlook
•   PISA Global Crisis Module
•   Global Teaching Insights
• Explore by country
• Explore by topic
• Review policies    
•   PISA for schools

Assisting countries with policy development and implementation

We help countries answer important questions facing education policy makers and practitioners alike: how to identify and develop the right skills and turn them into better jobs and better lives; how best to allocate resources in education to support social and economic development; and how to offer everyone the chance to make the most of their abilities at every age and stage of life OECD and partner countries look to our expertise to review their education and skills systems, and assist them in developing and implementing policies to improve them. We conduct reviews ranging from those on individual national education policy to comparative educational policy and thematic peer-analysis. We review and support the development of higher education systems with analysis on resource use and labour market relevance. All of these provide in-depth analyses and advice that draw on OECD data resources, national policy documents and research, and field-based interviewing by OECD review teams. Comparative thematics, covering areas such as ECEC in a digital world, diversity, equity and inclusion in education, teacher policy and transitions in upper secondary education, are based on a common conceptual framework and methodology developed with advice from a group of national experts.

Through tailored implementation support the directorate offers countries assistance in implementing policy, from curriculum reform to helping schools become effective learning organisations. It also brings countries and stakeholders together in a variety of fora to exchange ideas, an important step in the policymaking process.  

Pivoting to tomorrow

What knowledge, skills, attitudes and values will students need in a swiftly evolving world? We develop long-term “leading-edge” thinking that looks beyond the current state of education to what it can become. These multiple-scenario analyses nourish our ground-breaking Education 2030 work on curriculum. They inform international debate and inspire policy processes to shape the future of education. The one certainty about the future of education is that it will be a digital one though we cannot know to what degree. In staying ahead of the EdTech curve, the directorate advises countries on the fast-changing potential of digital tools like robotics, blockchain and artificial intelligence, and how they can be integrated and used to equitably boost teaching, learning and administrative performance. The digitalisation of education is just one of the many strategic foresight areas the OECD’s Centre for Educational Research and Innovation (CERI) focuses on. Its exploration of best practices flagged by international comparisons helps countries move towards the frontiers of education.

Programmes of work

• Education and Skills Policy Programme The OECD’s programme on education and skills policy support policymakers in their efforts to achieve high-quality lifelong learning, which in turn contributes to personal development, sustainable economic growth, and social cohesion. Learn more
• CERI The Centre for Educational Research and Innovation (CERI) provides and promotes international comparative research, innovation and key indicators, explores forward-looking and innovative approaches to education and learning, and facilitates bridges between educational research, innovation and policy development. Learn more
• INES The OECD Indicators of Education Systems (INES) programme seeks to gauge the performance of national education systems through internationally comparable data. Learn more
• PISA PISA is the OECD's Programme for International Student Assessment. PISA measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges. Learn more
• PIAAC The Survey of Adult Skills, a product of the PIAAC, measures adults’ proficiency in literacy, numeracy and the ability to solve problems in technology-rich environments. Learn more
• TALIS TALIS - the Teaching and Learning International Survey - is the world's largest international survey about teachers and school leaders. Learn more
• Survey on Social and Emotional Skills (SSES) The OECD Survey on Social and Emotional Skills is an international survey that identifies and assesses the conditions and practices that foster or hinder the development of social and emotional skills for 10- and 15-year-old students. Learn more
• Early Childhood Education and Care The Early Childhood Education and Care (ECEC) programme conducts analysis and develops new data to support countries in reviewing and improving their early childhood services and systems. Learn more
• Higher Education Policy The Higher Education Policy Programme carries out analysis on a wide range of higher education systems and policies Learn more

Directorate outputs

Policy and working papers

More facts, key findings and policy recommendations

Create customised data profiles and compare countries

Related policy issues

• Education access, participation, and progression
• Education economic and social outcomes
• Education equity
• Education evaluation and quality assurance
• Education financing
• Education leadership
• Education organisation and governance
• Future of education and skills
• Learning environment
• Teachers and educators
• Student performance (PISA)

Get in touch

Contact us: edu.contact@oecd.org

Iowa Reading Research Center

Handwriting: Beneficial to Reading and Often Misunderstood

Editor’s note: Handwriting instruction supports early reading skills. To learn more about the connections between handwriting and reading, see our Research Article of the Month: June 2024 .

