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The Global Learning Alliance (GLA) is the outgrowth of CPET’s ground-breaking research on the features and practices surrounding 21st century teaching and learning. It has evolved from seeds of the research project and is now a consortium of schools and universities around the world dedicated to understanding, defining, applying, and sharing the principles and practices of a world-class education within a wide range of educational contexts.
The advancements of technology have fundamentally changed our relationship with information. How do we interpret this information, and what do we do with it? This is the question that teachers and school leaders struggle with as they attempt to make key concepts relevant to children in a changing world. We can no longer sustain a 20th century in a 21st century world — and the GLA is committed to cross cultural research collaborations as an effort to define a pedagogy that takes into account the dynamic needs of our changing world. The task before us is to educate students today for the world they’re poised to lead tomorrow. |
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We explore 21st century skills across four mindsets, each articulating capacities that research suggests will be the most valuable and valued skills in the future.
Critical Mindset Interpreting • Analyzing • Synthesizing • Evaluating Creative Mindset Imagining • Questioning • Simulating • Appreciating Ambiguity Collaborative Mindset Observing • Reflecting • Communicating in Multiple Modalities • Collaborating Strategically Global Mindset Real World Problem-Solving • Demonstrating Global Consciousness • Intertextual Thinking • Engaging in Multiple Perspectives |
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All over the world, governments, policymakers, and educators are advocating the need to educate students for the 21st century. This book provides insights into what this means and the ways 21st century education is theorized and implemented in practice. The first part, “Perspectives: Mapping our futures-in-the-making,” uncovers the contradictions, tensions, and processes that shape 21st century education discourses. The second part, “Policies: Constructing the future through policymaking,” discusses how 21st century education is translated into policies and the resulting tensions that emerge from top-down, state sanctioned policies and bottom-up initiatives. The third part, “Practices: Enacting the Future in Local Contexts,” discusses on-the-ground initiatives that schools in various countries around the world enact to educate their students for the 21st century. This volume includes contributions from leading scholars in the field as well as educators from schools and those working with schools.
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