0:00:00.000,0:00:15.085
(Sound off till 0:39, [br]actual session starts at 2:04)

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(Indistinct conversations)

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(Moderator) So we've got one hour[br]and a quarter.

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(confused voices)

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How do we know[br]when these things are going to be turned on?

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(confused voices)

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What? OK? Right.

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(Moderator) Ladies and Genltemen, [br]can I ask everyone

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to take their seats, please?

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We're about to begin, [br]so if you're visiting the bar,

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can you charge your glasses and return [br]to your seats, and then we'll begin.

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We've got an hour and a quarter[br]for this debate.

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OK, can I -- Welcome everybody to[br]the Online Educa OEB debate.

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I'm not sure what number this is[br]in the series of debates that we've had,

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I think it may be getting up to our 10th.

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What I can tell you is that in the time[br]that we've been having these debates

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and that I've been chairing them, [br]my eyesight has now gone so bad

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that I can't possibly read any notes[br]that I have without using glasses, so

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I think we must be on at least our 10th.

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What I can also tell you is that [br]Online Educa itself, OEB,

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this year is celebrating [br]its 21st anniversary.

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So I think that perhaps deserves[br]a round of applause.

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So happy birthday to Online Educa --[br](Applause) -- this fantastic conference.

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And 21 years ago was a very difficult --[br]very different world indeed,

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when one thinks about the scale and scope[br]of change that there --

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that has taken place in the last 21 years.

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One statistic I was reading recently was [br]that in the UK, in 1994, 21 years ago,

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there were only 67 mobile phones[br]per 1000 people.

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But only ten years later, in 2004,

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there were more mobiles in the UK [br]than people.

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And that pattern of spread [br]of mobile communications alone

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has spread across the world and [br]in Africa, for instance,

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those of you who have been to [br]Elearning Africa will have heard about

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the spread of mobile communications[br]across the African continent.

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So in terms of the scale [br]of technological change,

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and the spread of that change [br]across the world,

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the change in that short period of time,[br]in these past 21 years alone,

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has been enormous, and we heard about

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the scale of it in the opening [br]plenary session this morning.

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We live in a world that is globalized,[br]interconnected, hyperlinked

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and that scale of change that we're [br]experiencing and have experienced

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in the last 21 years, is going to[br]gather pace and continue.

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And all that is going to create a huge [br]challenge for education and training,

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which is going to be at the heart

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of dealing with both the positive and [br]negative aspects of that change.

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And that's why the motion that we're [br]dealing with today, in this debate,

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is so important, and why the whole subject[br]of giving young people the skills

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that they need to cope with [br]the challenges of this new world

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that we all are going to --[br]that we are creating, is so important.

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We've got four speakers, [br]four panel speakers

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to open the debate this evening

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and I'm going to ask each of them [br]to speak for 10 minutes,

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and then I'm going to --

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-- two of them will speak for the motion, [br]obviously,and two against --

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then I will throw open the debate [br]to all of you,

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but if you want to intervene[br]whilst they are speaking,

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because we're having [br]a parliamentary-style debate,

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then you can try to intervene on them

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and if they want to take [br]your intervention,

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then they can do so, but it will be[br]entirely up to you.

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And if they don't, then you can draw[br]whatever conclusions you want from that.

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But I want to ensure that [br]we keep the flow going,

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so I'm not going to let you bully them[br]but I'm going to allow you,

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if you want to make a particular point,

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or if you want to make [br]a short intervention, to do so.

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Then after they've spoken, we'll[br]throw open the debate to the floor

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and you can make your contribution,

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but do please realize that time [br]is of the essence,

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so please try to keep it short and [br]to the point, succinct.

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This is the kind of debate equivalent[br]of texting.

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So, no long rambling contributions,

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because I will cut you off [br]if you try to do that.

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So, very short contributions, please.

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And then I'll ask each of our --[br]I'll ask one speaker from each side

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to sum up, and then we will take a vote,[br]and we'll do that by a show of hands.

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And I've also made it clear [br]to all the speakers that they may

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say things that they don't necessarily [br]want to be held to in the future,

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so I hope that you will understand that,

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that this is an opportunity for us [br]to explore some of the issues,

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but don't take it all too seriously,

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and don't come and accuse people of saying[br]things that you would --

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that they might not necessarily always [br]want to be held to.

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With that in mind, I'm going to ask[br]our first speaker, who is Jo Swinson.

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Jo Swinson, who is the former Minister[br]for business, innovation and skills

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in the UK's coalition government of[br]2010 to 2015,

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to speak first for the motion.

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And Jo, since leaving Parliament, [br]has begun a new career

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and is involved in an award within[br]a data intelligence company

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called Clear Returns

0:08:00.310,0:08:07.511
and she is an expert on the challenges [br]and opportunities of the digital age.

0:08:07.511,0:08:09.077
So, over to you, Jo.

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(Jo Swinson) Thank you very much indeed,[br]Harold.

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And I'm absolutely delighted to be here[br]in Berlin at OEB.

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A bit of a first, actually, the first[br]technology-related conference

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that I've been to where there is a queue[br]in the ladies' loos!

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I have to say I was particularly pleased [br]by that, not only as a feminist,

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but also as a Brit who appreciates[br]the art of queuing.

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So it was good on two fronts.

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So, "This house believes that [br]21st century skills aren't being taught,

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"and they should be." is the motion[br]that I want to convince you

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to support this evening.

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We absolutely need to be equipping[br]our young people,

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and indeed, people at every stage[br]of their lives,

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with the skills that they need [br]for the 21st century.

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And our education systems, [br]and our wider society,

0:09:05.836,0:09:08.082
have an important role to play in this.

0:09:08.629,0:09:13.333
But I will put it to you, this evening,[br]that when it comes to technical skills,

0:09:13.333,0:09:15.821
when it comes to social skills,[br]and vitally,

0:09:15.821,0:09:19.927
when it comes to capacity [br]to embrace change,

0:09:19.927,0:09:24.007
we are not yet rising to that challenge[br]sufficiently.

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There are very specific skills, [br]there are gaps in science and technology

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that are not being properly filled.

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These shortages are causing[br]significant problems

0:09:36.054,0:09:38.206
for businesses, for employers.

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Half of engineering companies say that[br]they have delayed taking forward

0:09:43.755,0:09:47.751
new products or services, because [br]they have vacancies

0:09:47.751,0:09:52.559
that are so hard to fill, because[br]the skills are not there to recruit.

0:09:53.360,0:09:58.348
Digital start-ups are often in real need[br]of software developers

0:09:58.348,0:10:00.444
that they cannot find sufficiently.

0:10:00.444,0:10:05.565
And companies of all sizes, grappling with[br]cybersecurity challenges

0:10:05.565,0:10:10.750
struggle to have the skills that they need[br]to take on those important issues.

0:10:11.347,0:10:16.545
As Harold mentioned, I'm now a director[br]of a company called Clear Returns.

0:10:16.545,0:10:21.926
It's been going for about three years,[br]based in Glasgow, and uses data analytics

0:10:21.926,0:10:27.020
to help retailers understand the problems[br]they have with product returns

0:10:27.020,0:10:30.369
and therefore successfully cutting [br]the costs for retailers,

0:10:30.369,0:10:33.034
and resulting in better [br]customer satisfaction.

0:10:33.383,0:10:39.275
But in our technology team of 17 people,[br]there are 12 different nationalities

0:10:39.275,0:10:45.640
and not one of those people went through[br]the school education system in the UK,

0:10:45.640,0:10:49.235
because the skills are not up to scratch.

0:10:49.836,0:10:53.590
Now, there have been some improvements[br]and as to 2014,

0:10:53.590,0:10:58.040
computer science has been introduced into[br]the curriculum in the UK,

0:10:58.040,0:11:00.393
but that is not the end of the matter,

0:11:00.393,0:11:05.916
because 11% of computer science graduates[br]are unemployed.

0:11:06.276,0:11:10.481
In fact, that's one of the highest [br]unemployment rates

0:11:10.481,0:11:12.039
for any subject discipline,

0:11:12.039,0:11:16.801
at a time when we have a huge shortage[br]of these very skills.

0:11:16.801,0:11:20.218
Something is going very wrong [br]when that is the case.

0:11:20.834,0:11:23.997
And this is not just about[br]teaching people to code.

0:11:24.410,0:11:27.114
Fashionable though that [br]undoubtedly is at the moment

0:11:27.114,0:11:31.116
and it is necessary that we do have [br]people who can code.

0:11:31.116,0:11:34.315
But it's not some kind of silver bullet[br]on its own.

0:11:34.855,0:11:39.039
Actually, it's the building blocks [br]that we need to be putting in place,

0:11:39.338,0:11:42.806
the things that lie before you get[br]to the point of coding,

0:11:42.806,0:11:46.821
the logic, the basic maths, [br]enhancing those skills,

0:11:46.821,0:11:49.911
so that people can put [br]those building blocks together

0:11:49.911,0:11:55.238
and create an argument or a [br]train of thought or a mathematical proof,

0:11:55.537,0:12:00.330
or indeed, a piece of code that will[br]instruct a machine to do something.

0:12:00.641,0:12:04.673
Yet our maths skills [br]are also going backwards.

0:12:04.673,0:12:08.233
A King's College, London, study found that[br]compared to the 1970's

0:12:08.233,0:12:13.562
young people today are significantly less[br]well equipped in the field of mathematics.

0:12:14.110,0:12:17.581
And it's also worth pointing out [br]that we are missing out,

0:12:17.581,0:12:22.434
when it comes to teaching these skills[br]on almost half of the population.

0:12:23.024,0:12:27.753
Only one in five A-level physics students[br]is a girl.

0:12:27.753,0:12:31.717
When it comes to computer science,[br]that figure drops to 1 in 10.

0:12:32.233,0:12:34.680
Now, it's wonderful to be at [br]a technology conference

0:12:34.680,0:12:36.116
where there is a queue [br]in the ladies' loos,

0:12:36.116,0:12:40.230
but even at this conference, if you[br]have a look at the speakers' brochure,

0:12:40.230,0:12:44.674
only 8 of the 35 main speakers are women,[br]so where are the women?

0:12:44.674,0:12:47.648
We are missing out [br]on that important talent

0:12:47.648,0:12:51.184
who are not then getting the skills[br]that we need for the 21st century

0:12:51.184,0:12:53.521
to enable all of our economies [br]to flourish.

0:12:54.401,0:12:58.478
We're also not doing well enough[br]at the social skills

0:12:58.478,0:13:01.326
which have always been imported --[br]important,

0:13:01.326,0:13:04.869
and I would argue, are even more so[br]in the context of the 21st century.

0:13:05.472,0:13:10.225
Employers have long complained that[br]they get coming into the work place

0:13:10.225,0:13:12.189
are not yet ready for work.

0:13:12.750,0:13:15.723
I have to say there is that thing [br]I've observed,

0:13:15.723,0:13:18.539
when new graduates starting out[br]in the work place

0:13:18.539,0:13:21.095
seem to be allergic to [br]using the telephone

0:13:21.095,0:13:23.754
for the purpose it was originally[br]designed for.

0:13:24.404,0:13:28.853
I've lost count of the number of times[br]when, speaking to a member of staff

0:13:28.853,0:13:31.863
about the particular project [br]that they are trying to make happen,

0:13:31.863,0:13:33.846
and it seems sort of stuck, and I say:

0:13:33.846,0:13:36.549
"And what happened [br]when you asked that person about it?"

0:13:36.876,0:13:39.594
"Oh, I sent them an email and[br]they didn't get back to me."

0:13:40.069,0:13:43.996
You know, for all the wonders that[br]technology can undoubtedly do

0:13:43.996,0:13:48.012
in helping us in our working life, when[br]you want to get people to do something,

0:13:48.012,0:13:54.009
an email is very easy to ignore, and it is[br]much harder to just put to one side

0:13:54.009,0:13:58.061
a face-to-face person or contact, [br]or on the telephone.

0:13:58.619,0:14:03.741
And relationships are absolutely critical[br]to 21st century work places and skills:

0:14:03.741,0:14:08.036
getting things done, collaborating in [br]teams, motivating others.

0:14:08.036,0:14:12.362
Yet when we assess children [br]and young people in the education system,

0:14:12.362,0:14:15.764
it is genuinely done [br]on a pure individual basis,

0:14:15.764,0:14:19.800
not looking at how they are actually[br]operating within a group setting.

0:14:20.227,0:14:24.300
And when it comes to skills [br]in terms of relationships,

0:14:24.300,0:14:28.603
something like personal, social[br]and health education, which I would argue,

0:14:28.603,0:14:33.490
is absolutely essential to help young[br]people learn to navigate relationships,

0:14:33.490,0:14:36.711
and important issues like consent[br]when it comes to sex,

0:14:36.711,0:14:40.195
it's not even compulsory [br]in the UK curriculum.