Handwriting can be an effective way for students to learn important early reading and writing skills. As noted in a recent systematic review, handwriting instruction during kindergarten can improve both writing and reading outcomes, such as knowledge of letter names and sounds, spelling, and word reading (Ray et al., 2022). Indeed, research suggests a close link between writing and reading overall, including a strong relationship between the development of early writing and reading skills, such as spelling and word reading (Kim et al., 2024). In spite of these ties, handwriting is rarely mentioned in the national conversation on how to improve the reading performance of elementary students. 

There are several likely reasons why handwriting is an often forgotten aspect of reading instruction. One reason is that academic standards used by most states quickly pivot from emphasizing printing and handwriting by the end of first grade to use of technology (e.g., digital tools or keyboarding) in subsequent grades (National Governors Association & Council of Chief State School Officers, 2010). Despite rapid advances in computer technology, handwriting with a pencil and paper is likely here to stay. Put simply, handwriting is portable and practical: A pencil or pen can be easily carried and used, and they are much less expensive than high-technology devices, such as laptops or tablets. If a pencil tip breaks, then students just need access to a pencil sharpener. If a laptop or tablet breaks? That is a more complicated problem. 

Another reason handwriting is often forgotten is because it can be easy to confuse handwriting as more closely associated with drawing than reading. In its most basic form, handwriting occurs when students use a pencil, or any writing utensil (e.g., crayons or marker), to form letters of the alphabet. Similar to drawing, handwriting relies on physical and visual actions—see Datchuk (2015) for brief descriptions of the processes. When kindergarteners draw pictures of their families or write the letter “b,” they use fine-motor movement to make subtle adjustments to their pencils and visual-motor coordination to adjust lines and shapes based on visual feedback (e.g., staying within the margins of a paper). 

What distinguishes drawing from handwriting is knowledge of the alphabet—specifically, skills related to letter identification (e.g., name or sound of each letter) and formation (e.g., appropriate shape, size, and slant of letters). To handwrite letters of the alphabet, students use orthographic and phonologic information or memories of each letter shape, formation, and name (Datchuk & Kubina, 2013). This knowledge needed for proficient handwriting also contributes to proficient reading. For example, when students read or write the letter “b,” they draw upon their memorized representation of the letter shape, formation, and name or sound of “b.” Because dyslexia, a common reading disability, affects one’s ability to connect speech sounds with the symbols that represent them, it is not surprising that students with dyslexia and other reading disabilities often have difficulty with handwriting (Alamargot et al., 2020). 

Cognition of Early Reading and Writing

The interplay between working and long-term memory plays a central role in explaining the benefits of handwriting to overall literacy development (e.g., Graham, 2018). Working memory allows for the temporary storage of information for immediate use, such as remembering a sequence of numbers as you dial a phone number, whereas long-term memory stores information relatively permanently. Engaging in writing and reading are cognitively demanding tasks. The numerous skills involved in writing (e.g., text generation of multiple sentences on a topic) and reading (e.g., decoding and interpreting vocabulary) all compete for a limited amount of working memory resources. Put simply, it is hard to juggle all the skills, content, and processes involved in reading and writing at the same time. 

One of the ways to make it easier for students to read and write is to develop fluency—accuracy and efficiency—with foundational skills. When skills are fluent, they are stored in long-term memory, thereby freeing up cognitive resources to attend to other aspects of a composition or passage. The shifting of letter knowledge (e.g., letter identification and formation) from working memory to long-term memory is likely one of the key reasons handwriting instruction improves reading. Specifically, handwriting helps facilitate the storage of alphabetic knowledge—shape, formation, name, and sound of letters—that can also be used to learn how to read. 

What Can Elementary Teachers Do? 

During instruction focused on early literacy skills (e.g., phonemic awareness and phonics), schedule specific time for handwriting instruction. For efficient lessons, when students are learning letter identification, also engage them in learning how to form the letter: appropriate shape, size, and slant. Research suggests there are several effective instructional techniques to help students acquire handwriting, including:

• showing visual-cues of letter shape and formation (e.g., using materials in which letters appear as dotted lines to be connected, along with arrows and numbers showing suggested shape and sequence, as shown below)

• providing students with practice retrieving letters from memory (e.g., activities like “cover-copy-compare,” in which students look at a letter, say the letter aloud, cover it, write it on their own, and then uncover the original letter and compare it to what they wrote”)
• use of systematic and explicit instruction techniques (e.g., lessons featuring scaffolding in which teachers model letter identification and formation, guide independent practice, and test for student independence) 

Incorporating these three elements of research-based handwriting instruction, the Iowa Reading Research Center is developing an online tool that allows teachers to create customizable handwriting materials that align to their reading instruction (to be available mid-July 2024). The tool is called the Literacy LIFTER—Letter Identification and Formation for Transcription and Early Reading. The materials include visual cues (e.g., arrows and numbers) showing legible letter shape and formation, practice activities where students gradually recall more letters from memory, and instructional scripts that structure each lesson in a systematic and explicit manner. 

