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Similar a Foro Internacional de refelxion y analisis: El Reto de formar ciudadanos para el siglo XXI
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Foro Internacional de refelxion y analisis: El Reto de formar ciudadanos para el siglo XXI
- 1. FORO INTERNACIONAL DE REFLEXIÓN Y ANÁLISIS “EL RETO DE FORMAR CIUDADANOS PARA EL SIGLO XXI”. Presentación de Gabriela Ramos Consejera Especial del Secretario General, Directora de Gabinete y Sherpa 18 de noviembre de 2016
- 2. Vivimos en un mundo altamente interconectado y crecientemente complejo Un aumento significativo de la interconectividad y la complejidad de la economía global Una limitación de los instrumentos analíticos, los marcos de políticas y la capacidad de gobernanza para enfrentar esos cambios
- 3. Enfrentando los desafíos de la globalización y de un modelo económico insostenible migración cambio climático desigualdad
- 4. Dónde estamos: 8 años en la “trampa” del bajo crecimiento con vulnerabilidades crecientes Source: OECD Economic Outlook 90&95 database. Necesario impulsar la productividad y crecimiento verde e incluyente • Vulnerabilidades: • Bajo crecimiento • Bajos niveles de comercio • Bajos niveles de empleo • Incremento de las desigualdades • Contexto político riesgoso: • Incremento del populismo • Riesgo de proteccionismo y antiglobalización • Crisis migratoria Productividad Laboral Promedio PIB real mundial
- 5. Los legados de la crisis: una recuperación mucho más débil que en crisis anteriores -8 -6 -4 -2 0 2 4 1970s; Peak at time t: 1978Q3 1980s; Peak at time t: 1980Q1 2000s; Peak at time t: 2008Q1 OECD-wide output gap before and after recessions change in output gap (% points from time t) Source: OECD Economic Outlook 90&95 database.
- 6. ¿QUÉ TIPO DE EDUCACIÓN? De la educación para adquirir conocimiento a la educación para ser. “Aprendiendo a aprender”.
- 7. El futuro de la educación y las competencias: lo que los niños deben aprender Competencias Globales
- 8. Las dimensiones de la propuesta evaluación de las competencias globales
- 9. Qué son las competencias globales? Competencias Globales es la capacidad para examinar cuestiones globales e interculturales, desarrollar perspectivas múltiples, interactuar de manera abierta, adecuada y efectiva con gente de diferentes culturas y para actuar en favor del bienestar colectivo y el desarrollo sustentable.
- 10. Ejemplo de AUSTRALIA Una visión integral de lo que los niños deben aprender Clear vision i.e. confident, creative, active/ informed citizen Interdisciplinary capabilities Highlighting 7 general capabilities Foundational capabilities
- 11. Ejemplo de SINGAPUR Values, i.e. Respect, responsibility, resilience, integrity, care and harmony Clear vision i.e. Confident person, self-directed learner, concerned citizen, active contributor
- 12. Ejemplo de Canadá (Alberta) Government of Alberta Source: http://schools.cbe.ab.ca/b393/pdfs/FrameworkforStudentLearning.pdf Clear vision i.e. entrepreneurial spirit, ethical citizen, engaged thinker Foundational competencies core competencies
- 13. Ejemplo de Estonia Core values • General human values (honesty, compassion, respect for life,…) • Social values (liberty, democracy, respect for mother tongue,…)
- 14. Prevalece la memorización, la práctica, la rutina, los ejercicios, los simulacros and practice and/or repetition -2.00 -1.50 -1.00 -0.50 0.00 0.00 0.50 1.00 1.50 2.00 Switzerland Poland Germany Japan Korea France Sweden Shanghai-China Canada Singapore United States Norway Spain Netherlands United Kingdom Prevalece la elaboración El razonamiento, el aprendizaje profundo, la motivación intrínseca, el pensamiento crítico, la creatividad, los problemas no rutinarios High Low Low High
- 15. REALINEAMIENTO DE LA PEDAGOGÍA Porcentaje de adultos mayores y jóvenes con educación terciaria en México (2015) 0 10 20 30 40 50 60 70 80 Corea Japón Canadá Federaciónrusa Lituania Irlanda Luxemburgo ReinoUnido Suiza Australia Noruega EstadosUnidos Suecia Israel PaísesBajos Francia Dinamarca Polonia Bélgica PromedioOCDE España Eslovenia Finlandia Estonia Grecia Islandia Letonia NuevaZelanda Austria Portugal Hungría R.Eslovaca R.Checa Alemania CostaRica Turquía Colombia Chile ArabiaSaudí Italia México China Brasil Sudáfrica Indonesia % 25-34 años 55-64 años