0:14:40.675,0:14:43.480
In a world where ultimation is increasing,

0:14:43.942,0:14:47.270
where jobs that we've already seen through[br]the Industrial Revolution,

0:14:47.270,0:14:49.441
that manual jobs have been replaced [br]by machines,

0:14:49.441,0:14:54.257
that with the next stage of technological[br]advancement, many, many more,

0:14:54.257,0:14:57.351
in things like accountancy and [br]professional services,

0:14:57.351,0:15:00.396
are also going to be replaced [br]by algorithms,

0:15:00.880,0:15:05.838
the human social relationship skills[br]are going to be in even more demand

0:15:05.838,0:15:08.962
and therefore deserve much more attention.

0:15:09.392,0:15:15.115
And my final point is that we have not [br]done enough to prepare people

0:15:15.115,0:15:17.069
for the world of change.

0:15:17.750,0:15:21.993
A little while ago, I spoke at a School[br]Award ceremony to 12-year olds

0:15:21.993,0:15:24.996
And I was to explain to them [br]how the world had changed

0:15:24.996,0:15:26.558
since I was there age.

0:15:27.290,0:15:33.611
And one of the examples I used was[br]the process of taking a photograph.

0:15:34.351,0:15:39.926
And I described how, when I was 12,[br]you would have a thing called a camera

0:15:39.926,0:15:43.550
that was all that it did, it was just[br]for taking photographs,

0:15:44.126,0:15:46.791
you would have to get a piece of film,[br]physically,

0:15:46.791,0:15:50.020
to load it into the camera machine,[br]you'd had to do that pretty carefully,

0:15:50.020,0:15:53.590
because you didn't want to expose the film[br]and it was quite a fiddly process.

0:15:54.212,0:15:57.084
You wouldn't know whether the photos[br]you were taking were any good.

0:15:58.810,0:16:02.027
You would have to take at least 24, [br]or sometimes 36,

0:16:02.027,0:16:05.277
depending on which particular [br]piece of film you put into your camera,

0:16:05.277,0:16:09.959
before you would then take it along[br]to a pharmacist's or a chemist's shop,

0:16:10.355,0:16:14.391
pay some money and then go and do[br]something else for a few days,

0:16:14.391,0:16:16.439
at which point you could come back[br]and be presented

0:16:16.439,0:16:18.193
with your little envelope of photographs,

0:16:18.193,0:16:20.343
and see if any of them had turned out OK.

0:16:20.807,0:16:22.925
And I was counting on these 12-year olds[br]looked at me (check)

0:16:22.925,0:16:25.446
like I might well be lying to the,: [br]this is how it worked,

0:16:26.387,0:16:29.235
because of course these days, you know,[br]within a matter of seconds,

0:16:29.235,0:16:31.196
you can take dozens of selfies [br]in your phone,

0:16:31.196,0:16:33.757
apply however many Instagram filters[br]you like,

0:16:33.757,0:16:38.308
and share it with the entire world,[br]just without leaving the spot.

0:16:38.795,0:16:42.840
The pace of change is accelerating hugely.

0:16:43.358,0:16:49.751
Here in 2015, for us to consider [br]what even are 21st century skills,

0:16:50.103,0:16:56.487
is like going back to 1915 and trying[br]to imagine the space race, nuclear power,

0:16:56.487,0:17:00.722
the internet, or the kind of social change[br]going from a situation

0:17:00.722,0:17:02.727
where women didn't even have the vote,

0:17:02.727,0:17:05.582
to electing a woman as Prime Minister [br]in the UK,

0:17:05.582,0:17:08.341
or the change with gay rights,

0:17:08.341,0:17:11.929
or the ending of racial segregation[br]in the United States.

0:17:12.238,0:17:16.247
We can't even conceive of all that [br]the 21st century is going to bring.

0:17:16.516,0:17:20.640
And so, more than anything, with [br]this huge pace of increasing knowledge,

0:17:20.640,0:17:24.056
more than anything, what we need to do[br]is equip people

0:17:24.056,0:17:28.003
to cope with and thrive [br]on change and uncertainty.

0:17:28.582,0:17:33.039
And instead, we have bunches of kids being [br]processed through the education system

0:17:33.039,0:17:36.771
that doesn't look that different[br]to several decades ago.

0:17:37.029,0:17:41.168
So we really do have a problem here,[br]in terms of the skills

0:17:41.168,0:17:45.117
that we are teaching and more importantly,[br]not teaching well enough.

0:17:45.870,0:17:49.130
Whether it's technical skills, [br]whether it's those social skills

0:17:49.130,0:17:53.035
or whether it's the vitally important[br]ability to be resilient,

0:17:53.035,0:17:55.155
to recover from change and setbacks,

0:17:55.155,0:17:59.355
and to apply yourself in a new way [br]to a new set of challenges and horizons.

0:17:59.355,0:18:01.841
These are the things [br]we must be focusing on,

0:18:01.841,0:18:04.309
and we aren't yet rising [br]to that challenge.

0:18:04.619,0:18:05.840
Support the motion!

0:18:05.840,0:18:15.626
(Applause)

0:18:16.081,0:18:18.406
(Moderator) OK, thank you very much[br]for that, Jo.

0:18:19.052,0:18:24.908
Our next speaker, who is going to speak[br]against the motion, is Allan Päll,

0:18:25.297,0:18:28.852
who is the Secretary General of [br]the European Youth Forum,

0:18:28.852,0:18:33.041
which is the representative body[br]for youth organisations in Europe

0:18:33.041,0:18:35.400
and he is an advocate for youth's rights.

0:18:35.994,0:18:41.296
He lead student unions in Estonia and[br]at the European level, and has advocated

0:18:41.296,0:18:46.055
for students' voices to be included[br]in educational policy. Allan, up to you:

0:18:46.055,0:18:48.464
(Allan Päll) All right, [br]thank you very much, chair.

0:18:48.464,0:18:53.489
I would like to very much support many[br]of the claims made by our opposition.

0:18:53.489,0:18:58.041
However, when it comes to the question[br]and when it comes to this specific motion,

0:18:58.041,0:19:03.378
this house does not believe that [br]21st century skills aren't being taught,

0:19:03.378,0:19:06.958
because, well, let me put it very bluntly[br]and very simply:

0:19:06.958,0:19:13.884
the whole notion of what are 21st century[br]skills is often just a bunch of nonsense,

0:19:13.884,0:19:16.108
if I would sum it up very briefly.

0:19:16.108,0:19:18.675
But let me go into it a bit more.

0:19:18.675,0:19:22.837
There are many definitions of[br]what these skills could be

0:19:22.837,0:19:28.347
and I fully agree that they do include[br]everything mentioned by the opposition.

0:19:28.755,0:19:32.057
However, there are many other ways[br]of looking at it.

0:19:32.057,0:19:35.846
So if we are to say whether these are [br]being taught or not,

0:19:35.846,0:19:41.083
even if we have a problem of the very[br]definition of what these skills are,

0:19:41.083,0:19:45.968
how can we say that they are [br]not being taught so determinedly?

0:19:46.913,0:19:52.993
Some of the elements that can be [br]mentioned as 21st century skills

0:19:52.993,0:19:58.632
are simple things, as critical thinking,[br]problem-solving, reasoning, analysis,

0:19:58.632,0:20:04.394
research skills, creativity, curiosity,[br]perseverance, self-direction

0:20:04.394,0:20:07.850
oral and written communication,[br]leadership,

0:20:07.850,0:20:13.008
information and communication technology,[br]social justice, literacy,

0:20:13.008,0:20:20.833
civic, ethical behavior, global awareness:[br]the list goes on and on and on.

0:20:20.833,0:20:26.846
So, indeed, many of those things, perhaps,[br]are not being taught enough,

0:20:26.846,0:20:30.432
or specifically enough, [br]in our educational systems.

0:20:30.432,0:20:35.163
But that doesn't mean that [br]this is not happening.

0:20:35.166,0:20:37.079
Let me ask you one simple question:

0:20:37.079,0:20:41.822
If you believe that we don't acquire[br]many of these skills

0:20:41.822,0:20:46.710
in our educational environment, [br]be it in a formal setting

0:20:46.710,0:20:51.190
or a socializing moment [br]in your school or at university,

0:20:51.190,0:20:58.523
would we actually witness the pace[br]of change in society that we are seeing?

0:20:58.523,0:21:02.150
Almost all of us have gone through [br]the educational system.

0:21:02.150,0:21:07.271
So, we must get a lot of those skills[br]also through that.

0:21:07.503,0:21:11.507
I do agree, though, [br]that there is something to be said about

0:21:11.507,0:21:17.118
the question of how specific are we[br]when we look at those skills.

0:21:17.118,0:21:20.164
Because that is true that most curricula --

0:21:20.534,0:21:26.311
education is very much compartmentalized[br]into very specific subject areas

0:21:26.311,0:21:30.659
and we're seeing an increasing trend[br]of those subject areas becoming

0:21:30.659,0:21:32.762
more and more specific.

0:21:32.762,0:21:38.076
And thus indeed, there is perhaps[br]not enough emphasis on looking at,

0:21:38.076,0:21:43.764
or thinking really about are we acquiring[br]all those sets of skills

0:21:43.764,0:21:49.279
that are important for our socialization,[br]etc., our technical skills as well,

0:21:49.279,0:21:51.421
as mentioned by the opposition.

0:21:51.985,0:21:55.397
One of the things that I would like[br]to highlight is that

0:21:55.397,0:21:59.911
the schools and universities, and[br]vocational education and training

0:21:59.911,0:22:04.076
is not only about the formal [br]learning outcomes

0:22:04.076,0:22:07.922
that we are beginning to measure [br]more and more.

0:22:07.922,0:22:14.143
It is also about the social environment[br]at that very school or university

0:22:14.143,0:22:17.671
that determines a lot of [br]what education gives us.

0:22:18.274,0:22:22.521
In terms of specific skills [br]that were mentioned by opposition

0:22:22.521,0:22:28.678
and the lack of those skills, there are[br]many variables perhaps to look at.

0:22:28.678,0:22:32.486
Yes indeed, we are missing out [br]on engineers,

0:22:32.486,0:22:39.541
we are missing out on also [br]staff in medical sciences, in care.

0:22:39.541,0:22:41.549
We would need indeed many more people

0:22:41.549,0:22:46.036
to have those qualifications, [br]perhaps, indeed.

0:22:46.036,0:22:49.831
But there is also a question of[br]what is education for

0:22:49.831,0:22:53.668
and what are the requirements [br]on the labor market.

0:22:53.668,0:22:56.916
And those two things, [br]although they interact,

0:22:56.916,0:22:59.181
they move at different paces.

0:22:59.181,0:23:06.257
So sometimes, we start to put blame[br]very easily on the education system

0:23:06.257,0:23:10.200
for not delivering specific skills when, [br]for example,

0:23:10.200,0:23:12.560
the structure of our education

0:23:12.560,0:23:15.682
-- sorry, the structure of our economy[br]has changed.

0:23:15.941,0:23:20.286
And I think here, it's an important[br]remark that we need to look at

0:23:20.286,0:23:23.913
different experiences [br]of different countries.

0:23:24.275,0:23:27.645
And you see countries where [br]unemployment levels,

0:23:27.645,0:23:31.039
even throughout the financial[br]economic crises,

0:23:31.039,0:23:35.076
were record low, such as in Germany[br]and Austria.

0:23:35.076,0:23:37.925
But if you look at youth [br]unemployment figures,

0:23:37.925,0:23:42.386
youth unemployment also among [br]highly educated young people,

0:23:42.386,0:23:48.235
in different areas, like Spain or Greece,[br]all around the Mediterranean,

0:23:48.235,0:23:50.710
they've been staggeringly high.

0:23:50.710,0:23:54.136
And it's not because [br]the education systems failed,

0:23:54.136,0:23:58.196
it's because the macro-economic systems[br]failed them there,

0:23:58.196,0:24:02.359
in terms of not having enough job creation[br]for all those skills.

0:24:02.359,0:24:07.844
And of course, there is something[br]to be said that when we train people

0:24:07.844,0:24:10.996
and when we train minds [br]to think critically,

0:24:10.996,0:24:16.038
to come up with new and innovative ideas,[br]we also change the world through that.

0:24:16.038,0:24:19.200
So, we need to understand [br]that interaction.

0:24:19.200,0:24:24.273
but certainly, when we look at [br]21st century skills, well,

0:24:24.273,0:24:28.914
if we are to define them with this broad[br]set of lists that I noted,

0:24:28.914,0:24:33.975
we certainly are gaining those skills,[br]but perhaps, not specifically

0:24:33.975,0:24:37.045
and not enough: that, we could agree.

0:24:37.990,0:24:40.885
When it comes to preparedness for change,

0:24:40.885,0:24:46.036
when are we ever prepared [br]for the change to come, one might wonder.

0:24:46.696,0:24:51.043
Indeed, things, technologically, [br]are changing very fast.

0:24:51.043,0:24:55.706
And maybe our educational systems[br]are not embracing that technology

0:24:55.706,0:24:58.106
at the same pace.

0:24:58.106,0:25:01.631
But that doesn't mean that [br]if we would embrace

0:25:01.631,0:25:06.562
the use of that technology very quickly,[br]that it would enhance immediately

0:25:06.562,0:25:10.560
the skills that we can describe as[br]21st century skills,

0:25:10.560,0:25:13.683
such as, for example, critical thinking.