Handwriting is an often forgotten and misunderstood element of early literacy instruction. It deserves more attention, however, as the knowledge and skills related to handwriting underpin not only writing development but also reading. The IRRC’s Literacy LIFTER aims to demystify the instruction of handwriting. When incorporated into reading instruction, this tool helps reinforce the foundational skills that underlie reading.   

Alamargot, D., Morin, M. F., & Simard-Dupuis, E. (2020). Handwriting delay in dyslexia: Children at the end of primary school still make numerous short pauses when producing letters. Journal of Learning Disabilities , 53 (3), 163-175. https://doi.org/10.1177/0022219420903705

Datchuk, S. M. (2015). Teaching handwriting to elementary students with learning disabilities and writing difficulties: A problem-solving approach . Teaching Exceptional Children, 48, 19-27. 

Datchuk, S. M., & Kubina, R. M. (2013). A review of teaching sentence-level writing skills to students with writing difficulties and learning disabilities. Remedial and Special Education, 34, 180-192. 

Graham, S. (2018). A revised writer(s)-within- community model of writing. Educational Psychologist , 53 (4), 258–279. https://doi.org/10.1080/00461520.2018.1481406

Kim, Y. S. G., Wolters, A., & Lee, J. W. (2024). Reading and writing relations are not uniform: They differ by the linguistic grain size, developmental phase, and measurement. Review of Educational Research , 94 (3), 311-342. https://doi.org/10.3102/00346543231178830

National Governors Association for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for English language arts and literacy in history/social studies, science, and technical subjects . https://www.thecorestandards.org/wp-content/uploads/ELA_Standards1.pdf  

Ray, K., Dally, K., Rowlandson, L., Tam, K. I., & Lane, A. E. (2022). The relationship of handwriting ability and literacy in kindergarten: A systematic review. Reading and Writing , 35 (5), 1119-1155. https://doi.org/10.1007/s11145-021-10224-8

• alphabetic knowledge
• handwriting
• letter sounds
• Research Article of the Month

Research Article of the Month: June 2024

The Continued Importance of Handwriting Instruction

Important Days In July 2024: Complete List Of National And International Events

Let's delve into the noteworthy days of July 2024 to better understand this multifaceted month.

Here's a complete list of all the important days in July 2024

Important Days In July 2024: July, the seventh month of the year with 31 days, brings a variety of observances around the world. From national holidays to international awareness days, July offers a glimpse into diverse cultures and global issues.

Students prepping for competitive exams will find July particularly rich in historical and thematic events that frequently appear in test questions.

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For those in the Northern Hemisphere, July marks the heart of summer, often with scorching temperatures known as "dog days." In contrast, the Southern Hemisphere experiences some of its coldest weather during this time.

Here's a list of all the important events that will take place in July

1 july 2024.

• National Doctor's Day (India)
• National Postal Worker Day
• International Reggae Day
• Zip Code Day
• Early Bird Day
• Virgin Islands Day
• International Chicken Wing Day
• Chartered Accountants Day (India)
• National U.S. Postage Stamp Day 

2  July 2024

World UFO Day

• National Anisette Day
• World Tutors' Day
• National Wildland firefighter Day
• Made in the USA Day

3 July 2024

• National Fried Clam Day
• National Independent Beer Run Day
• International Drop a Rock Day
• International Plastic Bag Free Day
• Disobedience Day

4  July 2024

USA Independence Day 

• Jackfruit Day
• Invisible Day
• Indivisible Day
• Alice in Wonderland Day

5  July 2024

Pet Remembrance Day

• Work Without Your Hands Day
• National Workaholics Day
• National Bikini Day

6  July 2024

World Zoonoses Day

• International Cherry Pit Spitting Day
• International Day of Cooperatives
• International Kissing Day
• Umbrella Cover Day

