تصور مقترح للكفايات التقنية الرقمية ومتطلبات القرن الحادي والعشرين لمعلمات التربية الفنية في ضوء احتياجاتهن التدريبية = A Proposed Conception of Digital Technical Competencies and 21st Century Requirements for Art Education Teachers in the Light of Their Training Needs

2020 ◽  
Vol 5 (1) ◽  
pp. 207-235
Author(s):  
بعطوط ، صفاء عبد الوهاب بلقاسم
2017 ◽  
Vol 16 (3) ◽  
pp. 197-219 ◽  
Author(s):  
Anne-Liisa Longmore ◽  
Ginger Grant ◽  
Golnaz Golnaraghi

The 21st century is seeing dramatic shifts in the business environment. In order for organizations to adapt to these shifts, they must be more flexible and learning oriented. To thrive in this environment, organizational leaders must facilitate and build the capacity for learning throughout the organization. Organizational leadership is looking for employees to bring more than technical competencies or subject-matter expertise to their work; they are requiring specific learning-oriented competencies such as critical thinking, problem-solving, agility, adaptability, initiative, communication, and collaboration among others. To that end, business education is under heavy criticism for failure to produce the workforce needed to meet the demands of the 21st century. We set out to develop a conceptual teaching and learning model anchored in transformative and constructivist perspectives of learning that engages the whole learner in learning, reflective practice, and interactions with learning facilitators, other learning agents, and actors in a learning context.


1989 ◽  
Vol 3 (4) ◽  
pp. 195-200
Author(s):  
Lawrence P. Grayson

If the USA is to retain its preeminent economic position in the world it must improve the quality of its education and training. This article discusses the contribution of education to a nation's well-being, examines the current education system in the USA and analyses education and training needs for the 21st century.


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