0:25:13.683,0:25:15.517
There are many advocates that say

0:25:15.517,0:25:19.640
that we need to replace [br]subject matter teaching completely

0:25:19.640,0:25:22.469
with horizontal level approaches.

0:25:22.469,0:25:23.705
But that doesn't work.

0:25:23.705,0:25:28.479
If we don't know the facts, how do we know[br]that we are on the right path

0:25:28.479,0:25:33.289
with our decisions, how can we know[br]what really happened in the past,

0:25:33.289,0:25:36.648
and not, how can we verify what is true?

0:25:36.648,0:25:41.481
So when we look at the skills, we need[br]to look at the evidences

0:25:41.481,0:25:45.792
in terms of teaching preparedness [br]and pedagogy.

0:25:45.792,0:25:49.376
And yes, we agree: there is a lot [br]to be done there

0:25:49.376,0:25:55.527
in terms of measuring those essential[br]skills of socialization and communication,

0:25:55.527,0:26:00.133
building relationships, and it is true [br]that around, it's estimated,

0:26:00.133,0:26:03.993
around 50% of jobs in the service sector

0:26:03.993,0:26:09.275
are about to disappear in the next [br]20 years and transform, hopefully,

0:26:09.275,0:26:11.476
into something completely new.

0:26:11.476,0:26:19.198
Finally, indeed, those skills, [br]we can all agree,

0:26:19.198,0:26:20.434
we need those skills.

0:26:21.074,0:26:24.849
But there is an important element[br]of young people,

0:26:24.849,0:26:28.067
and this is a study that we have done[br]in the European Youth Forum,

0:26:28.067,0:26:34.725
that they gain a lot of those skills also[br]outside, in non-formal education settings.

0:26:34.725,0:26:39.162
And the key here is to see if we can bring[br]those experiences

0:26:39.162,0:26:42.382
that young people gain from youth [br]organizations, activism,

0:26:42.382,0:26:47.061
into the formal education setting, [br]and thus make it much more open

0:26:47.061,0:26:53.790
to recognizing those prior experiences[br]as well, to overcome this shortage.

0:26:53.790,0:26:54.909
Thank you very much.

0:26:54.909,0:27:02.481
(Applause)

0:27:02.481,0:27:04.074
(Moderator) Thank you very much, Allan.

0:27:04.074,0:27:09.186
Our next speaker who is going to speak[br]for the motion is Pedro De Bruyckere

0:27:10.434,0:27:13.593
who is an educational scientist

0:27:13.593,0:27:17.806
and he has worked in Ghent in Belgium [br]since 2001.

0:27:17.806,0:27:23.932
He co-wrote two books which debunk[br]popular myths on generation Y

0:27:23.932,0:27:25.501
and generation Z,

0:27:25.501,0:27:30.513
and the latest one was entitled [br]"I was 10 in 2015". Pedro:

0:27:31.483,0:27:34.230
(Pedro De Bruyckere) OK. Good evening.

0:27:34.230,0:27:38.397
I'm a teacher, I'm a teacher trainer,[br]so I'm not used to standing still.

0:27:38.397,0:27:41.796
So if you don't mind, I will move.

0:27:42.474,0:27:46.220
Allan, thank you very much for[br]making my point.

0:27:46.810,0:27:50.846
I have to explain: I have to agree,[br]I've written a book about it,

0:27:50.846,0:27:54.557
there's no such thing [br]as 21st century skills.

0:27:55.171,0:27:57.355
And that's why they need to be taught.

0:27:58.164,0:27:59.357
I have to explain this.

0:27:59.357,0:28:05.561
You know, if we go back in time, to see[br]the origins of the 21st century skills,

0:28:05.561,0:28:09.846
you'll end up with the liberal arts,[br]the Septem Artes Liberales.

0:28:10.329,0:28:14.915
Rhetoric, what we are doing right here,[br]that's for me ancient history,

0:28:14.915,0:28:16.239
but still needed today.

0:28:17.023,0:28:21.267
But the question is, [br]is this still being taught in school?

0:28:21.576,0:28:27.271
Because, like ....... (check name) says,[br]moreover we get a focus on the Three R's

0:28:28.080,0:28:30.639
-- Reading, 'Riting, 'Rithmetics --

0:28:30.639,0:28:35.042
while most of the young people are[br]looking to Snapchats.

0:28:35.734,0:28:41.542
But because of the focus, [br]because we want to test stuff,

0:28:42.759,0:28:46.077
the more important things [br]are being forgotten!

0:28:46.637,0:28:50.231
Rhetoric, philosophy, for me, crucial.

0:28:51.616,0:28:54.493
To be honest, then, you don't have to look[br]at Ancient Times,

0:28:54.493,0:28:56.562
than you have to look at Medieval Times,

0:28:56.562,0:28:59.810
because then philosophy was added[br]to the Liberal Arts.

0:29:00.303,0:29:03.999
So we need to train our children [br]because it's great to say:

0:29:03.999,0:29:05.990
"Look at us: we've done it."

0:29:06.468,0:29:11.905
Yes, but we are not talking about us,[br]because in 20 years' time, they will --

0:29:11.905,0:29:18.068
we will be old, boring and [br]other people need to sit there

0:29:18.068,0:29:22.237
and beyond stage, using rhetoric.

0:29:22.237,0:29:24.162
So we need to prepare them.

0:29:25.016,0:29:27.265
I'm not sure if we're doing a great job.

0:29:29.414,0:29:31.662
For instance, if we talk about technology,

0:29:31.662,0:29:35.361
technology is often like sex ed[br]in education.

0:29:35.361,0:29:38.107
You know, you talk about [br]all the dangerous stuff

0:29:38.497,0:29:41.719
and you never talk about the fun stuff.

0:29:43.837,0:29:47.392
You know, it's very simple:

0:29:47.392,0:29:54.239
"Don't do this, don't do that,[br]certainly don't try that! Go ahead!"

0:29:55.709,0:30:00.401
And another -- for instance, McKinsey,[br]the McKinsey report, 2014 McKinsey report,

0:30:00.401,0:30:03.559
said there is[br]-- and I agree again with you both --

0:30:03.559,0:30:04.762
there is a mismatch.

0:30:04.762,0:30:08.241
There is a mismatch between [br]what children study in school

0:30:08.241,0:30:11.599
and which topics they choose,[br]and what we need in the economy.

0:30:12.069,0:30:17.348
But at the same time, the employers said:

0:30:17.348,0:30:21.671
"You know, don't train them [br]to a specific job

0:30:21.671,0:30:26.911
"but train them in strategic [br]and communication skills."

0:30:27.748,0:30:32.041
OK, they have been around for ages[br]but they are still important.

0:30:32.639,0:30:35.869
But what do we do, for instance,[br]in many schools?

0:30:35.869,0:30:39.322
I've been in schools in Holland, [br]in Germany, in --

0:30:39.322,0:30:44.106
you know, we teach them how to write[br]a job application.

0:30:44.419,0:30:49.477
We teach them how to perform[br]a talk for a job.

0:30:49.477,0:30:53.781
Do we teach them to write [br]a LinkedIn profile?

0:30:53.781,0:30:57.618
No, what we say is "Never post[br]a drunk photo on Facebook,

0:30:58.152,0:31:01.299
"because people will search you."

0:31:01.299,0:31:03.219
What we don't say is:

0:31:03.219,0:31:07.206
"You know what? Post something good [br]about yourself on Facebook,

0:31:07.206,0:31:09.092
"that isn't a selfie."

0:31:09.596,0:31:11.843
But we think well, they will do this.

0:31:12.221,0:31:15.451
Actually, for instance research by[br]Jan van Dek (check):

0:31:15.451,0:31:19.235
that's one of the stuff [br]that our kids don't know.

0:31:19.235,0:31:22.162
And if we don't teach them, who will?

0:31:23.033,0:31:28.225
So that's my point: we need to teach them[br]basic skills like Jo said:

0:31:28.225,0:31:30.796
communication skills, strategic skills.

0:31:30.796,0:31:35.785
And if you want to call them[br]21st century skills because, by accident,

0:31:35.785,0:31:39.680
we're living in the 21st century,[br]so be it.

0:31:39.680,0:31:42.078
(Applause)[br]Thank you.

0:31:42.078,0:31:49.682
(Applause)

0:31:50.211,0:31:52.629
(Moderator) OK, [br]thank you very much, Pedro.

0:31:53.086,0:31:59.099
Our final speaker who is going to speak[br]against the motion is Miles Berry,

0:31:59.099,0:32:02.846
who is the principal lecturer [br]in computing education

0:32:02.846,0:32:06.624
at the University of Roehampton in the UK:[br]Miles.

0:32:07.104,0:32:09.122
(Miles Berry) Pleasure to be here,[br]really is.

0:32:09.521,0:32:12.251
Philip and Gudrun, where are you guys?

0:32:13.073,0:32:15.322
OK, on the Twitter thing you say:

0:32:15.322,0:32:18.883
"We need to talk about what the purpose[br]of education is, what is education for?"

0:32:18.883,0:32:20.385
And that's where I want to start.

0:32:20.385,0:32:24.565
I want to move back from the motion, [br]to think about what education is for.

0:32:24.872,0:32:28.342
And to do that, we need some understanding[br]of what education is.

0:32:28.882,0:32:32.668
I've been in education [br]for over 40 years now.

0:32:32.907,0:32:35.239
But even so, I checked.

0:32:35.239,0:32:40.947
It's the culture or development[br]of personal knowledge, or understanding,

0:32:41.401,0:32:46.426
growth or character, [br]moral and social qualities, etc.,

0:32:46.712,0:32:50.708
as contrasting with [br]the imparting of a skill.

0:32:51.045,0:32:53.319
(blurred: check) ... is

0:32:53.319,0:32:58.540
OK, there's definitely a place [br]for imparting skills,

0:32:58.920,0:33:03.904
but that's training, not education,[br]and there is a difference.

0:33:03.904,0:33:08.720
My Roehampton students study education,[br]but they are trained to teach.

0:33:09.320,0:33:13.058
England's new computing curriculum[br]educates people about the principles,

0:33:13.058,0:33:18.406
the principles of computer science:[br](inaudible: check), I tell you.

0:33:18.406,0:33:22.026
(laughter) ... technology, I think [br]the technology ran on me tonight,

0:33:22.026,0:33:23.446
it's all right I'll give it...

0:33:23.446,0:33:25.368
(off) (unintelligible)

0:33:25.368,0:33:31.306
(Berry) 21st century skill [br]-- on knowledge -- (laughter)

0:33:31.306,0:33:35.036
Knowledge that these things are the wrong[br]shape for my head: never mind.

0:33:35.036,0:33:38.605
OK, so: England's new computing curriculum[br]that Jo has alluded to

0:33:38.605,0:33:41.957
educates people about the principles[br]of computer science,

0:33:41.957,0:33:44.684
whereas we used to train them [br]to use Office software.

0:33:44.684,0:33:46.066
Or think about sex.

0:33:46.066,0:33:51.606
Look, not like that: we rightly include[br]sex education on the curriculum in schools

0:33:51.606,0:33:59.856
but we typically don't include training.[br](Laughter) Important skills.

0:34:02.541,0:34:07.153
Do without the microphones. [br](Laughter) ... very well.

0:34:08.640,0:34:13.000
In England, our Education Act says[br]what education is for.

0:34:13.550,0:34:18.277
Firstly, it's to promote the spiritual,[br]moral, cultural, mental and physical

0:34:18.277,0:34:21.120
development of pupils and of society.

0:34:21.468,0:34:24.669
And it's to prepare pupils [br]for the opportunities, responsibilities

0:34:24.669,0:34:27.020
and experiences of later life.

0:34:27.403,0:34:30.700
What else could education possibly be for?

0:34:30.700,0:34:33.763
In that, you just got to love laws[br]that require you to do

0:34:33.763,0:34:35.911
what you'd want to do anyhow.

0:34:36.372,0:34:39.835
There does remain a question about[br]how best to prepare pupils

0:34:39.835,0:34:42.641
for these opportunities, responsibilities[br]and experiences.

0:34:43.079,0:34:48.538
I think the nob of the motion this evening[br]is about whether this should be done

0:34:48.538,0:34:51.799
through some sort of training[br]in 21st century skills

0:34:52.153,0:34:56.831
or by passing on the knowledge, [br]understanding and wisdom

0:34:56.831,0:35:01.265
of our generation to the next and I'd say,[br]the latter.

0:35:01.650,0:35:05.992
I've no problem with skills per se[br]in teaching.

0:35:05.992,0:35:09.669
Behavior management is a skill,[br]coding is a skill,

0:35:09.669,0:35:13.224
so is searching for things on Google,[br]or even Bing.

0:35:13.552,0:35:17.912
OK. I've some problem, though, with the[br]notion that there are 21st century skills

0:35:17.912,0:35:20.033
and I'd agree with you on that.

0:35:20.033,0:35:24.074
But both of you have done a fine job[br]of demolishing that notion already.

0:35:24.635,0:35:29.837
I've also some problem with the skills --[br]with the notion that skills can transfer.