7  July 2024

• World Chocolate Day 
• Global Forgiveness Day 
• Islamic New Year
• National Dora Day
• World Kiswahili Language Day
• World Circle Dance Day

8  July 2024

Math 2.0 Day

• National Video Game Day
• International Town Criers Day
• National SCUD Day
• Be a Kid Again Day

9  July 2024

National Sugar Cookie Day

• Nunavut Day
• Fashion Day
• Cow Appreciation Day
• National Dimples Day

10  July 2024

Global Energy Independence Day

• National Kitten Day
• Chronic Disease Awareness Day
• Don't Step on a Bee Day
• Pick Blueberries Day

11  July 2024

World Population Day 

• National 7-Eleven Day
• International Essential Oils Day
• National Swimming Pool Day
• National Mulberry Muffin Day

12  July 2024

National Simplicity Day

• Paper Bag Day
• International Day of Combating Sand and Dust Storms
• World Kebab Day
• National French Fry Day

13  July 2024

World Rum Day

• International Rock Day

14  July 2024

Bastille Day or French National Day

• World Chimpanzee Day
• Shark Awareness Day
• Pandemonium Day
• International Non Binary Peoples' Day

15  July 2024

World Youth Skills Day

• Social Media Giving Day
• Global Hug Your Kids Day
• International Stamp Out Spiking Day
• National Be a Dork Day

16  July 2024

Fresh Spinach Day

• World Snake Day
• National Cherry Day
• Rural Transit Day

17  July 2024

World Day for International Justice 

• World Emoji Day
• Glioblastoma Awareness Day
• National Lottery Day
• National Tattoo Day

18  July 2024

International Nelson Mandela Day

• Insurance Nerd Day
• Black Leaders Awareness Day
• World Listening Day
• National Sour Candy Day

19  July 2024

National Urban Bee Keeping Day

• National Football Day
• International Retainer Day
• International Karaoke Day

20  July 2024

International Chess Day

• National Moon Day
• Colombia's Independence Day
• World Jump Day
• Space Exploration Day
• National Lollipop Day

21  July 2024

Guru Purnima (India)

• Legal Drinking Age Day
• National Ice Cream Day
• National Junk Food Day
• National Lamington Day
• National Be Someone Day

22  July 2024

Pi Approximation Day

• National Flag Day (India)
• National Mango Day
• Sawan Festival (India)
• Fragile X Awareness Day
• National Rat Catcher's Day
• World Brain Day
• Spoonerism Day

23  July 2024

• Sprinkle Day
• World Sjogren's Day
• International Yada Yada Yada Day
• National Vanilla Ice Cream Day

24  July 2024

National Thermal Engineer Day

• National Tequila Day
• International Self Care Day
• National Cousins Day
• Pioneer Day

25  July 2024

World Embryologist Day

• National Refreshment Day 
• Earth Overshoot Day
• National Intern Day
• Carousal Day

26  July 2024

Kargil Vijay Diwas (India)

• System Administrator Appreciation Day
• Holistic Therapy Day
• National Disability Independence Day
• National Dog Photography Day
• One Voice Day
• National Aunt and Uncle Day

27  July 2024

APJ Abdul Kalam's Death Anniversary (India)

• National Scotch Day
• National Love is Kind Day
• National Walk on Stilts Day

28  July 2024

World Nature Conservation Day

• World Hepatitis Day
• National Parents Day
• National Soccer Day
• World Day for Grandparents and Elderly

29  July 2024

International Tiger Day 

• National Lipstick Day
• National Lasagna Day

30  July 2024

• International Friendship Day 
• World Day Against Trafficking in Persons
• National Father-in-Law Day
• Share a Hug Day
• National Cheesecake Day
• Paperback Book Day

31  July 2024

National Avocado Day

• National Mutt Day
• Black Tot Day
• World Ranger Day
• Uncommon Instrument Awareness Day

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As AI gains a workplace foothold, states are trying to make sure workers don’t get left behind

In this undated photo, Richie Hull, a lead instructor at the Connecticut-based group CfAL for Digital Inclusion, teaches participates at the Ives Maine Library in New Haven, Conn. how to take a computer apart and put it back together again. Connecticut is working on a new online academy to teach citizens about how to use generative artificial intelligence, but groups like CfAL say basic computer skills are also needed. (Rose Servetnick/CfAL for Digital Inclusion via AP)

