238
dents to be achieved. The authors of the present
book think that both are necessary (basic knowledge and abilities, competencies) since no competencies can be obtained without basic knowledge.
Different programmes and institutes emphasise
the importance of different competencies.
Competencies necessary for lifelong learning
(LLL) are the following according to OECD
experts:
• “Literacy” (communication) for the requirements of everyday life and work.
• “Digital literacy”.
• Ability of understanding facts, continuous
learning and relearning.
• Ability to build relationships.
• Make cognitive and non-cognitive characteristics—including emotions—able to operate
even at information overloading, uncertainty
and rapid changes as well.
• Having personal and social competence.
• Ability of research and criticism, tolerance,
accepting, appreciating different cultures.
Other competencies:
• communication (to understand read and heard
texts, express views and communicate with
others, etc.),
• digital competence (using the computer, internet, etc.),
• mathematical competence (all fields of everyday life),
• natural sciences competence (modelling,
research, setting hypotheses, verification, etc.),
• social and civic (working with others, responsible participation, etc.)
• entrepreneurship competence (design, execution, evaluation, risk-taking, etc.).
European Parliament and Council recommendation of 2006 reflecting the Lisbon Strategy of
Education:
• communication in the mother tongue,
• communication in foreign languages,
• mathematical competence and basic competences in science and technology,
• digital competence,
• learning to learn,
• interpersonal, intercultural and social competence, civic competence,
• entrepreneurship competence and
• cultural awareness and expression.
It is doubtless that the fundamental task of the
school of the future will be to develop all competences in future generations to be able to learn independently and to accommodate to the changing
world. The authors of the present book think the
content of learning also important, not to be
neglected, because the concept of the world that
would help living in it has to be formed in the
school for students, and also the bases to be built
upon in the long-term have to be founded in school.
It is likely that education will be changed
greatly. It would be beneficial if the school system—retaining the national character of education in every country—would develop into a
global international network in which the assessment of the progress of students and the work of
teachers would be in part under international control. The authors consider primarily that part of
the curriculum which establishes the solution of
cross-border problems. (Basics of systems thinking, digital technology basics, foreign language,
basics of coexistence of different societies and
cultures, solving global environmental problems.) The most important keyword should be
cooperation.
In secondary schools, students would progress
towards specialisations. The new technological
revolution with advancing autocatalytic technologies (information technology, nanotechnology,
biotechnology) requires a new level of knowledge (Sect. 6.3).
Artificial intelligence applications based on
self-learning algorithms and thus robots coming
into general use make numerous jobs automated,
and humans wither control robots or compose
computer programmes for robots. Some of the
non-automated jobs will be covered by people
with highest qualification, like system developers, designers. They will be trained, however, in
higher education. Secondary education has to
prepare students for the above.
6 Steps Towards Realising Global Sustainable Development
dents to be achieved. The authors of the present
book think that both are necessary (basic knowledge and abilities, competencies) since no competencies can be obtained without basic knowledge.
Different programmes and institutes emphasise
the importance of different competencies.
Competencies necessary for lifelong learning
(LLL) are the following according to OECD
experts:
• “Literacy” (communication) for the requirements of everyday life and work.
• “Digital literacy”.
• Ability of understanding facts, continuous
learning and relearning.
• Ability to build relationships.
• Make cognitive and non-cognitive characteristics—including emotions—able to operate
even at information overloading, uncertainty
and rapid changes as well.
• Having personal and social competence.
• Ability of research and criticism, tolerance,
accepting, appreciating different cultures.
Other competencies:
• communication (to understand read and heard
texts, express views and communicate with
others, etc.),
• digital competence (using the computer, internet, etc.),
• mathematical competence (all fields of everyday life),
• natural sciences competence (modelling,
research, setting hypotheses, verification, etc.),
• social and civic (working with others, responsible participation, etc.)
• entrepreneurship competence (design, execution, evaluation, risk-taking, etc.).
European Parliament and Council recommendation of 2006 reflecting the Lisbon Strategy of
Education:
• communication in the mother tongue,
• communication in foreign languages,
• mathematical competence and basic competences in science and technology,
• digital competence,
• learning to learn,
• interpersonal, intercultural and social competence, civic competence,
• entrepreneurship competence and
• cultural awareness and expression.
It is doubtless that the fundamental task of the
school of the future will be to develop all competences in future generations to be able to learn independently and to accommodate to the changing
world. The authors of the present book think the
content of learning also important, not to be
neglected, because the concept of the world that
would help living in it has to be formed in the
school for students, and also the bases to be built
upon in the long-term have to be founded in school.
It is likely that education will be changed
greatly. It would be beneficial if the school system—retaining the national character of education in every country—would develop into a
global international network in which the assessment of the progress of students and the work of
teachers would be in part under international control. The authors consider primarily that part of
the curriculum which establishes the solution of
cross-border problems. (Basics of systems thinking, digital technology basics, foreign language,
basics of coexistence of different societies and
cultures, solving global environmental problems.) The most important keyword should be
cooperation.
In secondary schools, students would progress
towards specialisations. The new technological
revolution with advancing autocatalytic technologies (information technology, nanotechnology,
biotechnology) requires a new level of knowledge (Sect. 6.3).
Artificial intelligence applications based on
self-learning algorithms and thus robots coming
into general use make numerous jobs automated,
and humans wither control robots or compose
computer programmes for robots. Some of the
non-automated jobs will be covered by people
with highest qualification, like system developers, designers. They will be trained, however, in
higher education. Secondary education has to
prepare students for the above.
6 Steps Towards Realising Global Sustainable Development