0:35:30.318,0:35:33.468
Skills are about accomplishing something.

0:35:33.943,0:35:36.644
There's a context to the skills,

0:35:36.644,0:35:41.278
and I think we diminish specific skills[br]by attempting to generalize them.

0:35:41.575,0:35:47.409
It isn't critical thinking, [br]it's thinking critically about something.

0:35:47.737,0:35:52.561
It's not creativity, [br]it's creating something.

0:35:52.561,0:35:54.238
And it's not communication,

0:35:54.238,0:35:58.218
it's communicating something[br]through some media.

0:35:58.683,0:36:00.915
The 'something' here matters.

0:36:01.388,0:36:06.712
It's really not possible to teach skills[br]in the abstract fashion, without context.

0:36:06.712,0:36:08.942
And the context is king.

0:36:09.495,0:36:11.366
Whatever the specific domain,

0:36:11.755,0:36:16.316
knowledge of that domain is necessary[br]for expert skills.

0:36:17.353,0:36:21.341
My main problem, though, is that[br]we've only a little time in school.

0:36:21.341,0:36:25.677
We've other things to teach and[br]our students have other things to learn:

0:36:25.677,0:36:27.372
things like knowledge

0:36:27.782,0:36:29.185
and understanding

0:36:29.489,0:36:30.647
and wisdom.

0:36:31.059,0:36:36.797
Without these, skills are unlikely to be[br]of much practical benefit.

0:36:37.258,0:36:38.846
Stephen Downes is here.

0:36:39.564,0:36:45.162
Well, nodding in his direction, I'd say,[br]learning is about connecting things:

0:36:45.162,0:36:47.504
neurons, ideas, people.

0:36:47.504,0:36:49.009
The computer scientists get this,

0:36:49.009,0:36:54.554
Google's page rank algorithm relies[br]not so much on the content of the page,

0:36:54.554,0:36:56.709
as the links between the pages.

0:36:57.052,0:37:01.844
The thing is then, the new stuff has to be[br]connected to something.

0:37:01.844,0:37:05.280
Otherwise, it's just isolated factoids.

0:37:05.280,0:37:08.755
We can't make sense of it, [br]we can't use new knowledge

0:37:09.055,0:37:14.356
unless it's integrated into our existing[br]mental maps, our schema.

0:37:14.667,0:37:18.678
Put simply: it takes knowledge[br]to gain knowledge.

0:37:19.268,0:37:25.268
This apples to each of us as individuals,[br]but it's also how civilization grows.

0:37:25.628,0:37:27.727
Human achievement is a cumulative thing.

0:37:27.727,0:37:31.621
New knowledge doesn't normally contradict[br]what's gone before.

0:37:32.211,0:37:33.752
It builds on it.

0:37:33.752,0:37:35.880
If Newton saw further than others had,

0:37:35.880,0:37:39.123
it was because he stood [br]on the shoulders of giants.

0:37:39.757,0:37:42.098
What hope would there be [br]for the next generation

0:37:42.098,0:37:45.715
if they had to discover everything [br]afresh for themselves?

0:37:46.250,0:37:48.937
The consequence of our building[br]on what's gone before

0:37:48.937,0:37:52.072
is that the pace of cultural, scientific[br]and technological change

0:37:52.072,0:37:54.712
accelerates exponentially.

0:37:55.027,0:38:00.210
But even allowing for this acceleration[br]is knowledge, understanding and wisdom

0:38:00.210,0:38:02.191
which have done the test of time.

0:38:02.191,0:38:04.391
Less so, skills.

0:38:04.391,0:38:09.673
Expect new inventions and discoveries[br]over the next 85 years

0:38:09.673,0:38:12.562
and new practical skills to go with them.

0:38:12.881,0:38:17.799
But don't expect the foundational [br]shared knowledge of our civilization

0:38:17.799,0:38:19.446
to become irrelevant.

0:38:19.916,0:38:24.206
Indeed, it's on this very foundation[br]that the new knowledge will be built.

0:38:24.716,0:38:28.729
It's not 21st century skills [br]that young people need.

0:38:28.729,0:38:32.312
It's 21st century knowledge, understanding[br]and wisdom.

0:38:33.048,0:38:35.991
Time, I think, for a quick case study.

0:38:36.674,0:38:40.159
The most successful education systems[br]and the top universities

0:38:40.159,0:38:44.917
seem to organize their curriculum[br]around well knowledge-based subjects.

0:38:44.917,0:38:50.430
England's new National Curriculum is[br]quite explicitly a knowledge-based one.

0:38:50.430,0:38:54.354
It sets out to provide pupils with [br]an introduction to the essential knowledge

0:38:54.354,0:38:56.287
they need to be educated as citizens,

0:38:56.287,0:39:00.401
and to introduce them to the best[br]which has been thought and said.

0:39:00.840,0:39:03.777
One of the most radical things we've done[br]in that curriculum,

0:39:03.777,0:39:06.149
which many see as rather reactionary,

0:39:06.149,0:39:10.146
is to have replaced the old ICT [br]with a new subject: computing.

0:39:10.713,0:39:13.549
This includes an introduction [br]to the principles of computer science

0:39:13.549,0:39:15.179
for all, from age 5 up.

0:39:15.179,0:39:16.996
It has been my privilege [br]to be part of the team

0:39:16.996,0:39:19.287
designing and implementing[br]the new subject.

0:39:19.602,0:39:23.151
Under the old curriculum we offered[br]a good grounding in tech skills,

0:39:23.151,0:39:25.408
finding this online, [br]making a presentation,

0:39:25.408,0:39:27.616
typing up stories, articles and reports.

0:39:27.616,0:39:33.045
Sometimes, even making a spreadsheet,[br]often about having a party.

0:39:33.708,0:39:36.558
Do people really use spreadsheets[br]to plan parties?

0:39:36.805,0:39:40.933
Are these fun parties? Are these [br]-- OK (laughs)

0:39:41.502,0:39:44.624
It was fine: pupils moved on to work[br]or the next phase of education

0:39:44.624,0:39:46.725
with some competence and confidence

0:39:47.119,0:39:49.768
and broadly speaking, were[br]digitally literate.

0:39:50.214,0:39:52.091
Our audit of new students [br]at Roehampton's

0:39:52.091,0:39:54.525
suggests that broad portfolio skills,[br](check)

0:39:54.525,0:39:58.103
two thirds regarded themselves as [br]competent, proficient or experts.

0:39:58.485,0:40:02.478
That said, it was all too often [br]a bit -- well, dull.

0:40:03.034,0:40:05.912
There's a limit, or at least [br]there should be a limit

0:40:05.912,0:40:08.274
to the number of times you can [br]find something out on the internet

0:40:08.274,0:40:10.132
and make a presentation about it.

0:40:10.132,0:40:13.995
Generally, it did precious little [br]to provide any real knowledge

0:40:13.995,0:40:18.957
or understanding of computation, [br]information theory or digital technology.

0:40:19.327,0:40:24.242
In the same audit, less than 15%[br]of my new students

0:40:24.242,0:40:27.243
rated their understanding of [br]digital technology

0:40:27.243,0:40:29.792
as competent, proficient or expert.

0:40:30.092,0:40:31.478
So we started again.

0:40:31.478,0:40:33.933
We built on the idea of computing[br]as having three elements:

0:40:33.933,0:40:37.165
computer science, information technology[br]and digital literacy,

0:40:37.165,0:40:41.200
the foundations, applications and[br]implications of the discipline.

0:40:41.200,0:40:43.469
We took a leaf out of [br]William Morris's book:

0:40:43.469,0:40:46.732
"Have nothing in your house that[br]you do not know to be useful

0:40:46.732,0:40:48.488
"or believe to be beautiful."

0:40:48.488,0:40:51.997
And built a curriculum of things [br]that would be useful,

0:40:51.997,0:40:54.510
but also things that were interesting.

0:40:54.510,0:40:57.647
We took a view that the best way [br]to prepare pupils for a future

0:40:57.647,0:41:02.708
in which digital technology looks [br]quite likely to remain important

0:41:02.708,0:41:06.400
was through providing a firm[br]computer science foundation,

0:41:06.735,0:41:12.440
things like logic, algorithms, [br]abstraction, networks, programming.

0:41:12.440,0:41:19.356
Yes, coding would be important, but not[br]as a vocational skill for the IT industry,

0:41:19.356,0:41:22.550
but as the lab work for computing, [br]the medium through which

0:41:22.550,0:41:25.634
the ideas of computer science are created[br]and expressed.

0:41:25.634,0:41:29.031
Computing became part of our curriculum[br]15 months ago.

0:41:29.338,0:41:32.670
It's early days, but early indications[br]are very positive.

0:41:32.995,0:41:35.803
Teachers' professional development[br]has been a challenge.

0:41:36.325,0:41:41.321
But this hasn't been a challenge about[br]pedagogical or technical skills.

0:41:41.585,0:41:44.631
Teachers know how to teach [br]and know how to use technology.

0:41:44.631,0:41:47.773
It's just that they didn't know [br]much computer science.

0:41:47.773,0:41:49.954
They are, by and large, willing to learn,

0:41:49.954,0:41:52.509
and many are quite enjoying [br]the fast challenge.

0:41:53.037,0:41:56.364
I don't want to leave you [br]with the idea that I think

0:41:56.364,0:41:59.640
knowledge is the only thing[br]that matters in education.

0:41:59.897,0:42:03.441
Of course it isn't: character matters.

0:42:03.717,0:42:06.697
I'm talking here about traits[br]and attitudes,

0:42:07.118,0:42:15.045
things such as curiosity and creativity[br]and courage of our 4-year old daughter.

0:42:15.045,0:42:17.357
She's a curious character.

0:42:17.357,0:42:21.259
She still has this sense of [br]wonder in the world about her,

0:42:21.273,0:42:24.115
that sense of Wow when she sees[br]or hears something new,

0:42:24.115,0:42:27.076
and still a willingness to explore,[br]experiment and play.

0:42:27.076,0:42:30.404
She's at a great little primary school[br]and I shouldn't worry.

0:42:30.879,0:42:35.162
But I do worry that her schooling [br]might get in the way of her curiosity

0:42:35.699,0:42:37.043
when it ought to be nurturing this.

0:42:37.043,0:42:39.714
As Plowden had it back in '67,

0:42:39.714,0:42:42.672
one of the main educational tasks [br]of the primary school

0:42:42.672,0:42:47.808
is to build on and strengthen children's[br]intrinsic interest in learning

0:42:47.808,0:42:50.084
and lead them to learn for themselves.

0:42:50.413,0:42:51.478
(Moderator, off) 21st century skill?

0:42:51.685,0:42:53.501
(Berry) But knowledge matters here.

0:42:53.890,0:42:58.048
It's as Sophie learns more that I hope[br]she'll want to learn even more.

0:42:58.479,0:43:05.032
With literacy motivation, and good WiFi,[br]she can teach herself almost anything,

0:43:05.032,0:43:06.004
and does.

0:43:06.421,0:43:07.992
Creativity matters.

0:43:08.534,0:43:10.673
We learn not just though listening, [br]reading and exploring,

0:43:10.673,0:43:12.642
but also through making.

0:43:12.932,0:43:16.386
I don't think there's some generic[br]creativity skill, here.

0:43:16.386,0:43:19.425
But I'd like my daughter to be creative[br]in her music and her computing

0:43:19.425,0:43:21.226
and her maths, and so on.

0:43:21.543,0:43:25.811
She's been making things for a while now,[br]but as her knowledge grows,

0:43:25.811,0:43:29.705
I'm looking forward to her exploring[br]and drawing on that in her creative work.

0:43:29.705,0:43:31.200
Finally, courage.

0:43:31.670,0:43:35.300
She's a fearless explorer, with tons[br]of self-confidence.

0:43:35.300,0:43:36.742
(Off whisper, inaudible)[br](Berry) OK.

0:43:36.742,0:43:38.984
I want her school to encourage that.

0:43:38.984,0:43:43.080
More importantly, I want her [br]to have the courage to tell the truth,

0:43:43.080,0:43:46.659
to stand up for those who can't stand up[br]for themselves

0:43:46.659,0:43:50.166
and to do the right thing, [br]even if it's not the popular thing.

0:43:50.785,0:43:55.666
So, what should we be doing [br]to best prepare young people

0:43:55.666,0:43:59.557
for the opportunities, responsibilities[br]and experiences of later life?

0:44:00.662,0:44:02.241
Passing on knowledge.

0:44:02.681,0:44:04.318
Nurturing character.

0:44:04.753,0:44:06.810
Sounds a bit old-fashioned, but honestly,

0:44:06.810,0:44:10.395
what better preparation [br]for the rest of the 21st century?

0:44:10.645,0:44:18.899
Thank you.[br](Applause).

0:44:18.899,0:44:20.669
(Moderator) Thank you very much,[br]Miles.

0:44:20.669,0:44:26.907
Right, it's now over to you and I think[br]we've got about 25 minutes

0:44:26.907,0:44:29.478
for questions and contributions.