In this undated photo, students attending the Building Your Own Computer program offered by the Connecticut-based group CfAL for Digital Inclusion, practice their skills. States are looking to beef up their residents tech skills as generative artificial intelligence plays a greater role in the workplace. CfAL officials, however, say basic computer skills are also still needed. (Rose Servetnick/CfAL for Digital Inclusion via AP)

In this undated photo, a Connecticut high school student practices skills she has learned in the Building Your Own Computer program offered by the Connecticut-based group CfAL for Digital Inclusion. States are looking to beef up their residents tech skills as generative artificial intelligence plays a greater role in the workplace. CfAL officials, however, say basic computer skills are also still needed. (Rose Servetnick/CfAL for Digital Inclusion via AP)

In this undated photo, Richie Hull, a lead instructor at the Connecticut-based group CfAL for Digital Inclusion, teaches the Foundation to a Career in Computers class at the organization’s computer lab in New Haven, Conn. States are looking to beef up their residents tech skills as generative artificial intelligence plays a greater role in the workplace. CfAL officials, however, say basic computer skills are also still needed. (Rose Servetnick/CfAL for Digital Inclusion via AP)

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HARTFORD, Conn. (AP) — With many jobs expected to eventually rely on generative artificial intelligence, states are trying to help workers beef up their tech skills before they become outdated and get outfoxed by machines that are becoming increasingly smarter.

Connecticut is working to create what proponents believe will be the country’s first Citizens AI Academy, a free online repository of curated classes that users can take to learn basic skills or obtain a certificate needed for employment.

“This is a rapidly evolving area,” said state Democratic Sen. James Maroney. “So we need to all learn what are the best sources for staying current. How can we update our skills? Who can be trusted sources?”

Determining what skills are necessary in an AI world can be a challenge for state legislators given the fast-moving nature of the technology and differing opinions about what approach is best.

Gregory LaBlanc, professor of Finance, Strategy and Law at the Haas School of Business at Berkeley Law School in California, says workers should be taught how to use and manage generative AI rather than how the technology works, partly because computers will soon be better able to perform certain tasks previously performed by humans.

“What we need is to lean into things that complement AI as opposed to learning to be really bad imitators of AI,” he said. “We need to figure out what is AI not good at and then teach those things. And those things are generally things like creativity, empathy, high level problem solving.”

He said historically people have not needed to understand technological advancements in order for them to succeed.

“When when electricity came along, we didn’t tell everybody that they needed to become electrical engineers,” LeBlanc said.

This year, at least four states — Connecticut, California, Mississippi and Maryland — proposed legislation that attempted to deal with AI in the classroom somehow. They ranged from Connecticut’s planned AI Academy, which was originally included in a wide-ranging AI regulation bill that failed but the concept is still being developed by state education officials, to proposed working groups that examine how AI can be incorporated safely in public schools. Such a bill died in the Mississippi legislature while the others remain in flux.

One bill in California would require a state working group to consider incorporating AI literacy skills into math, science, history and social science curriculums.

“AI has the potential to positively impact the way we live, but only if we know how to use it, and use it responsibly,” said the bill’s author, Assemblymember Marc Berman, in a statement. “No matter their future profession, we must ensure that all students understand basic AI principles and applications, that they have the skills to recognize when AI is employed, and are aware of AI’s implications, limitations, and ethical considerations.”

The bill is backed by the California Chamber of Commerce. CalChamber Policy Advocate Ronak Daylami said in a statement that incorporating information into existing school curricula will “dispel the stigma and mystique of the technology, not only helping students become more discerning and intentional users and consumers of AI, but also better positioning future generations of workers to succeed in an AI-driven workforce and hopefully inspiring the next generation of computer scientists.”

While Connecticut’s planned AI Academy is expected to offer certificates to people who complete certain skills programs that might be needed for careers, Maroney said the academy will also include the basics, from digital literacy to how to pose questions to a chatbot.

He said it’s important for people to have the skills to understand, evaluate and effectively interact with AI technologies, whether it’s a chatbot or machines that learn to identify problems and make decisions that mimic human decision-making.

“Most jobs are going to require some form of literacy,” Maroney said. “I think that if you aren’t learning how to use it, you’ll be at a disadvantage.”

