Training 21st-Century Workers: Facts, Fiction and Memory Illusions

Autor/in	Abadzi, Helen
Titel	Training 21st-Century Workers: Facts, Fiction and Memory Illusions
Quelle	In: International Review of Education, 62 (2016) 3, S.253-278 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-016-9565-6
Schlagwörter	Technological Advancement; Fiction; Memory; Creativity; Communication Skills; Critical Thinking; Global Approach; Feedback (Response); Short Term Memory; Cognitive Processes; Difficulty Level; Thinking Skills; Economically Disadvantaged; Cognitive Science; Expertise; Training; Employment Potential; Job Skills; Low Income Groups; Developing Nations; Skill Development; Technological Literacy + Suchen Sie Ihr Suchwort? Technological development; Technologische Entwicklung; Fiktion; Gedächtnis; Kreativität; Kommunikationsstil; Kritisches Denken; Globales Denken; Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Denkfähigkeit; Kognitionswissenschaft; Expert appraisal; Ausbildung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Produktive Fertigkeit; Developing country; Developing countries; Entwicklungsland; Kompetenzentwicklung; Qualifikationsentwicklung; Technisches Wissen
Abstract	Technological achievements require complex skills for the workplace, along with creativity, communication, and critical thinking. To compete effectively in the global economy, governments must provide their citizens with relevant education and training. To help close the skills gap, international agencies often advise governments of developing countries to de-emphasise basic knowledge and focus instead on complex cognition and systemic improvements. However, the donors' advice may be due to memory biases of highly educated people. Such training strategies would fail most students, because complex skills are built by combining and automatising shorter chains of thoughts or behaviours. An effective training process requires much practice, feedback and rearrangement of subcomponents over time. Execution of various tasks must become automatic and effortless to avoid using up too much of the very limited capacity of what is termed the "working memory." Marketable skills are those skills which are fluently performed without excessive cognitive load. To provide complex skills for all, including non-cognitive skills, curricula should therefore first ensure detailed instruction and practice of basic components which can then be strung together and applied to new tasks. Policy advisers seem unaware of these scientific insights, so they are not taken into account. The article reviews the essential neurocognitive functions involved in the acquisition and execution of skills chains. The author concludes that to improve the skills of economically disadvantaged populations, donors and governments must acquire expertise and offer advice on the basis of cognitive science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01