0:44:29.478,0:44:33.406
If you ask a question, I'm going to ask[br]our panel speakers

0:44:33.406,0:44:36.872
not to answer it directly [br]but to deal with it in their summing up,

0:44:36.872,0:44:40.909
just so that we can ensure that we have[br]a decent flow.

0:44:41.365,0:44:46.137
And if you make a contribution, please,[br]try to keep it fairly brief, well, brief,

0:44:46.137,0:44:48.187
so that other people [br]have a chance as well.

0:44:48.187,0:44:50.875
And you've been very well-behaved so far.

0:44:50.875,0:44:54.590
Please don't feel that you need to be[br]quite so well-behaved now,

0:44:54.590,0:44:56.437
but now is your opportunity.

0:44:56.437,0:44:59.316
If you want to speak, [br]please just raise your hand.

0:44:59.316,0:45:03.146
Bear in mind that if you're at the back,[br]it is slightly difficult to see you.

0:45:03.146,0:45:05.033
And can you, if I call you,

0:45:05.033,0:45:08.313
please can you just wait [br]till the microphone turns up.

0:45:08.313,0:45:10.195
Who'd like to go first?

0:45:13.827,0:45:17.372
Would anybody like to ask a question[br]or comment?

0:45:17.816,0:45:20.082
Yes, at the back on the left, there.

0:45:25.268,0:45:30.726
(Participant 1) My question is short,[br]particularly for Allan, I think.

0:45:31.296,0:45:35.797
Why are critical thinking skills[br]important in the 21st century?

0:45:39.168,0:45:43.089
(Moderator, off) OK. So that's one [br]for Allan to deal with in his summing up.

0:45:44.168,0:45:48.607
Anybody else, any-- [br]Yes, over on the right there, Yannis (check)

0:45:50.434,0:45:51.450
(Participant 2) Thank you very much.

0:45:51.450,0:45:55.044
I think both sides of the motion [br]are saying it's not working.

0:45:55.654,0:46:01.034
So who's to blame, who or what is to blame[br]or who or what must we change?

0:46:04.243,0:46:05.951
(Moderator, off) Thank you for that.

0:46:06.503,0:46:10.346
Right, I'm looking for some contributions[br]now, somebody who's --

0:46:10.346,0:46:15.592
Yes, lady there, on the, [br]just by the aisle, there.

0:46:15.998,0:46:17.527
(Participant 3) Whoops! OK.

0:46:17.527,0:46:20.156
Hi, I just have a comment to all of you.

0:46:20.507,0:46:24.013
I don't see a huge difference [br]between your positions,

0:46:24.013,0:46:28.360
because you always seem to say,[br]it's important to have these,

0:46:28.683,0:46:29.974
whatever you call them.

0:46:30.332,0:46:35.149
Skills is a kind of a talent that you have[br]when you are born, or whatever.

0:46:35.149,0:46:39.565
You mentioned those things are important,[br]so what is actually the difference?

0:46:39.565,0:46:42.002
We just need to promote an environment

0:46:42.002,0:46:48.587
to let people develop [br]those types of skills or talents.

0:46:52.207,0:46:54.969
(Moderator) Yes, also on the aisle there.

0:46:54.973,0:46:56.821
(Participant 4) Thank you. I want to --

0:46:56.821,0:46:59.597
(Moderator) Would you mind just introduce[br]yourself briefly;

0:46:59.597,0:47:02.268
actually, if people would just say [br]who they are and where they're from,

0:47:02.268,0:47:03.763
that would be helpful as well.[br](Participant 4) OK.

0:47:03.763,0:47:06.825
I'm Denise Gaspard- Richard,[br]I'm from the University

0:47:06.825,0:47:09.673
of the West Indies and Caribbean--[br](Moderator) Thank you.

0:47:09.673,0:47:10.870
(Participant 4) ..... Campus.

0:47:10.870,0:47:16.204
The board said to me, seemed to be saying[br]somewhat of the same thing.

0:47:16.204,0:47:18.805
As you all were speaking, [br]I kept thinking

0:47:18.805,0:47:21.908
about some employers' surveys [br]that we have done

0:47:21.908,0:47:25.149
over a period of time in the Caribbean,

0:47:25.149,0:47:27.113
where the ..... (check),

0:47:27.113,0:47:32.438
soft skills are not really being taught [br]at University.

0:47:32.438,0:47:35.893
So when a student comes out[br]in today work environment,

0:47:35.893,0:47:38.844
they can't carry out [br]a decent conversation

0:47:38.844,0:47:40.587
and therefore they can't call up

0:47:40.587,0:47:44.955
someone who is not getting[br]the kind of service that they need,

0:47:44.955,0:47:49.532
they don't know how to communicate[br]in .............. (check) OK?

0:47:49.532,0:47:54.235
So when I listened to Jo, I heard [br]some of that coming out

0:47:54.235,0:47:58.354
and I'm wondering if, probably, [br]we have simply substituted

0:47:58.354,0:48:02.992
social skills, or soft skills to call it[br]21st century skills.

0:48:02.992,0:48:05.178
So we have more or less seen [br]the same thing

0:48:05.478,0:48:11.119
as we were seeing before we came up[br]with this terminology. Thank you.

0:48:12.232,0:48:13.987
(Moderator) Thank you for that.[br]Anybody else?

0:48:13.987,0:48:18.908
Yes, in the front row, there.[br]Just down here, please.

0:48:18.908,0:48:23.594
Is there a mike here in the front row[br]on my right? That's it.

0:48:25.514,0:48:27.304
(Participant 5) Thank you. [br]My name is Anne DeLorean (check)

0:48:27.304,0:48:29.205
from the European Schoolnet in Brussels.

0:48:29.673,0:48:36.717
A comment: I think maybe we are missing[br]the adaptive nature of human beings,

0:48:37.356,0:48:42.664
because society has progressed [br]through the ages because --

0:48:42.664,0:48:45.982
just because we are adaptive.

0:48:46.509,0:48:51.128
We have not always had to be taught[br]everything we do,

0:48:51.128,0:48:54.071
but we have to discover it a little bit.

0:48:54.719,0:49:03.510
I think, as educators, what we need to do[br]is provide the -- at the area or the ethos

0:49:03.510,0:49:07.094
where this discovery can happen,

0:49:07.593,0:49:12.879
not necessarily that we have to provide[br]the lessons to do it

0:49:13.397,0:49:17.354
but provide the means of discovery.

0:49:18.976,0:49:23.792
(Moderator) Thank you. Let's have [br]another one on the front, here.

0:49:24.201,0:49:27.484
Lady on the front row [br]on the left hand side here.

0:49:31.247,0:49:35.048
(Participant 6) My name is Nikki Spalding,[br]from Higher Education Academy in the UK.

0:49:35.509,0:49:38.467
I was wondering what do you think[br]is driving the rhetoric

0:49:39.097,0:49:41.176
behind 21st century skills the most?

0:49:41.176,0:49:46.522
Is it happy individuals and learners?[br]Happy employers? Happy society?

0:49:46.522,0:49:48.716
Or happy Government Treasury?

0:49:51.241,0:49:52.795
(Moderator) Thank you for that.

0:49:53.566,0:49:57.443
Yes, towards the back there, [br]on the right hand side.

0:50:09.776,0:50:11.589
(Participant 7) Lydia .... (check),[br]Poland.

0:50:12.065,0:50:17.018
You have concentrated on education[br]of young people.

0:50:17.018,0:50:21.758
And what about education of people[br]at your age?

0:50:21.758,0:50:28.840
Who and how (laugher) should you educate[br]these 21st century skills or knowledge?

0:50:29.804,0:50:34.076
(Moderator) Very good question indeed.[br]So, we'll come back to that one.

0:50:34.076,0:50:40.872
Yes, we have a number on this side, in the[br]-- where has the microphone gone?

0:50:40.872,0:50:46.381
Yes, just at the front [br]of this little block there, thank you.

0:50:46.381,0:50:50.311
(Participant 8) Hi, my name is Mike Rauser (check), [br]from McKinsey and Company in Germany.

0:50:50.670,0:50:52.715
And my question is directed to Mr Berry.

0:50:53.247,0:50:56.882
Where you've stressed [br]teaching specific skills,

0:50:58.751,0:51:01.876
please correct me if I'm wrong, about[br]teaching specific skills in school.

0:51:02.167,0:51:05.840
How do you account for situations where

0:51:05.840,0:51:09.903
a skill that may not even [br]have been invented yet

0:51:09.903,0:51:12.387
-- I'm thinking about say, [br]from an 1980 view point,

0:51:12.707,0:51:17.001
15 years in the future, that[br]nobody knew what the internet was.

0:51:17.001,0:51:20.727
Nobody knew it was going to be in there[br]15 years later.

0:51:21.448,0:51:23.319
OK, very limited.

0:51:26.710,0:51:30.399
(Off) I think the internet [br]was invented in 1969.

0:51:30.399,0:51:34.154
(P8) (people speaking together) [br]OK, I understand that, but in general--

0:51:34.844,0:51:39.275
(Moderator) Can we -- If you could just [br]try to make it a contribution

0:51:39.275,0:51:42.236
and then they can respond [br]in their final remarks.

0:51:42.241,0:51:46.029
(P8) Sure enough[br](Moderator) OK (overlap)

0:51:46.029,0:51:48.817
(P8) -- that we don't know about[br]15 years into the future,

0:51:48.817,0:51:53.107
or skills that are here now, that may[br]no longer be there 15 years into the future.

0:51:53.634,0:51:55.437
Let's hope that's a little clearer.

0:51:55.437,0:51:56.601
(Moderator) OK, thank you.

0:51:56.601,0:52:00.444
Can I have some more contributions,[br]rather than questions?

0:52:00.454,0:52:03.755
Anybody like to give their opinion?[br]Yes, on the --

0:52:04.405,0:52:06.635
I think about the third row here.

0:52:08.835,0:52:10.885
(Participant 9) So actually it's phrased[br]as a question,

0:52:10.885,0:52:15.773
but think of it as a contribution.[br](Moderator) Yes (laughter).

0:52:15.773,0:52:17.987
A rhetorical contribution.

0:52:18.248,0:52:24.703
(P9) So all of you have been arguing[br]for or against 21st century skills

0:52:24.703,0:52:26.167
very convincingly.

0:52:27.795,0:52:30.848
But you were always talking about[br]what they are,

0:52:31.437,0:52:33.749
and not about what they aren't.

0:52:34.029,0:52:38.241
So maybe, if the question is phrased[br]a bit differently,

0:52:41.607,0:52:46.463
you would need to make [br]a more difficult point, so:

0:52:47.190,0:52:50.486
what do you think are skills that are[br]no longer relevant,

0:52:50.486,0:52:56.517
or knowledge that is no longer relevant[br]now in the 21st century,

0:52:56.521,0:52:59.954
and that was indeed very important[br]200 years ago?

0:53:00.385,0:53:03.158
(Moderator) What would your answer[br]to your own question be?

0:53:03.164,0:53:06.824
(P9) I would have to think about it.[br](Moderator) Right. (Laughter)

0:53:08.106,0:53:11.678
Right, at the -- right at the back,[br]we've got two hands up there.

0:53:12.248,0:53:18.163
At the back, somebody with a dark-colored[br]jacket on -- that's it.

0:53:18.531,0:53:20.058
(Participant 10) Mike Brown,

0:53:20.058,0:53:23.035
from the National Institute [br]of Digital Learning in Ireland,

0:53:23.035,0:53:25.994
A question, but equally a contribution.

0:53:26.284,0:53:28.420
What do you think, [br]what does the panel think,

0:53:28.420,0:53:31.177
22nd century skills will be?

0:53:31.177,0:53:35.473
Particularly, particularly [br]if we fail to achieve

0:53:35.473,0:53:38.774
the post-2015 [br]Sustainable Development Goals?

0:53:40.279,0:53:43.833
(Moderator) Right. Next to -- [br]at the back, there.

0:53:44.073,0:53:46.085
(Participant 11) I think [br]we've lost the plot.

0:53:46.085,0:53:50.154
30 years ago, many students started[br]overtaking the teachers in knowledge.

0:53:50.719,0:53:57.360
Our school server was looked after[br]by students, pupils, rather than teachers,

0:53:57.363,0:53:58.644
because they couldn't do it.

0:53:58.644,0:54:00.126
And that happens all the while.

0:54:00.378,0:54:03.856
Medical patients are getting [br]more knowledge than the doctors,

0:54:03.856,0:54:06.297
because they search the internet[br]before they go to the doctor's

0:54:06.297,0:54:07.596
about their own disease.

0:54:07.596,0:54:10.478
So I think we have got no chance,[br]we can't teach anymore.

0:54:11.509,0:54:15.478
(Moderator) OK, thank you for that.[br]Somebody standing up there --

0:54:15.656,0:54:19.146
Yes, with the hat on.[br]Hello, Clark (check)?

0:54:19.146,0:54:22.313
(Participant 12) Yes. Hi, my name is [br]Elijah from Sweden

0:54:22.313,0:54:26.075
and I work with a software company[br]developing ideation software.

0:54:27.359,0:54:31.195
My contribution is that I wonder[br]if we should not dig even deeper

0:54:31.195,0:54:34.616
and see if this is a structural problem,[br]because I'd like to say that these skills

0:54:34.616,0:54:36.114
are being taught.