A September 2023 study released by the job-search company Indeed found all U.S. jobs listed on the platform had skills that could be performed or augmented by generative AI. Nearly 20% of the jobs were considered “highly exposed,” which means the technology is considered good or excellent at 80% or more of the skills that were mentioned in the Indeed job listings.

Nearly 46% of the jobs on the platform were “moderately exposed,” which means the GenAI can perform 50% to 80% of the skills.

Maroney said he is concerned how that skills gap — coupled with a lack of access to high-speed internet, computers and smart phones in some underserved communities — will exacerbate the inequity problem.

A report released in February from McKinsey and Company, a global management consulting firm, projected that generative AI could increase household wealth in the U.S. by nearly $500 billion by 2045, but it would also increase the wealth gap between Black and white households by $43 billion annually.

Advocates have been working for years to narrow the nation’s digital skills gap, often focusing on the basics of computer literacy and improving access to reliable internet and devices, especially for people living in urban and rural areas. The advent of AI brings additional challenges to that task, said Marvin Venay, chief external affairs and advocacy officer for the Massachusetts-based organization Bring Tech Home.

“Education must be included in order for this to really take off publicly ... in a manner which is going to give people the ability to eliminate their barriers,” he said of AI. “And it has to be able to explain to the most common individual why it is not only a useful tool, but why this tool will be something that can be trusted.”

Tesha Tramontano-Kelly, executive director of the Connecticut-based group CfAL for Digital Inclusion, said she worries lawmakers are “putting the cart before the horse” when it comes to talking about AI training. Ninety percent of the youths and adults who use her organization’s free digital literacy classes don’t have a computer in the home.

While Connecticut is considered technologically advanced compared to many other states and nearly every household can get internet service, a recent state digital equity study found only about three-quarters subscribe to broadband. A survey conducted as part of the study found 47% of respondents find it somewhat or very difficult to afford internet service.

Of residents who reported household income at or below 150% of the federal poverty level, 32% don’t own a computer and 13% don’t own any internet enabled device.

Tramontano-Kelly said ensuring the internet is accessible and technology equipment is affordable are important first steps.

“So teaching people about AI is super important. I 100% agree with this,” she said. “But the conversation also needs to be about everything else that goes along with AI.”

MAKUENI COUNTY WELCOMES 125 INTERNS FOR SKILLS TRAINING PROGRAM

Makueni County has hired 125 interns to equip them with specialized skills in their respective fields. These interns will be immediately placed across various county departments to hone their skills and prepare for future career opportunities.

Deputy Governor Lucy Mulili, speaking at the inauguration event held at Green Park on Wednesday, highlighted that the interns will spend the next year working in Makueni. She emphasized that this period is a prime opportunity for them to refine their skills and uncover their talents.

Mulili urged the interns to remain dedicated and take their training seriously, noting that they will receive a monthly stipend of 15,000 Ksh. to support their upkeep during their tenure. She also stressed the importance of developing strong communication and interpersonal skills to facilitate effective interaction with supervisors and peers across the 16 departments where they will be deployed.

Elizabeth Muli, the County Executive Committee Member in charge of ICT, Education, and Internship, encouraged the interns to embrace the learning process. She pointed out that every challenge presents a chance to learn and grow, urging the young trainees to take initiative and demonstrate enthusiasm in their tasks.

Muli assured the interns that the government would provide support and guidance, helping them gain valuable experience in their areas of specialization, which will be crucial in securing employment after the internship period.

The event was also attended by several dignitaries, including MCAs Jonathan Muthoka (Ilima Ward) and Sarah Mbilo (Nominated), Peter Mumo, ECM for Gender, Sternly Nthiw’a, County Attorney, and Chief Officers Irene Makau (Education), Alfonce Kanunga (ICT), and Bonface Mutua (Planning), among other officials, who shared words of wisdom and encouragement with the aspiring professionals.

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Indigenous youth learn skills at 12th annual summit.

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The Coalition To Stop Violence Against Native Women is hosting its 12th annual youth summit.

Young people from different tribes within New Mexico were educated on how to lead. Organizers were also there to teach important life skills.

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Those include teaching CPR, mental health awareness and aid training. This is to help the youth better educate and empower their communities once they return.

Youth project coordinator Jordan Patricio said these teachings are not available for these children elsewhere.

"These communities that the youth come from, they don't have access to these opportunities," Patricio said. "They don't have access to these resources. And so we want them to come together and to be in space with other youth who don't have what they don't have to."

The summit is held every summer.

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