- 16. Tasas de matriculación de los niños de 2 años Programas de desarrollo para la primera infancia = CINE 01 (2014) 0 10 20 30 40 50 60 70 80 90 100 Dinamarca Noruega Suecia Corea Eslovenia Alemania NuevaZelanda Lituania Australia España Finlandia Federaciónrusa Israel PromedioOCDE Brasil Austria Grecia Chile ReinoUnido México CostaRica Turquía %
- 17. Porcentaje de jóvenes de 25 a 34 años que carecen de educación secundaria superior (2005, 2015) 0 10 20 30 40 50 60 70 México CostaRica Turquía Brasil España Portugal Colombia Italia Islandia Chile NuevaZelanda Noruega Suecia Bélgica PromedioOCDE Dinamarca Grecia Luxemburgo Letonia ReinoUnido PaísesBajos Hungría Francia Alemania Australia Estonia Finlandia Lituania Austria EstadosUnidos Irlanda Israel Suiza R.Eslovaca Canadá R.Checa Polonia Eslovenia Corea 2005 2015 %
- 18. Porcentaje de NiNis de 20 a 24 años por sexo (2015) 0 5 10 15 20 25 30 35 40 45 50 Italia España Grecia Corea Francia Finlandia Irlanda Portugal Turquía Polonia R.Eslovaca Hungría Lituania CostaRica Eslovenia Israel PromedioOCDE Chile Canadá Bélgica Brasil Suiza EstadosUnidos Austria ReinoUnido Dinamarca Suecia Colombia Australia Estonia Letonia NuevaZelanda Noruega México R.Checa Luxemburgo Japón PaísesBajos Alemania Islandia Federaciónrusa Hombres Mujeres %
- 19. Resultados PISA 2012 México ha avanzado pero sigue estando muy atrás Performance in Mathematics, Reading and Science Mean score OECD Factbook 2015-2016
- 20. Una excelente Reforma Educativa OBJETIVOS AMBICIOSOS • Responder a una exigencia social para fortalecer a la educación pública, laica y gratuita. • Asegurar una mayor equidad en el acceso a una educación de calidad. • Fortalecer las capacidades de gestión de la escuela. • Establecer un servicio profesional docente con reglas que respetan los derechos laborales de los maestros. • Propiciar nuevas oportunidades para el desarrollo profesional de docentes y directivos. • Sentar las bases para que los elementos del Sistema Educativo sean evaluados de manera imparcial, objetiva y transparente.
- 21. El nuevo Modelo Educativo de México Acorde con las Competencias Globales. Por una educación que compete a todos.
- 22. 22 Gracias Para mayor información: http://www.oecd.org/pisa/aboutpisa/Global-competency-for- an-inclusive-world.pdf Contacto: Gabriela.ramos@oecd.org Síganme en Twitter: @gabramosp
Notas del editor
- Highlight the challenging policy environment and international context (refer to the latest Economic Outlook on growth, productivity, trade, unemployment, low interest rates, lack of trust, etc. ) with high uncertainty and complexity, calls for renewed efforts. NAEC is providing new insights into how our economies and societies actually work - a significant advance because our traditional models did not realistically capture the complexity of these inter-related systems. We need to get to grips with complexity: across and within countries between the financial sector and the real economy And among global tensions and stresses hat have been building for decades The study of complex networks provides a new and powerful perspective on the critical infrastructure of financial systems. Networks – broadly understood as a collection of nodes and links between nodes – offer a useful representation of financial systems. This is essential in better regulating the financial sector. Cesar Hidalgo, Ricardo Hausmann and Luciano Pietronero have highlighted the importance of networks of capabilities where the complexity of products produced and the “fitness” of an economy are essential in understanding future growth prospects. Lessons from biology and physics are being used to understand the dynamics of urban centres around the world which may help guide policy priorities. There are many new questions emerging that conventional analyses struggle to explain: The scale, scope and threats to financial stability associated with shadow banking; The impact of prolonged low interest rates and the implications for pensions and government debt; A rising array of inequalities which risk undermining social mobility; Weak aggregate demand and failure to escape the low-growth trap; Rising anti-globalisation sentiment and populism which threaten to undermine the consensus around the drivers of growth – trade openness, technological change and structural reform In short, we still need to advance new thinking and new approaches, because traditional tools are not delivering.