0:54:36.114,0:54:39.050
We see today that people are in two[br]different types of networks:

0:54:39.050,0:54:43.308
they are in centralized or distributed[br]networks at work or at school,

0:54:43.539,0:54:45.919
but distributed in their spare time.

0:54:46.117,0:54:48.490
And we see also that [br]these different types of network

0:54:48.490,0:54:51.295
cultivate different types of values.

0:54:51.298,0:54:53.080
So it could be an organizational problem,

0:54:53.080,0:54:55.800
but also a value problem, [br]if we dig even deeper.

0:54:56.120,0:54:59.601
For example, [br]from advertising to conversation

0:54:59.601,0:55:04.631
from ownership to sharing,[br]from profit to growth --

0:55:04.631,0:55:07.031
sorry, from profit to sustainability,[br]and so on.

0:55:07.031,0:55:10.908
So my contribution is basically, maybe[br]the problem is even deeper,

0:55:10.908,0:55:13.067
maybe it has to do about [br]how we are organized,

0:55:13.067,0:55:16.276
and the values that those organizations[br]cultivate.

0:55:16.969,0:55:20.944
(Moderator) Thank you for that[br](Applause)

0:55:20.944,0:55:25.299
Yes, down in the front block here,[br]in the middle.

0:55:26.954,0:55:29.720
(Participant 13) I'm Cory Doctorow, [br]from the morning plenary.

0:55:31.286,0:55:34.960
It seems to me that education has been[br]refactored over the last several decades

0:55:34.960,0:55:38.310
as a kind of factory, [br]whose product is educated children,

0:55:38.310,0:55:39.657
with teachers as employees,

0:55:39.657,0:55:44.208
and the board of directors as the Ministry[br]of Education, God help us, Michael Gove,

0:55:44.208,0:55:45.270
as the CEO.

0:55:45.270,0:55:46.330
And[br](laughter)

0:55:46.330,0:55:50.797
it seems like, when you organize[br]something around the idea

0:55:50.797,0:55:53.943
that the public are shareholders and that [br]we're doing something that's a business,

0:55:53.943,0:55:56.943
you have to have a quarterly report[br]where some numbers go up

0:55:56.943,0:55:58.664
to show that the business is thriving.

0:55:58.664,0:56:00.398
And as a result, we are reify things

0:56:00.398,0:56:02.120
that are not [br]pedagogically supported,

0:56:02.120,0:56:04.877
like attendance and [br]standardized test scores,

0:56:04.877,0:56:08.937
rather than things that are pedagogically[br]supported as being real learning,

0:56:08.937,0:56:12.680
which are often not quantifiable[br]and are difficult to recognize,

0:56:12.680,0:56:16.329
except as a kind of creative fog[br]that you see your students in,

0:56:16.329,0:56:21.632
where they are excited and [br]are really chasing knowledge.

0:56:21.632,0:56:24.136
And so now we're -- can be obsessed[br]with turning children into

0:56:24.136,0:56:26.947
second-rate spreadsheets or [br]third-rate spellcheckers,

0:56:26.947,0:56:29.718
instead of teaching them arithmetic[br]and language.

0:56:30.147,0:56:32.799
It seems like a focus on skills,

0:56:32.799,0:56:36.127
without reference to the way [br]that we frame education,

0:56:36.127,0:56:37.717
gets us nowhere.

0:56:37.717,0:56:40.588
Adding standardized tests' outcomes[br]where we look at

0:56:40.588,0:56:43.502
whether or not you've acquired [br]21st century skills,

0:56:43.502,0:56:47.749
ignores the fact that anything [br]that you try to teach,

0:56:47.749,0:56:50.645
where the only way you're evaluated[br]is with high-stake testing,

0:56:51.635,0:56:52.570
gives you nothing,

0:56:52.570,0:56:55.805
except for someone who has been [br]crammed full of a bunch of facts

0:56:55.805,0:56:57.574
that they'll promptly forget[br]when they leave school,

0:56:57.574,0:56:59.603
and no synthetic capability.

0:57:00.877,0:57:02.009
(Moderator) Thank you for that.

9:59:59.000,9:59:59.000
Yes, on the side of this block here,[br]on the left.

9:59:59.000,9:59:59.000
(Participant 14) Thank you. [br]I am ..... (check) from the Investor Malawi.[br]

9:59:59.000,9:59:59.000
My question is, I don't know if we know[br]what we're talking about.

9:59:59.000,9:59:59.000
(Laughter)

9:59:59.000,9:59:59.000
In Africa, we believe that if [br]you don't know where you're going,

9:59:59.000,9:59:59.000
then the Lord can take you there. (check)

9:59:59.000,9:59:59.000
Are we changing education, [br]although we are using,

9:59:59.000,9:59:59.000
we attempt to coexist two educations,[br]or we are neglecting education. Thank you.

9:59:59.000,9:59:59.000
(Moderator) Thank you. Yes, in the middle[br]of the front block again, and then

9:59:59.000,9:59:59.000
I'll come over to this one.

9:59:59.000,9:59:59.000
(Participant 15) Hi, ........ from ....[br]University of Applied Science.

9:59:59.000,9:59:59.000
As a university of applied science,[br]we're teaching skills like hell:

9:59:59.000,9:59:59.000
social skills, soft skills,[br]technical skills, all this stuff.

9:59:59.000,9:59:59.000
But maybe we are missing out the values[br]behind these skills,

9:59:59.000,9:59:59.000
because they aren't the things [br]in the future. (check)

9:59:59.000,9:59:59.000
(Moderator) Thank you. Let's go[br]into this block in the front here,

9:59:59.000,9:59:59.000
on the right hand side, the -- the lady [br]there, I think, just in front of the camera.

9:59:59.000,9:59:59.000
(Participant 16) My name is[br]Lisa .......... (check)

9:59:59.000,9:59:59.000
I work at ...... in the United States.

9:59:59.000,9:59:59.000
I think my comment really builds on some [br]of the things that Cory Doctorow said.

9:59:59.000,9:59:59.000
You could argue that the premise [br]that we are arguing

9:59:59.000,9:59:59.000
is actually the wrong question.

9:59:59.000,9:59:59.000
It's not important, we -- just teaching[br]the 21st century skills isn't enough.

9:59:59.000,9:59:59.000
Those skills have to be honed, practiced[br]and applied,

9:59:59.000,9:59:59.000
for them to do anything.

9:59:59.000,9:59:59.000
So it's not about the teaching, it's about

9:59:59.000,9:59:59.000
what should the students do [br]with the teaching after that.

9:59:59.000,9:59:59.000
(Moderator) Thank you for that.[br]Let's have another one on this side.

9:59:59.000,9:59:59.000
One here on the front -- front row.

9:59:59.000,9:59:59.000
(Participant 17) Good evening, I'm [br].......... (check) of the European Schoolnet,

9:59:59.000,9:59:59.000
I want to be also provocative and[br]I'm thinking about the role you mentioned.

9:59:59.000,9:59:59.000
What's the role of education?

9:59:59.000,9:59:59.000
Are we pushed by industry to deliver[br]certain things or not?

9:59:59.000,9:59:59.000
And I'm thinking, what's the role[br]of the parents in all that?

9:59:59.000,9:59:59.000
Is it maybe the role of the parents[br]to teach these kinds of things?

9:59:59.000,9:59:59.000
You talked, Miles, [br]about character building

9:59:59.000,9:59:59.000
and I think there are certain things[br]school can do,

9:59:59.000,9:59:59.000
but I have, at least for my generation,[br]a little bit of feeling that parents

9:59:59.000,9:59:59.000
share a little bit, sometimes,[br]the responsibility to school,

9:59:59.000,9:59:59.000
to technology, and maybe it's time[br]to be a good parent again.

9:59:59.000,9:59:59.000
(Moderator) Thank you for that.[br](Applause)

9:59:59.000,9:59:59.000
Right at the back, there, [br]on the right hand side,

9:59:59.000,9:59:59.000
right at the back in the middle.

9:59:59.000,9:59:59.000
(Participant 18) Hi: Bernard Sander[br]from New York University.

9:59:59.000,9:59:59.000
I grew up developing my own films.

9:59:59.000,9:59:59.000
Though I'm a pretty adequate digital[br]photographer, I did research

9:59:59.000,9:59:59.000
using card catalogs and paper indexes[br]and microfiche,

9:59:59.000,9:59:59.000
but I am a more than adequate [br]digital researcher.

9:59:59.000,9:59:59.000
And I think the story is the same[br]for most of the people in the room.

9:59:59.000,9:59:59.000
So the question really is, what was[br]inadequate about my education?

9:59:59.000,9:59:59.000
Nothing I did in the 20th century[br]hasn't prepared me

9:59:59.000,9:59:59.000
for what 21st century has begun.

9:59:59.000,9:59:59.000
And as long as I'm competent

9:59:59.000,9:59:59.000
in my capacity to search [br]for new information

9:59:59.000,9:59:59.000
and in being willing to put any effort[br]to acquire new skills,

9:59:59.000,9:59:59.000
I don't feel that I'm unprepared,

9:59:59.000,9:59:59.000
and I don't frankly think that any student[br]is really unprepared,

9:59:59.000,9:59:59.000
as long as they have that.

9:59:59.000,9:59:59.000
So what is it that the 21st century brings[br]that is so unique,

9:59:59.000,9:59:59.000
other than the fact that [br]they can make a mistake

9:59:59.000,9:59:59.000
and be seen by everybody all at once[br]in three seconds,

9:59:59.000,9:59:59.000
right? so you know, that's fun.

9:59:59.000,9:59:59.000
But other than that little piece,[br]what's new?

9:59:59.000,9:59:59.000
(Moderator) Thank you for that.

9:59:59.000,9:59:59.000
Right at the back, against the wall,[br]with a red tie. That's it.

9:59:59.000,9:59:59.000
(Participant 19) I'm Eric Balance (check)

9:59:59.000,9:59:59.000
and I'm from the Education, Audiovisual[br]and Culture Executive Agency.

9:59:59.000,9:59:59.000
We're talking about skills,

9:59:59.000,9:59:59.000
because our employers tell us [br]that our kids don't have them.

9:59:59.000,9:59:59.000
Why are we not asking about the skills,[br]not the employers,

9:59:59.000,9:59:59.000
but society is asking for?

9:59:59.000,9:59:59.000
(Moderator) Yes, next door [br]to the last speaker.

9:59:59.000,9:59:59.000
(Participant 20) .......... (check) [br]from the UK.

9:59:59.000,9:59:59.000
I've changed jobs now, [br]but in a previous life

9:59:59.000,9:59:59.000
I've worked with many, many teachers,[br]primary and secondary,

9:59:59.000,9:59:59.000
and they will tell you that [br]all of the skills you're talking about,

9:59:59.000,9:59:59.000
with creativity, adaptation, rhetoric,

9:59:59.000,9:59:59.000
all of them are what they are [br]trying to teach,

9:59:59.000,9:59:59.000
when they are not delivering [br]standardized tests.

9:59:59.000,9:59:59.000
So the question is,

9:59:59.000,9:59:59.000
do we want the education system to be[br]told to do a certain thing

9:59:59.000,9:59:59.000
or are we trying to encourage it[br]from the inside?

9:59:59.000,9:59:59.000
Because I think they are two [br]different things.

9:59:59.000,9:59:59.000
(Moderator) Yes (Applause).[br]Thank you for that.

9:59:59.000,9:59:59.000
In the front row here, [br]on the left hand side. 1:02:30

9:59:59.000,9:59:59.000
(Participant 21) Hello, this is Philip [br]from IBA

9:59:59.000,9:59:59.000
and I wonder if we're not discussing[br]on a completely too advanced level.

9:59:59.000,9:59:59.000
I just got an email from the school[br]of my son, today,

9:59:59.000,9:59:59.000
where the school counselor had decided[br]that -- and that was the name --

9:59:59.000,9:59:59.000
that game boys should be left home.

9:59:59.000,9:59:59.000
Which makes me think if what we're [br]discussing here is not way away

9:59:59.000,9:59:59.000
from what the reality looks like,

9:59:59.000,9:59:59.000
because we're here sitting and discussing [br]really interesting topics,

9:59:59.000,9:59:59.000
and in our ideal state of mind,[br]it's something like that.

9:59:59.000,9:59:59.000
And then I go out and see people like[br]Donald Trump who are ......... check

9:59:59.000,9:59:59.000
about our education system,

9:59:59.000,9:59:59.000
which is a reason for shutting [br]the whole thing down, I think.

9:59:59.000,9:59:59.000
(Laughter, applause)

9:59:59.000,9:59:59.000
(Moderator) Thank you for that. Yes,[br]another one here, in the front block.

9:59:59.000,9:59:59.000
(Participant 22) Hello, I come from [br]the University of Oslo, Norway,

9:59:59.000,9:59:59.000
...... (check name).

9:59:59.000,9:59:59.000
There was quite a lot of investigation [br]in Norway, a few years back.

