Basic education is the main
ingredient for talent identification.
Our work with children probes, proves and teaches us how to proceed with
our work. We cannot have valuable triathletes
without basic education since the get-go.
The British Council have
been working very hard on this subject. Human
Beings need to know this initiative. It
is worldly, the solutions to the world’s problems should be worldly: worldly
ocean pollution solution, worldly economy and migration solutions. Worldly education, teaching basic skills
(basic education) above all. Worldly education
is what could save what is left from this world.
The British Council’s focus
Building therefore on the deep pedagogies framework and UNESCO’s transversal
skills and in consultation with a wide range of stakeholders across our
network, the British Council is championing the development of these core
skills and competencies by supporting teachers to develop their pedagogy in the
following areas:
• Critical thinking and problem
solving: Promoting self-directed thinking that produces new and innovative
ideas and solves problems; reflecting critically on learning experiences and
processes and making effective decisions.
• Collaboration and
communication: Fostering effective communication (orally, and in writing);
actively listening to others in diverse and multi-lingual environments and
understanding verbal and non-verbal communication; developing the ability to
work in diverse international teams, including learning from and contributing
to the learning of others, assuming shared responsibility, co-operating,
leading, delegating and compromising to produce new and innovative ideas and
solutions.
• Creativity and imagination:
Promoting economic and social entrepreneurialism; imagining and pursuing novel
ideas, judging value, developing innovation and curiosity.
• Citizenship: Developing active,
globally aware citizens who have the skills, knowledge and motivation to
address issues of human and environmental sustainability and work towards a
fairer world in a spirit of mutual respect and open dialogue; developing an
understanding of what it means to be a citizen of their own country and their
own country’s values.
• Digital literacy: Developing
the skills to discover, acquire and communicate knowledge and information in a globalized
economy; using technology to reinforce, extend and deepen learning through
international collaboration.
• Student leadership and personal
development: Recognizing the importance of honesty and empathy; recognizing
others’ needs and safety; fostering perseverance, resilience, and
self-confidence; exploring leadership, self-regulation and responsibility,
personal health and well-being, career and life skills; learning to learn and
lifelong learning. In so doing, the British Council supports the argument that
equal importance be given to the economic, social, cultural and civic
dimensions of learning, as recently recalled and recontextualized in UNESCO’s
Rethinking Education.
As David Graddol notes: The role of education in
school is now seen as to provide the generic skills needed to acquire new
knowledge and specialist skills in the future: learning how to learn.
Literacy in the national language and, perhaps the mother tongue where that is
different, remains a basic skill, as does numeracy. But information technology
– how to use computers and applications such as word processors, spreadsheets
and internet browsers – has become just as important in basic education.
Triathletes need to continue
learning new skill, be able to learn from what they are experiencing. The jump from juniors to senior elite level
triathletes takes at least three years as in the case of the Brownlees, longer
for Mola or Duffy. Basic Education have
played a role. We have seen the opposite
in many others who were junior champions.
Those athletes failed because they were not prepared educationally to
jump from juniors to senior elite level.
In countries like Mexico we
encounter problems at the level of basic education. Education becomes information and at the end
we have the confusion between entrepreneur and speculators. They think that the two are the same.
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