- Highlight the challenging policy environment and international context (refer to the latest Economic Outlook on growth, productivity, trade, unemployment, low interest rates, lack of trust, etc. ) with high uncertainty and complexity, calls for renewed efforts. NAEC is providing new insights into how our economies and societies actually work - a significant advance because our traditional models did not realistically capture the complexity of these inter-related systems. We need to get to grips with complexity: across and within countries between the financial sector and the real economy And among global tensions and stresses hat have been building for decades The study of complex networks provides a new and powerful perspective on the critical infrastructure of financial systems. Networks – broadly understood as a collection of nodes and links between nodes – offer a useful representation of financial systems. This is essential in better regulating the financial sector. Cesar Hidalgo, Ricardo Hausmann and Luciano Pietronero have highlighted the importance of networks of capabilities where the complexity of products produced and the “fitness” of an economy are essential in understanding future growth prospects. Lessons from biology and physics are being used to understand the dynamics of urban centres around the world which may help guide policy priorities. There are many new questions emerging that conventional analyses struggle to explain: The scale, scope and threats to financial stability associated with shadow banking; The impact of prolonged low interest rates and the implications for pensions and government debt; A rising array of inequalities which risk undermining social mobility; Weak aggregate demand and failure to escape the low-growth trap; Rising anti-globalisation sentiment and populism which threaten to undermine the consensus around the drivers of growth – trade openness, technological change and structural reform In short, we still need to advance new thinking and new approaches, because traditional tools are not delivering.
- Central to the Australian curriculum is the concept of general capabilities, enabling students to become successful learners, confident and creative individuals and active and informative citizens. The capabilities encompass knowledge, skills, behaviours and dispositions across seven areas: literacy, numeracy, information and communication technology, critical and creative thinking, personal and social capability, ethical understanding and intercultural understanding.
- Singapore's 21st Century Competencies Framework puts the primary emphasis on values: respect, responsibility, resilience, integrity, care and harmony. Values shape a young person's social and emotional competencies, such as self and social awareness, relationship management, self -management and responsible decision-making. They also inform 21st century competencies such as Civic Literacy, Global Awareness & Cross Cultural Skills, Critical and Inventive Thinking Skills and Communication, Collaboration and Information Skills. These competencies have been developed to address globalisation, changing demographics, technological advances and other trends. Together, they are intended to nurture a confident person, a self-directed learner, a concerned citizen and an active contributor.
- Estonia sets out eight “general competences” including: cultural and value competence; social and citizen competence; self-management competence; learning to learn competence; communication competence; mathematics, natural science and technology competence; entrepreneurship competence; and digital competence. Also, as interdisciplinary topics, “cross curricular topics” are suggested, such as “lifelong learning and career planning”, “environment and sustainability”, “civic initiative and entrepreneurship”, “cultural identify”, “information environment”, “technology and innovation”, “health and safety”, and “values and morals”.) These general competences and cross-curricular topics are well aligned.
- 25-34 años: OCDE 42%, México 21% 55-64 años: OCDE 26%, México 12%
- OCDE 34%, México 5%
- 2005: OCDE 21%, México 62% 2015: OCDE 16%, México 55%
- Hombres: OCDE 15%, México 10% Mujeres: OCDE 18%, México 41%
- Hombres: OCDE 15%, México 10% Mujeres: OCDE 18%, México 41%
- Hombres: OCDE 15%, México 10% Mujeres: OCDE 18%, México 41%