9:59:59.000,9:59:59.000
They asked employers, I would like to go[br]to employers:

9:59:59.000,9:59:59.000
"What kinds of skills are you looking for

9:59:59.000,9:59:59.000
"in a candidate that you consider [br]employing?"

9:59:59.000,9:59:59.000
And the first one was: [br]ability to cooperate.

9:59:59.000,9:59:59.000
Then we asked to ourselves,[br]are we doing that?

9:59:59.000,9:59:59.000
And then the next one on the list was[br]ability to attain new knowledge;

9:59:59.000,9:59:59.000
next, ability to think independently[br]and critically;

9:59:59.000,9:59:59.000
communication skills; ability [br]to use knowledge in new fields;

9:59:59.000,9:59:59.000
ability to establish contact [br]........... (check) relations.

9:59:59.000,9:59:59.000
And again, we're not doing these things,[br]we're not -- kind of.

9:59:59.000,9:59:59.000
Point 7 on the list was good theoretical[br]knowledge in your field of science.

9:59:59.000,9:59:59.000
That's what we're doing all the time.

9:59:59.000,9:59:59.000
I mean it's great to see [br]so many people here

9:59:59.000,9:59:59.000
but let's face it, most people[br]are not here. (Laughter)

9:59:59.000,9:59:59.000
That means that lectures -- I mean it's [br]great to see many people at this meeting,

9:59:59.000,9:59:59.000
concerned with teaching in general,[br]but the fact is that most lectures,

9:59:59.000,9:59:59.000
say basic course in first year mathematic,[br]whatever, at my university,

9:59:59.000,9:59:59.000
are being taught today in exactly [br]the same way as when I was a student,

9:59:59.000,9:59:59.000
thirty years ago.

9:59:59.000,9:59:59.000
So that's why this conference [br]is important,

9:59:59.000,9:59:59.000
that's why we need to provide students --[br]some people have to take responsibility

9:59:59.000,9:59:59.000
to provide students with the skills [br]that employers need.

9:59:59.000,9:59:59.000
(Applause)

9:59:59.000,9:59:59.000
(Moderator) Thank you.

9:59:59.000,9:59:59.000
There was another question just near[br]to the last speaker, in the same block,

9:59:59.000,9:59:59.000
the lady there, just the row in front,[br]I think.

9:59:59.000,9:59:59.000
(Participant 23) Hi, Lisa, [br]with the Global School Network.

9:59:59.000,9:59:59.000
And ........ (check)

9:59:59.000,9:59:59.000
perhaps it's not just what skills [br]we're teaching, but more so

9:59:59.000,9:59:59.000
what 21st century pedagogical skills[br]that we're using, in that

9:59:59.000,9:59:59.000
sometimes it's just as important[br]how it's being taught

9:59:59.000,9:59:59.000
than what is being taught.

9:59:59.000,9:59:59.000
And I think back to my college and[br]in some of the courses,

9:59:59.000,9:59:59.000
sometimes when I was going through[br]the course catalog,

9:59:59.000,9:59:59.000
it wasn't how exciting the title was,[br]but who was teaching it.

9:59:59.000,9:59:59.000
And I think that goes back to [br]some of the test scores

9:59:59.000,9:59:59.000
that teachers are very focused on as well.

9:59:59.000,9:59:59.000
And when I look at my daughter[br]who has started school

9:59:59.000,9:59:59.000
and what when I started school[br]30 years ago,

9:59:59.000,9:59:59.000
and looking at how she is being taught

9:59:59.000,9:59:59.000
-- taking away from ...... (check)[br]what should be included --

9:59:59.000,9:59:59.000
but a lot of that rote learning and a lot[br]of new skills they're using as well, so.

9:59:59.000,9:59:59.000
(Moderator) OK, thank you, another one[br]in the ..... (check) over there

9:59:59.000,9:59:59.000
(Participant 24) Hi, my name is ...... (check)

9:59:59.000,9:59:59.000
I work for UNESCO.

9:59:59.000,9:59:59.000
I just want to ask, [br]not just for the panelists,

9:59:59.000,9:59:59.000
but I think for everyone.

9:59:59.000,9:59:59.000
Maybe after 20, 30 years or so, are we[br]still going to talk about the same thing?

9:59:59.000,9:59:59.000
Or are we going to -- what the idea[br]would be the next topic

9:59:59.000,9:59:59.000
that we're going to talk about?

9:59:59.000,9:59:59.000
And I just wanted to also reiterate what [br]our head of office is actually saying,

9:59:59.000,9:59:59.000
I mean -- ..... (check name) --

9:59:59.000,9:59:59.000
he always say that the world is not[br]hungry for more words, more resolutions,

9:59:59.000,9:59:59.000
more talks and more panel discussions.

9:59:59.000,9:59:59.000
The world is actually hungry [br]for more actions.

9:59:59.000,9:59:59.000
Thank you very much.

9:59:59.000,9:59:59.000
(Moderator) Thank you. We've got about[br]5 minutes left for questions.

9:59:59.000,9:59:59.000
Please, so if you want to ask a question,[br]just stick your hand up

9:59:59.000,9:59:59.000
and then we can get an idea: [br]I think there is about three more.

9:59:59.000,9:59:59.000
So, the man right at the back [br]on the back of the aisle here,

9:59:59.000,9:59:59.000
on the right hand side, please, first.

9:59:59.000,9:59:59.000
(Participant 25) Hi, ............. (check name)[br]from London.

9:59:59.000,9:59:59.000
Miles mentioned knowledge and character,

9:59:59.000,9:59:59.000
I think one thing left out here is values.

9:59:59.000,9:59:59.000
So you know, we need knowledge[br]to do things,

9:59:59.000,9:59:59.000
we need skills to do things,

9:59:59.000,9:59:59.000
but we first have to agree at[br]what's worthy of doing.

9:59:59.000,9:59:59.000
(Moderator) OK, thank you, and there was[br]a question, again on the aisle, here,

9:59:59.000,9:59:59.000
on the left hand side -- [br]lady just down here: that's it.

9:59:59.000,9:59:59.000
(Participant 26) It's not really [br]a question, but a challenge, maybe

9:59:59.000,9:59:59.000
for the panelists.

9:59:59.000,9:59:59.000
I miss a little bit of diversity, so[br]maybe more ethnical background,

9:59:59.000,9:59:59.000
different ethnical backgrounds[br]looking at the same question,

9:59:59.000,9:59:59.000
and how is it that we are addressing this[br]in different contexts.

9:59:59.000,9:59:59.000
So maybe for the next plenary, we can have[br]a bit more diversity.

9:59:59.000,9:59:59.000
(Moderator) OK, and then there's --[br]there are two, right at the back,

9:59:59.000,9:59:59.000
on the right hand side.

9:59:59.000,9:59:59.000
(Participant 27) .................... (check name)[br]Belgrade, Serbia.

9:59:59.000,9:59:59.000
Part of the title of this panel is that[br]soft skills, 21st century skills,

9:59:59.000,9:59:59.000
should be taught.

9:59:59.000,9:59:59.000
My question is, is there any published[br]evidence as to what extent

9:59:59.000,9:59:59.000
teaching them really changes [br]the mastery of these skills?

9:59:59.000,9:59:59.000
(Moderator) And I think, a final question,[br]again at the right of the back --

9:59:59.000,9:59:59.000
-- or a contribution -- right at the back[br]on the -- here we are, that's it.

9:59:59.000,9:59:59.000
(Participant 27) Thank you. My name is [br]Heike Dratch (check name.

9:59:59.000,9:59:59.000
I'm working for ........ (check)[br]an international cooperation organization.

9:59:59.000,9:59:59.000
And my -- what I'm lacking a bit here is,[br]in looking at 21st century skills,

9:59:59.000,9:59:59.000
then looking at Paris, [br]the climate change conference,

9:59:59.000,9:59:59.000
so what kind of skills do we need, [br]to look into the future

9:59:59.000,9:59:59.000
and really see what we're doing now[br]is a future-oriented, sustainable activity.

9:59:59.000,9:59:59.000
So what kind of skills are not taught,[br]in the sense of having

9:59:59.000,9:59:59.000
a future orientation of our behavior now[br]and how we can change our behaviors

9:59:59.000,9:59:59.000
So this is a -- probably [br]in the next 10, 20 years,

9:59:59.000,9:59:59.000
we need answers for that, [br]how we change our behavior

9:59:59.000,9:59:59.000
and seeing all effects [br]of what we're doing.

9:59:59.000,9:59:59.000
(Moderator) OK, thank you [br]very much for that,

9:59:59.000,9:59:59.000
and thank you everyone [br]for your questions and contributions

9:59:59.000,9:59:59.000
(Applause)

9:59:59.000,9:59:59.000
I'm now going to ask one speaker from[br]each side to sum up,

9:59:59.000,9:59:59.000
and to deal with the points [br]that you've made

9:59:59.000,9:59:59.000
and to make their final pitch [br]for your votes.

9:59:59.000,9:59:59.000
So, first of all, I will ask our speakers[br]against the motion to sum up.

9:59:59.000,9:59:59.000
You've got 5 minutes.

9:59:59.000,9:59:59.000
(Allan Päll) Alright, thank you very much,

9:59:59.000,9:59:59.000
thank you very much.

9:59:59.000,9:59:59.000
I'm also very happy to hear [br]the different nuances

9:59:59.000,9:59:59.000
and different arguments raised, [br]and I think that the question --

9:59:59.000,9:59:59.000
questioning the very question itself[br]is a good one,

9:59:59.000,9:59:59.000
because it is difficult to pin down.

9:59:59.000,9:59:59.000
I would perhaps like to start with[br]the broadest question, in terms of

9:59:59.000,9:59:59.000
what would the 22nd century skills be?

9:59:59.000,9:59:59.000
And unless the world will change [br]completely

9:59:59.000,9:59:59.000
or we will run out of resources[br]on the planet,

9:59:59.000,9:59:59.000
or we will have a nuclear war,

9:59:59.000,9:59:59.000
potentially, it will look similar,

9:59:59.000,9:59:59.000
but it could also be that we are just[br]......able (check)

9:59:59.000,9:59:59.000
into a metric slide singularity that some[br]are predicting.

9:59:59.000,9:59:59.000
And then, of course, it would be[br]completely different, because

9:59:59.000,9:59:59.000
there would be no physical interaction.

9:59:59.000,9:59:59.000
So our mind needs to be open for even[br]fundamental, more fundamental changes

9:59:59.000,9:59:59.000
than we can even imagine.

9:59:59.000,9:59:59.000
However, I think there was a --[br]one important reflection indeed,

9:59:59.000,9:59:59.000
about how do we teach[br]and what is the pedagogy

9:59:59.000,9:59:59.000
used in hour educational system.

9:59:59.000,9:59:59.000
I think our main problem, if we are [br]to look anyone who is to be blamed,

9:59:59.000,9:59:59.000
is that -- is not education itself,[br]is not the educators or the teachers,

9:59:59.000,9:59:59.000
but it may be indeed in this obsession[br]with standards, standardized testing

9:59:59.000,9:59:59.000
and also indeed, I would even go to argue,[br]with qualifications.

9:59:59.000,9:59:59.000
Yes, you might say, we want to be sure [br]that you, as an engineer,

9:59:59.000,9:59:59.000
are properly qualified, or as a doctor.

9:59:59.000,9:59:59.000
Yes, we need to be sure that you have made[br]-- have a certain set of skills

9:59:59.000,9:59:59.000
to be able to perform that job.

9:59:59.000,9:59:59.000
But then again, perhaps, the way[br]that we conduct learning

9:59:59.000,9:59:59.000
is not recognizing the fact that learning[br]is not something

9:59:59.000,9:59:59.000
that an educational institution can have[br]a monopoly over.

9:59:59.000,9:59:59.000
And thus, maybe, we need to open that up[br]much more and say that

9:59:59.000,9:59:59.000
we need to recognize any kind of[br]competences, skills, values

9:59:59.000,9:59:59.000
that you gain anywhere.

9:59:59.000,9:59:59.000
So I think -- I think in terms of[br]building that critical thinking,

9:59:59.000,9:59:59.000
which I do think is important, and which[br]has existed throughout centuries

9:59:59.000,9:59:59.000
and is needed for the future as well,

9:59:59.000,9:59:59.000
that if we want to make sure that it is[br]better done.

9:59:59.000,9:59:59.000
We really need to look at, OK, let's[br]recognize that this happens everywhere

9:59:59.000,9:59:59.000
and let's also see that we don't need[br]to ignore the subject matter

9:59:59.000,9:59:59.000
but use participative methods of teaching[br]and learning in our environment.

9:59:59.000,9:59:59.000
And that's where [br]the difference comes from.

9:59:59.000,9:59:59.000
But however, I do believe that [br]the very standard academic methods

9:59:59.000,9:59:59.000
are still giving us the basic abilities[br]for things like critical thinking.

9:59:59.000,9:59:59.000
(Applause)

9:59:59.000,9:59:59.000
(Moderator) Thank you. OK?

9:59:59.000,9:59:59.000
If you want to you got a couple of minutes[br]to ......

9:59:59.000,9:59:59.000
(Berry) Very briefly, a couple of other[br]things worth saying, I think,

9:59:59.000,9:59:59.000
in addition to what Allan said.

