Document Type

Article

Publication Date

4-26-2018

Publication Title

Global Education Review

Volume

5

Issue

1

Pages

35-51

Abstract

This study uses a quantitative content analysis of learning competences – as described and prescribed in 21st century frameworks – and those competences evaluated by international assessments to explore the nexus between recommendation and reality. In drawing insights from the theoretical underpinnings of human capital theory we argue, with respect to creativity, that (i) there is a degree of alignment in the prescription and assessment of creativity as a learning competence and (ii) there is a divergence in the way the competence is discussed, which may account for the lack of acknowledgement as a key skill in preparing students for employment in the knowledge-based economy. These findings suggest a discrepancy between recommendation and reality in that the international frameworks consistently place creativity in the top five highest priority learning competences being prescribed while one of the two international assessments examined places it in the top five highest priority learning competences being assessed. Based on the discourse examined in the documents, we assert that schools need to adjust how and when creativity is discussed, ensuring it is included in every subject. This will ensure students link creativity and innovation in every subject area and, subsequently, every industry in the knowledge-based economy. By making this shift, schools will help students ensure long-term employability as the knowledge-based economy transforms into the intelligent economy.

Comments

Author Posting. © The Authors 2018. This article is posted here for personal use, not for redistribution. The article was published in the Global Education Review, 2018, http://ger.mercy.edu/index.php/ger/article/view/407

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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