With regards to designing ´programs that are better aligned with children’s needs and demands of the market that will eventually employ them´. What the labour market will look like when young children graduate (if we want them to also do secondary education) is difficult to predict, if not imposible. As many education approaches now defend, what we can do is to equip children with (in addition to the most fundamental learning blocks) the transversal skills that would help them navigate uncertain futures.. That is why socio-emotional skills have become so trendy and why big ed think tanks are investing a lot of money in the so-called (old name now) 21 century skills..
With regards to designing ´programs that are better aligned with children’s needs and demands of the market that will eventually employ them´. What the labour market will look like when young children graduate (if we want them to also do secondary education) is difficult to predict, if not imposible. As many education approaches now defend, what we can do is to equip children with (in addition to the most fundamental learning blocks) the transversal skills that would help them navigate uncertain futures.. That is why socio-emotional skills have become so trendy and why big ed think tanks are investing a lot of money in the so-called (old name now) 21 century skills..