’21st Century skills’ has become a bit of a catch phrase which may have reached its sell-by date, after all we are already over a decade into the said century. More importantly, many people are saying that skills like resilience, being able to work with a team, being able to exploit innovations in method and technology, have been with us for centuries and don’t particularly belong to this one. The argument goes on to say that the basis of many of our key skills lies in the core knowledge that we have acquired from an early age. But I’m not saying I necessarily agree with this approach.
There were some useful ‘learning of skills’ analogies in the conference, one of which I thought I would share with you.
This was about how drivers in the UK get their licences. They first have to take a separate theory test, which I admit I never had to do but I did help my wife prepare for it. The aim is to answer questions about the Highway Code and then apply this knowledge by looking at video case studies. Of course the real life case study is actually doing the practical test with an examiner sitting next to you, a nerve-wracking experience for many adults. The conference delegate who raised this analogy noted that you only had to remember 3 manoeuvres to be deemed ‘competent’ in the skill of turning and positioning a car on the road, whereas you actually acquire the right expertise by manoeuvring a lot after you have passed the test.
One hopes all taxi drivers are good at this.
London cabbies are expected to learn ‘The Knowledge’. This is a vast repertoire of different and often complex routes though the capital. It takes on average 2 years to assimilate this content fully and researchers have shown that the process of doing so increases the size of parts of a cab driver’s brain responsible for navigation. However, you won’t even be able to apply this knowledge unless you are technically capable of driving a cab i.e. you possess the right skills. Arguably ‘The Knowledge’ discriminates against potential cab drivers with long-term memory difficulties, who could manage to find addresses with the help of satellite technology and still provide a cheerful door-to-door service for clients who are in a hurry (like those who were getting to yesterday’s conference).
Which comes back to the bigger question of what we really want from learning outcomes. In fact we want combined facets of knowledge and skills. Using another analogy of raising a new building, we need ‘essential’ i.e. consensually agreed knowledge to provide us with solid foundations and strong walls built with the right skills, to keep the whole structure up for many years against all kinds of environmental effects.
Let’s drop the term ’21st Century skills’ and move on to the here and now.