In 2025 and beyond, schools need to teach more than just ‘the basics’

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In 2025 and beyond, schools need to teach more than just ‘the basics’

Credit: Unsplash/CC0 Public Domain

In Roman mythology,

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. Able to see in two directions, Janus was associated with passages, beginnings and endings.

In January, the month named for him in the western calendar, it’s fitting to consider how, in many respects, compulsory education systems require new beginnings in terms of envisioning broader objectives for their student populations.

While students need to read, write and do arithmetic, the “back to basics” approach to promoting educational excellence,

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, will no longer suffice.

Schools and societies have seen seismic technological, environmental, cultural and social changes. Kindergarten to Grade 12 systems must embrace a more multifaceted vision of educational excellence that includes the promotion of both cognitive and non-cognitive skills.

These “two faces”—cognitive and non-cognitive—helps prepare students for their futures, not our past.

Cognitive versus non-cognitive skills

Achievement in traditional subject areas like English and French, mathematics and science has long been recognized as important for students’ cognitive skills. Many parents, teachers and policymakers become concerned when

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or national test results suggests deteriorating or stagnant performance in these curriculum areas.

Yet even the Organization for Economic Co-operation and Development (OECD) is now quick to point out that cognitive achievement is necessary, but insufficient, for student success. The OECD, which runs the

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of reading, science, and mathematics—the Program in International Student Assessment (PISA)—is also considering the value of other kinds of learning.

A recent working paper published by the OECD, “Beyond Literacy: The Incremental Value of Non-Cognitive Skills,” points out how a broad category of non-cognitive skills predict important life outcomes such as

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.

Growth mindset

Non-cognitive skills, sometimes called “soft skills,” include attributes such as “growth mindset.” This refers to a general belief that success is based on hard work and dedication, and is less related to innate and fixed qualities.

A person with high-growth mindset would agree with the statement: “Math doesn’t come easy to me, but if I try hard, I will be successful.” Interestingly, countries that have relatively

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Emotional intelligence

Another frequently noted non-cognitive skill includes

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or what is sometimes referred to as emotional intelligence. The latter allows students to self-regulate and ultimately become more resilient in the face of adversity and changing times.

Although there are various factors that shape a child’s emotional makeup,

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with the right supports.

Physical health and well-being

Finally, physical health and well-being is also a critical non-cognitive ability, one that is often overlooked in ********* education systems.

As our research with colleagues suggests, provincial systems devoted relatively little policy attention to the development of physical health during the

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as well as during the

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.

Admittedly, this

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existed well before the outbreak of COVID-19. In some respects, we are now facing an impeding

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in our schools without the benefit of adequate interventions.

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Ideals and practices

Each province in Canada is fully autonomous in developing and implementing education policies, as well as outlining the main purposes of education.

In Ontario, for example, the provincial

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says “the purpose of education is to provide students with the opportunity to realize their potential and develop into highly skilled, knowledgeable, caring citizens who contribute to their society.” Other provinces provide similar educational guidance that underscores the importance of developing students’ knowledge, skills and attitudes.

What is clear from these various legislative mandates is that provinces have seemingly endorsed a holistic view of student development. Unfortunately, goal statements that align with holistic student development may look good on paper but are rarely realized in practice.

Teacher education programs, for example, vary significantly within and across ********* provinces and American states,

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Fragmented approaches

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are also fragmented, suggesting more innovative and integrated assessment systems are needed. It is hard to address a problem without the benefit of reliable and valid data sources.

Similarly,

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meet daily physical activity requirements, despite mandatory policies in provinces such as Ontario, Alberta and British Columbia. Given the close association between

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rates, lack of attention to physical activity will have lasting negative consequences.

Research also

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in the aftermath of the pandemic. It appears provincial education systems

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and implementation efforts related to non-cognitive skills.

Clearly, there is an urgent need to embrace, in concrete terms, the dualities of cognitive and non-cognitive skills within our schools. Sometimes being two-faced can be a good thing.

Provided by
The Conversation

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Citation:
In 2025 and beyond, schools need to teach more than just ‘the basics’ (2025, January 4)
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#schools #teach #basics

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