A hundred years ago, if you asked a farmer what skills his children needed, the answer would not be long in coming. They would need to know how to milk a cow or cultivate a field. In other words, the general skills needed for a single job that changes slowly... And this has been the case for many people throughout history.
But for the last few centuries? Not so much.
In each generation, and sometimes even within the same generation, we see some jobs disappearing and others emerging. For example, machines have automated much of production and continue to do so. But as manufacturing jobs have declined, once unthinkable jobs have emerged, such as bloggers, coders, dog walkers and professional computer gamers.
In a world where these job cycles are accelerating, the question is: What skills should we teach the next generation to keep up with the times?
Research has proven that current curricula with isolated courses and specialized vocational training do not prepare students to succeed in the 21st century - a time of technological advancement, volatile markets and uncertainty.
To address this problem, some schools have begun to teach coding and other skills that are relevant to today's technologies. But technology is changing so fast that these new skills may no longer be relevant when students enter the world of work.
In fact, Cathy Davidson, in her book Now You See It , makes the following prediction:
As Brett Schilke, Singularity University's director of impact and youth engagement, said in an interview, not only is it difficult to predict the careers that will emerge in the future, it is also unclear which technology-based skills will be relevant in 5-10 years.
Finland has replacedits national curriculum with a new model called the "phenomenon-based" approach. By 2020, the country will replace traditional subjects with a localized approach that emphasizes the four Cs - communication, creativity, critical thinking and collaboration. These four skills are "the essence of teamwork and a reflection of the 'hyper-connected' world we live in today," writes Singularity Hub editor-in-chief David Hill.
Hill points out that the 4 C's are essential skills for being a successful entrepreneur in the 21st century - a time when accelerating change means that the skills we train for today may not exist tomorrow. Finland's approach reflects a significant departure from the antiquated model used in most US institutions - a model created for a slower, more stable job market and an economy that no longer exists.
In addition to the 4 C's, successful entrepreneurs around the world demonstrate three other soft skills that can also be integrated into the classroom: Adaptability, resilience, courage and a continuous learning mindset.
These skills can equip students to problem solve, think creatively and adapt to the rapid changes they will inevitably face. In a world of uncertainty, the only constants are adaptability, resilience and the ability to get back on their feet.
The curricula of certain high schools in Buenos Aires now require technological education in the first two years and entrepreneurship in the last three. Esteban Bullrich, Buenos Aires' education minister, told Singularity University in an interview: "When children leave school, I want them to be able to create the future they want to create; to change the world with the skills they have acquired through formal schooling..."
The idea is to teach students to be adaptable and equip them with skills that they can apply to whatever reality they will face when they leave school, Bullrich explains. Embedding these entrepreneurial skills into education will ensure that future leaders can comfortably keep up with the pace of technology. In fact, Mariano Mayer, director of entrepreneurship for the city of Buenos Aires, believes that these soft skills will be most relevant in the job markets of the future.
This message is consistent with research by the World Economic Forum and the Boston Consulting Group in their report New Vision for Education: Unlocking the Potential of Technology . The report divides key 21st century skills into three categories: Basic literacies, competencies and character traits. Lifelong learning is also considered as a skill that encompasses these categories.
Source: World Economic Forum, March 2015Lifelonglearning
This continuous learning approach, as opposed to diploma-oriented education, represents a much-needed shift in education. It also reflects the demands of the job market, where lifelong learning and skills development are what keep the individual competitive, agile and valuable.
Rob Nail, CEO of Singularity University, explains: "The status quo is not in line with the ongoing evolution of the world. You go and get your certificate or your diploma and that's it. That's not how the world we live in today works."
Shifting the focus of education from diploma-oriented to continuous learning has obvious benefits for students. As education in general becomes increasingly democratized and decentralized, this shift in focus will also help academic institutions preserve their values.
Any major change requires us to overcome a number of obstacles. And in education there are many, but one of the most important is the fear of change.
"Fear of change has caused us to fall behind in terms of innovation and human activity," says Bullrich.
The spaces for education and learning are ready to be reinvented. It's time to roll up our sleeves.