Top 10 countries leading in future skills of education: WEFFinland, Switzerland and New Zealand lead the way at teaching skills for the futureadvertisement India Today Web Desk New DelhiMay 18, 2019UPDATED: May 18, 2019 16:12 IST According to the Worldwide Educating for the Future Index (WEFFI), Finland is the world leader at the provision of future skills education, followed by Switzerland.Finland, Switzerland and New Zealand lead the way at teaching skills for the future https://t.co/Uv7vFPl4lk #education #skills pic.twitter.com/2hfQJbBc3Z World Economic Forum (@wef) May 18, 2019Both countries particularly excel in the policy environment category, and specifically in terms of formulation of future skills strategy, the periodic review of strategy and the assessment frameworks to support future skills training.The WEFFI report, by the Economist Intelligence Unit, looks at policy initiatives, teaching methodologies and the socio-economic environment of 50 countries. It found the five worst-ranked countries to be Egypt, Nigeria, Algeria, Iran and Pakistan.Hard truths for soft skillsWe live in an era that is increasingly being defined by change – in terms of both its speed and its spread. A number of start-up businesses, harnessing the power of technology, have successfully up-ended the status quo of sector after sector. There’s Amazon, which disrupted the sale of books and became the world’s biggest bookseller, before disrupting the book itself with the creation of mass-market e-readers and electronic book consumption. More recently, Uber has managed to redefine the taxi sector, and in the financial world fintech companies have changed the way people manage their money.But the next wave of change will have more profound effects, which is why it is so important for national governments to set in train the right policies. As things stand, according to the WEFFI report’s authors, most countries’ educational systems are not configured to equip the next generation with the skills they are most likely to need.advertisementPart of the challenge facing educationalists is that technological change will call for skills that fall outside of age-old approaches to curriculum design and teaching. Emotional intelligence, creative thinking, and collaboration are just three core aptitudes that will be needed, but which cannot easily be taught in a traditional classroom environment.Get out of the classroomThis fast pace of technological transformation – often referred to as the Fourth Industrial Revolution – is based on a suite of technological developments that includes automation, artificial intelligence, the internet of things, the fusion of genetic science with biotech, and always-on access to data.The report highlights the importance of language learning and the role of AI as a teaching aid in the classroom. But it also points out that many key elements of future skills learning will take place outside the classroom. In the United States and United Kingdom, after-school clubs for primary and secondary school students are connected to evidence of better school attendance and better academic results. The benefits are being seen in high-poverty areas with low-performing schools, in particular.”In research published in 2016,” the report states, “UK experts found that attendance in such clubs is associated with positive academic and social outcomes, particularly for disadvantaged children. Its findings also suggest that children who participate in organized sport and other physical activities have better social, emotional and behavioural skills than those who do not.”While so many aspects of life have changed almost beyond recognition, classrooms have altered little in 200 years. A group of students sit at desks facing the front, where a teacher stands, ready to impart facts; the challenge for teachers will also be to keep up with the pace of change.”Updating curriculum should always be on the agenda,” says Jaime Saavedra of the World Bank, quoted in the WEFFI report. “But it is incredibly urgent to invest in changing the behaviour of teachers and improving what happens inside the classroom.”Source: WEFGet real-time alerts and all the news on your phone with the all-new India Today app. Download from Post your comment Do You Like This Story? Awesome! Now share the story Too bad. Tell us what you didn’t like in the comments Posted byAysha
“The Secretary-General urges all Ivorian parties and every citizen of Côte d’Ivoire to put the national interest foremost, stop all confrontations, and resume, without further delay and without any preconditions, the full implementation of the Linas-Marcoussis Agreement,” UN spokesman Fred Eckhard told reporters in New York.The government and rebel Forces Nouvelles signed the agreement in Linas-Marcoussis, France, in January 2003, ending fierce fighting and setting up a government of national unity. In March 2003, another accord – the Accra II agreement – was concluded in a bid to resolve a dispute over appointing the ministers for defence and internal security.Through his spokesman, Mr. Annan reminded the parties that the UN is preparing to deploy a peacekeeping force, but the Ivorian parties would have to show the political will to reject violence and work towards genuine reconciliation and mutual accommodation. Violent attacks broke out at demonstrations in the main commercial centre of Abidjan, where sporadic shooting was heard, according to the UN Mission in Côte d’Ivoire (MINUCI). Initial reports indicated that some 20 to 25 people may have been killed, and many others reportedly injured. One person was also killed during demonstrations in the capital, Yamoussoukro. A protest in Bouaké was generally peaceful.The Secretary-General’s Special Representative, Albert Tevoedjre, urged all sides to halt the fighting, according to Mr. Eckhard.On the eve of the demonstrations, Mr. Annan yesterday appealed to all sides to exercise restraint.The Security Council is scheduled to discuss the situation in Côte d’Ivoire tomorrow.