Learning for adaptation and 21st-century skills: Evidence of pupils’ flexibility in Rwandan primary schools
International Journal of Educational Development
; 93:102642, 2022.
Article
in English
| ScienceDirect | ID: covidwho-1936513
ABSTRACT
Recent global challenges like the COVID-19 pandemic have highlighted the growing importance of children learning 21st-century skills for adaptation and flexibility. Competence-based curricula encourage creativity and problem solving but little is known about their development in low-income countries or relationship with conventional academic outcomes like literacy. This study examines pupils’ cognitive flexibility, the underlying basis for many 21st-century skills, in Rwandan primary schools and finds little association with their reading abilities. The findings advance international knowledge regarding child development in resource-poor contexts, suggest a need for more holistic measurement and offer a new approach for understanding learners’ adaptability.
Full text:
Available
Collection:
Databases of international organizations
Database:
ScienceDirect
Language:
English
Journal:
International Journal of Educational Development
Year:
2022
Document Type:
Article
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