Hello and welcome to the Higher School of Economics Moscow, Russia.
This week, we'll be talking about the specificities of
ethnic and cultural minority education around the globe.
More specifically, we'll be talking about indigenous language education and we'll analyze
why citizenship education is
important in the context of multilingual and multicultural education.
So, in this video,
we'll be talking about the new skills and competences needed
for immigrant and not only immigrant students in the 21st century.
As we all know, migration within and across nation-states is a worldwide phenomenon.
However, never before in history has the movement of diverse racial, ethnic, religious,
and linguistic groups within and across nation states been so extensive, so rapid,
or raised such complex and difficult questions about citizenship,
human rights, democracy, and education.
Today, schools are being transformed by a growing number of immigrant students.
Just as schools face the challenge of educating more linguistically, culturally,
and ethnically diverse students,
globalization imposes another challenge to education.
That is, it requires more complex skills of its students in order
to equip them to be competitive in a globally interlinked economy.
The new generation immigrant and native alike will need a set of new skills and
competencies to be fully engaged citizens in
the economies and societies of the 21st century.
It should be stressed that the global workplace demands the ability to think analytically
and creatively both within a single domain and in an interdisciplinary manner.
Because globalization is making difference normative, that is,
it requires the ability to work with people from
diverse backgrounds and understand cultural,
historical, and global patterns.
In cities like London, Berlin, or Moscow,
cross cultural flows are becoming increasingly normative.
As it has been mentioned in the age of globalization,
all students will need a set of new skills and competencies.
For example, students should be expert thinkers, that is,
they should be able to solve problems for which there are no real base solutions.
And the complexity of challenges moving forward necessitates
solutions that incorporate many interdisciplinary perspectives.
Also, students should master communication skills, that is,
they should learn to effectively communicate and
respectfully interact with people of different races,
cultures, national origins, and religions.
That implies that students should also develop familiarity with other cultures,
religions, values, system of governance, and communication styles.
And schools must promote this kind of learning and
take responsibility for helping students reflect on
their rights and responsibilities as citizens
of an increasingly heterogeneous global society.
Language skills requires fluency in more than one language.
It is seen as a prerequisite for global engagement.
It's highly important that school systems
train and attract high quality language instructors,
who would equip students with the language skills and
cultural awareness that they will need to live in a multicultural,
multilingual globally interconnected worlds.
Immigrant-origin students, in this respect,
can be seen as a great resource and must be recognized as
such because they add to the cultural and linguistic stock of the nation.
Collaborative skills involve group work and cooperative learning, that is,
the teacher becomes a facilitator rather than
an instructor replacing the traditional chalk and talk
pedagogical methods that confine students to
their desks and discourage interaction with peers.
So, working collaboratively in a variety of environments has
become an important skill in the 21st century to secure a good job.
Advanced technological skills are compulsory for students in the 21st century.
In this respect, schools should embed technology across the curriculum
and take responsibility for improving students information literacy.
Thus, globalization requires that schools train
diverse students to greater levels of skills and competencies.
Finally, education for the global era can be seen as education for lifelong cognitive,
behavioral, and ethical engagement with the world.
In the next video, I'll be talking about citizenship education
and the role of new transformative type of education.
That's all for now. Thanks for watching. Bye bye.