You've probably heard the term "paradigm shift" bantered about a few times--and perhaps written it off as just so much hype and hot air--but you've got to agree that we are experiencing some fundamental changes. in THE AGENT OF CHANGE FORUM www.theagentofchange-ng.com The traditional education system--the one we grew up in--was designed for a very different world from the one we live in today. The Industrial Age required a lot more workers than thinkers, so school was really a sorting system first and a learning system second (Reigeluth, 1994). Those who had enough "natural ability" to learn (sometimes in spite of the system) were passed on to the next level of education, while everyone else was sent out into the workforce.

This system was inherently norm-referenced, because identifying "the best" who were to fill the limited openings at the next higher level was at least as important as assessing competence at skills and knowledge which would be developed over the course of a career. So what happened?

Well, the world got more complex. With the beginnings of information-based society, the ability to think, learn, and adapt became increasingly critical for a larger and larger proportion of the workforce. Suddenly, we're finding that the "Three Rs" just aren't enough anymore. Employers are demanding more and more complex skills, even from high school graduates--and an increasingly global economy means that if one

country's schools aren't providing those skills, companies will simply hire graduates from another country, or even relocate their operations to another country. At the same time, increasingly rapid technological and societal change has led to an erosion of the one-job "career." As a result, one of the most important competencies for graduates to leave our schools having mastered is the ability to learn, with little or no formal guidance, for the rest of their lives.

What this means is that we suddenly find ourselves faced with a student body who may or may not have the "natural" ability to master the curriculum on their own, but who must leave having done so--and having mastered the ability to think, learn, and adapt continuously thereafter--to be employable in the Information Age. Consequently, it's no longer enough to provide a dubious education and hand them a diploma once they've put in their "seat time." Instead, we must focus on--and be able to measure--improving their performance as learners, critical thinkers, and problem-solvers.

Today's education systems--often still rooted in the Industrial Age structures and practices of their origins, are finding themselves increasingly unprepared for this task. This is why all of us with a stake in our education systems--that is, all of us--need to understand and become involved in educational change: nothing less than our children's preparation for the future depends upon it!

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What this explains is that we get ourselves with the body of a person who may or may not have the “physicality” to develop a curriculum on their own, but who will give up on doing so? - and having the ability to think, learn, adapt regularly and then - to be employed on Information Day. He gets https://www.assignmentgeek.com.au/term-paper/ for us. Therefore, there is not enough Instead, we must focus on.

The Industrial Age required much a bigger number of laborers than masterminds, so school was actually an arranging framework first and a learning framework second (Reigeluth, 1994). The individuals who had enough "normal capacity" to learn (some of the time disregarding the framework) were given to the following degree of training, while every other person was conveyed into the workforce. 3V0-21.18 exam dumps

In this new digital era, education has gone beyond what is obtainable in the classroom. Students must realize that they need to equip themselves with skills that will guarantee their relevance in a world that will be dominated by robots and AI. This is one the reasons Educlimax Technologies Limited is developing technologies to help schools equip themselves against the forthcoming disruptions. We have started by releasing our school software https://climaxms.educlimax.com for schools to offset the shortcomings from the current pandemic and continue to deliver quality education remotely.