9:59:59.000,9:59:59.000
Trust schools! Actually, so much of what [br]we heard about here

9:59:59.000,9:59:59.000
happens in the day to day life [br]of the classroom.

9:59:59.000,9:59:59.000
What does school do, [br]yes, it is about education,

9:59:59.000,9:59:59.000
this passing on of knowledge[br]to the next generation.

9:59:59.000,9:59:59.000
But it's also about building character,

9:59:59.000,9:59:59.000
it's also about young people[br]having that experience

9:59:59.000,9:59:59.000
of getting on with one another[br]and working collaboratively,

9:59:59.000,9:59:59.000
of working creatively.

9:59:59.000,9:59:59.000
Much of what we are labeling perhaps[br]as 21st century skills is happening.

9:59:59.000,9:59:59.000
Teachers are committed to this [br]sort of thing,

9:59:59.000,9:59:59.000
this happens in most of the classrooms,[br]length and breadth of most countries,

9:59:59.000,9:59:59.000
apart from when the testing [br]gets in the way,

9:59:59.000,9:59:59.000
as Allan has already made clear that.

9:59:59.000,9:59:59.000
What are the reasons [br]why this has happened?

9:59:59.000,9:59:59.000
Well, in part, it is this sort of[br]preparation for the future.

9:59:59.000,9:59:59.000
If you look back at the start[br]of the 20th century,

9:59:59.000,9:59:59.000
there were newspaper articles,[br]there were magazine articles

9:59:59.000,9:59:59.000
about what should be 20th century skills.

9:59:59.000,9:59:59.000
How many of those [br]are still relevant today?

9:59:59.000,9:59:59.000
I'd say most of those [br]are still relevant today.

9:59:59.000,9:59:59.000
You know, the photography thing:

9:59:59.000,9:59:59.000
yes, we are working [br]with different cameras now

9:59:59.000,9:59:59.000
but the knowledge of what makes[br]a good photograph,

9:59:59.000,9:59:59.000
and the wisdom to discern [br]a good photograph

9:59:59.000,9:59:59.000
from a less good photograph[br]is still just,

9:59:59.000,9:59:59.000
I think is just as important now [br]as it was then.

9:59:59.000,9:59:59.000
So in summary, 21st century skills[br]are being taught in schools.

9:59:59.000,9:59:59.000
We are addressing this.

9:59:59.000,9:59:59.000
But actually, there are much more[br]important things

9:59:59.000,9:59:59.000
that we should be focusing on: knowledge,[br]passing that on to the next generation,

9:59:59.000,9:59:59.000
and character, and yes, values, [br]absolutely right.

9:59:59.000,9:59:59.000
You know, the question about

9:59:59.000,9:59:59.000
what should we be doing [br]in terms of 22nd century skills.

9:59:59.000,9:59:59.000
I suspect the values of respect for[br]one another, of integrity,

9:59:59.000,9:59:59.000
of willingness to be courageous,[br]as I was talking about,

9:59:59.000,9:59:59.000
that's going to be just as important then[br]as it is now. Thank you very much.

9:59:59.000,9:59:59.000
(Applause)

9:59:59.000,9:59:59.000
(Moderator) Thank you.

9:59:59.000,9:59:59.000
OK, I'll now ask our speakers [br]for the motion

9:59:59.000,9:59:59.000
to sum up and you've got 5 minutes.

9:59:59.000,9:59:59.000
(Pedro De Bruyckere) I'll say one minute,[br]one answer to one question,

9:59:59.000,9:59:59.000
and then, Jo will conclude.

9:59:59.000,9:59:59.000
But there was a question, [br]"Who is to blame."

9:59:59.000,9:59:59.000
That's easy: we are.

9:59:59.000,9:59:59.000
We are all, because we've fogotten[br]what school is about.

9:59:59.000,9:59:59.000
If you look back what school really means,[br]it means free time.

9:59:59.000,9:59:59.000
If I say this to my son, he will start[br]throwing things,

9:59:59.000,9:59:59.000
but it means free of economic value.

9:59:59.000,9:59:59.000
Because if you go to a hair salon[br]in a school,

9:59:59.000,9:59:59.000
you know it will take much longer time[br]than in a real hair salon,

9:59:59.000,9:59:59.000
because the emphasis is not [br]on earning money, but on learning.

9:59:59.000,9:59:59.000
And today, because of the testings,[br]because of the focus,

9:59:59.000,9:59:59.000
teachers need to to focus on[br]very specific elements

9:59:59.000,9:59:59.000
and we've forgotten what schooling [br]is about, what school is about.

9:59:59.000,9:59:59.000
So if we bring back school, then maybe

9:59:59.000,9:59:59.000
these 21st century skills [br]will be taught again.

9:59:59.000,9:59:59.000
(Moderator) Thank you. Jo.[br](Applause)

9:59:59.000,9:59:59.000
(Jo Swinson) So, I firstly want to answer[br]a question that Miles asked, which was

9:59:59.000,9:59:59.000
"Who uses a spreadsheet to plan a party?"

9:59:59.000,9:59:59.000
I would just say that anyone that asks[br]that question has never planned a wedding.

9:59:59.000,9:59:59.000
(Laughter)

9:59:59.000,9:59:59.000
I think it was -- a guy at the back said:[br]"Most people are not in this room."

9:59:59.000,9:59:59.000
And that is actually part of the problem.

9:59:59.000,9:59:59.000
Because if the world was [br]like the people in this room,

9:59:59.000,9:59:59.000
i don't think there'd be such concern,[br]I think that we would be able

9:59:59.000,9:59:59.000
to stand here and say that [br]21st century skills are being taught.

9:59:59.000,9:59:59.000
You know, going round the exhibitions,[br]seeing the innovation, the creativity,

9:59:59.000,9:59:59.000
it's really inspiring.

9:59:59.000,9:59:59.000
But I think we all know [br]from our own experience

9:59:59.000,9:59:59.000
that the world out there [br]isn't quite as enlightened.

9:59:59.000,9:59:59.000
And the measurement is a stifling problem.

9:59:59.000,9:59:59.000
What gets measured gets done.

9:59:59.000,9:59:59.000
So of course, if you have endless testing,[br]then teachers will teach to the test.

9:59:59.000,9:59:59.000
And I noted the reference to Michael Gove:

9:59:59.000,9:59:59.000
I'd just like to just say for the record:

9:59:59.000,9:59:59.000
I was a part of the coalition [br]trying to rein him in at that point.

9:59:59.000,9:59:59.000
And I think Elijah talked about the values[br]in organizations,

9:59:59.000,9:59:59.000
and how the values even of our societies [br]is changing.

9:59:59.000,9:59:59.000
I think that's right and it's important --[br]I think it's exciting.

9:59:59.000,9:59:59.000
We are moving to an age where there is[br]far less deference

9:59:59.000,9:59:59.000
that has its challenges in ll sorts[br]of walks of life, from anchors

9:59:59.000,9:59:59.000
to medicine, to politics, to the media.

9:59:59.000,9:59:59.000
But I also think it's [br]a positive development

9:59:59.000,9:59:59.000
that people can make [br]their critical analysis

9:59:59.000,9:59:59.000
of the institutions around us,[br]rather than assuming that

9:59:59.000,9:59:59.000
if somebody is in authority,[br]then they must be right.

9:59:59.000,9:59:59.000
Even in the business world, there is [br]a move towards more collaboration

9:59:59.000,9:59:59.000
rather than just pure competition.

9:59:59.000,9:59:59.000
The pursuit of profit is still important,[br]but conversations ..... (check) purpose

9:59:59.000,9:59:59.000
are also increasingly heard.

9:59:59.000,9:59:59.000
And I think that the leadership models

9:59:59.000,9:59:59.000
that are now experienced and valued [br]the most

9:59:59.000,9:59:59.000
are not the ones about just [br]in a military style,

9:59:59.000,9:59:59.000
telling people what to do,

9:59:59.000,9:59:59.000
but actually about working [br]with individuals,

9:59:59.000,9:59:59.000
to lead them and motivate them,[br]and get the best out of a team.

9:59:59.000,9:59:59.000
And this has an impact [br]for all of our careers paths.

9:59:59.000,9:59:59.000
You don't just go into one job[br]and stay there for 40 years.

9:59:59.000,9:59:59.000
And therefore we need to change the way[br]we are preparing people for this world.

9:59:59.000,9:59:59.000
A lady in the audience mentioned that we [br]are, as human beings, naturally adaptive,

9:59:59.000,9:59:59.000
and I would agree we are, but we need [br]to be helped to do that even more,

9:59:59.000,9:59:59.000
because we do need to adapt [br]more than we did

9:59:59.000,9:59:59.000
when we stayed in one job for 40 years[br]in our career.

9:59:59.000,9:59:59.000
So that lifelong learning is actually[br]so important.

9:59:59.000,9:59:59.000
By all means, we should talk about [br]what happens in the education system

9:59:59.000,9:59:59.000
but it's just as important for, [br]when we're all here in 20 years time

9:59:59.000,9:59:59.000
and we are, you know, trying to keep track[br]of the world that has suddenly developed.

9:59:59.000,9:59:59.000
We need to find a way [br]of staying up to date.

9:59:59.000,9:59:59.000
So, can these skills be taught?[br]How can these skills be taught?

9:59:59.000,9:59:59.000
Well, they absolutely have to be taught

9:59:59.000,9:59:59.000
so we need to figure out [br]the answers to that.

9:59:59.000,9:59:59.000
People need to acquire these skills[br]and they will need help to do it.

9:59:59.000,9:59:59.000
But that teaching can come [br]from a range of sources.

9:59:59.000,9:59:59.000
Of course, the formal education system[br]but also parents and our peers

9:59:59.000,9:59:59.000
and indeed I would argue, particularly[br]to the point, in some dimension,

9:59:59.000,9:59:59.000
about all the people in the audience,

9:59:59.000,9:59:59.000
I think, ultimately, one of the ways[br]21st century skills will be taught

9:59:59.000,9:59:59.000
will be from our children [br]and grandchildren.

9:59:59.000,9:59:59.000
Thank you.[br](Applause)

9:59:59.000,9:59:59.000
(Moderator) Thank you for that, [br]Jo and Pedro,

9:59:59.000,9:59:59.000
and thank you to all our speakers[br]and thank you to your contributions.

9:59:59.000,9:59:59.000
We'll now take a vote on this, so[br]would all those in favor of the motion:

9:59:59.000,9:59:59.000
"This house believes 21st century skills[br]aren't being taught and they should be."

9:59:59.000,9:59:59.000
please raise their hand, in the singular:[br]one hand each.

9:59:59.000,9:59:59.000
Right.That's all those in favor.

9:59:59.000,9:59:59.000
And all those against.

9:59:59.000,9:59:59.000
(Inaudible off voice - laughter)

9:59:59.000,9:59:59.000
(Moderator) That's not --[br]that is very close but I would say that --

9:59:59.000,9:59:59.000
that the motion is lost on that.[br](Boos and clapping)

9:59:59.000,9:59:59.000
I would say I would be happy to --[br]but only just.

9:59:59.000,9:59:59.000
That's very, very narrow vote.

9:59:59.000,9:59:59.000
So thank you very much indeed [br]for all your contributions

9:59:59.000,9:59:59.000
and your attention, and I have a number[br]of announcements just to make, actually.

9:59:59.000,9:59:59.000
Just to remind you that the Online Educa[br]OEB party, Weihnachts Fest

9:59:59.000,9:59:59.000
will take place and the tickets are[br]on sale at the reception.

9:59:59.000,9:59:59.000
It will take place tonight, [br]there'll be food, drink

9:59:59.000,9:59:59.000
and 25 liters of fake snow.[br](Laughter)

9:59:59.000,9:59:59.000
So that's something to look forward to.

9:59:59.000,9:59:59.000
The other thing is that many of you[br]will remember

9:59:59.000,9:59:59.000
our dear friend and colleague Jay Cross,[br]who died recently.

9:59:59.000,9:59:59.000
And Jay was one of the real stars [br]of OEB in the past.

9:59:59.000,9:59:59.000
And I know that he was a great friend to [br]many people who attend this conference

9:59:59.000,9:59:59.000
and there is going to be a special session[br]which will take place now

9:59:59.000,9:59:59.000
in room Potsdam 1, which will look at[br]Jay Cross's legacy in person and in print

9:59:59.000,9:59:59.000
and this session will feature [br]Jay's colleagues

9:59:59.000,9:59:59.000
from the Internet Time Alliance, [br]who will remember his influence

9:59:59.000,9:59:59.000
and present his legacy.

9:59:59.000,9:59:59.000
So I do hope you'll take the opportunity[br]to go along and take part in that session.

9:59:59.000,9:59:59.000
Thank you all very much indeed, [br]Ladies and Gentlemen.

9:59:59.000,9:59:59.000
(Applause)

9:59:59.000,9:59:59.000
[Recordings of this session will be uploaded to[br]www.online-educa.com]

9:59:59.000,9:59:59.000
[Recording is provided by Presentations 200[br]Making Video Reality]