In a time of darkness and ignorance, we must challenge our preconceived notions, seeking answers in education and trust.[1]

According to UNESCO, literacy is, “the ability to identify, understand, interpret, create, communicate, and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society.”

In this cyber-age of learning, the distance to education is as short as one click. Despite this, illiteracy is prevalent, even in big cities like Los Angeles. To fight this, the LA Public Library organizes volunteer literacy teaching sections for adults. This isn’t just a huge problem for these adults, but it can be passed on to their children, too. According to the National Center for the Family Literacy Fact Sheet, one third of illiterate adults are primary caregivers of children aged 0-8. While poverty is usually the reason behind illiteracy, both in developed and underdeveloped countries, literacy is also a gateway out of poverty. But if a parent is illiterate, it’s both harder for them to get out of poverty, and to help their child out of poverty.

Save the Children is another literacy program in the US, though this is aimed at kids. According to Save the Children, many children – even in the US – do not have access to formal education; or even if they do, their school libraries are not developed enough. Save the Children has worked with 180 schools in 15 states and the District of Columbia.[2] These kinds of civic initiatives to reach out to each and every corner of the country give rise to consistent and stubborn thinkers – thinkers who have made universities such as Harvard and Yale brand names in the US.

Still, one has to ask: how is it possible to have so many children and adults with no access to education due to poverty, even in a country like the United States? Though the problem still exists in the developed world, illiteracy is obviously more prevalent in the developing world. Some of the numbers are almost staggering; according to UNESCO’s literacy e-Atlas, 781 million adults and 126 million children cannot read or write. These numbers are spread around the globe, as almost 52 million people in Pakistan, 13 million in Brazil, 12.4 million in Indonesia, and even 3.3 million people in Turkey are illiterate. The problem is often worse for women, as their access to literacy is just half that of men throughout Africa.

Poverty, illiteracy, and crime can generate a vicious cycle. According to the data provided on the website dosomething.org, most of the juveniles who face trial for crimes are illiterate, and more than half of inmates are also illiterate. Students who do not reach reading proficiency by the end of 4^th grade are likely to be involved in some kind of crime. Perhaps not surprisingly, over 70% of inmates in the US cannot read at a level above an average 4^th grader. [3]

The National Assessment of Adult Literacy report of 2003 adds more dramatic statistical information. Accordingly, 45% of the adult population in the US has limited reading, writing, and math skills. Literacy programs are not enough; for instance, in Texas almost 4 million people need adult literacy programs, yet only a hundred thousand people receive literacy education.[4]

This is a worldwide problem and it has far reaching effects. A person’s basic human rights cannot be fulfilled unless that person has access to education about their rights. Literacy education is the first and foremost right of each and every person. It is our duty as humans to share what we are lucky to have; education is one of the gifts in many of our lives.  It is our duty to dissolve all the hurdles on the road that takes people to education. As Victor Hugo said, “He who opens a school door, closes a prison.”

While individual literacy decreases rates of crime, family literacy has the potential to create units of critical thinkers, thus lowering rates of social conflict. Families play an important role in developing reading and writing abilities, the diversity of words one can use, and the clarity of expression in one’s own sentiments and ideas. Kindergarten, 4^th grade, and the beginning of high school are the three golden time periods when a child needs the most support in gaining habits of reading, writing, and using the appropriate words. Thus, families as well as schools might develop further projects to develop literacy in children, young adults – and especially in girls, since two-thirds of those who are illiterate are women.

Many centers and institutes serve this purpose. For instance, Centre for Family Literacy, the web site of a literacy program in Alberta, Canada, has online documents on how parents can educate themselves and the children around them.[5] But we need more help combatting this extensive human problem.

Reading and writing are deeply important to a diverse society and an interconnected world. A society’s reading habits reveal how people are investing in their communities and challenging themselves. No form of media challenges the human mind quite like reading does. The Institute of Education of the University of London reports that reading for pleasure not only influences a child’s school grades, but it is also crucial for cognitive development.[6]

  Unfortunately, in a world that is increasingly inundated with media options, people are reading less. According to the NOP World Culture Score, in an average week, individuals around the world watch TV for 16.6 hours, listen to the radio for 8 hours, spend 8.9 hours on a computer and the Internet, and only read for 6.5 hours. What do less developed cognitive skills mean in our world? I’m not sure, but the answer could be more violence and conflict. The best way to combat these conflicts is exceedingly simple: read.

[1] Fethullah Gülen, The Fountain, Issue 104.

[2] http://www.savethechildren.org/atf/cf/%7B9def2ebe-10ae-432c-9bd0-df91d2eba74a%7D/LB_STC_LITERACY_FACTSHEET.PDF

[3] https://www.dosomething.org/facts/11-facts-about-literacy-america

[4] literacytexas.org with reference to: TWIC 2010, A Primer on Adult Education in Texas

[5] http://www.famlit.ca/resources/resources_p.shtml

[6] http://www.ioe.ac.uk/newsEvents/89938.html

Educators have identified some skills that are necessary for students to succeed in their lives – these are called 21st century skills (Partnership for 21st Century Skills, 2008). In the age of innovation and information, certain skills such as critical thinking, problem solving, communication, innovation, and technological proficiency are vital for succeeding in the new workforce, yet many countries have not yet utilized their resources to teach and assess these skills. It is believed that if countries fully understood the link between students developing these skills and the future of their economies, these countries would invest and develop ways to foster the aforementioned skills in their students.

Due to this, educational researchers have proposed that it is an economic and social imperative for everybody to work towards ensuring the next generation will be eQuipped with 21st century skills (Triling – Fadel, 2009; National Research Council, 2010). In this article, I will discuss some of the 21st century skills, their importance, and whether these skills are enough for today’s students to succeed in the workforce and be happy in their social lives.

21st century skills

Due to increased globalization and access to technology, new skills are needed to succeed in the workforce. Educators, government officials, and business people were asked about what these 21st century skills” entailed. I’m going to address some of their most common answers.

Jerald (2009) justified and explained what skills our students need in this age – and why they need them. He believes we need a generation with newer skills due to changes in automation, globalization, workplace, demographics, and personal risk and responsibility. Computer technology in manufacturing has led to the automation of many jobs that humans once performed better, faster, and cheaper than machines. Technological and political changes as well as competitive forces have caused economies to be globalized. Together, these factors have changed how businesses operate. There is less hierarchy and supervision, and greater autonomy and personal responsibility for workers. Also, the global economy and ever-changing technology create a mobile population; thus, the population demographics of many countries are changing. As a result, individual risk and responsibility have increased. The skills defined as imperative for the 21st century have some commonalities, and they include reading literacy, mathematical literacy, scientific literacy, communication and collaboration, critical thinking and problem solving, and creativity (Jerald, 2009; Pacific Policy Research Center, 2010). I want to look at each of these skills in detail.

Reading literacy: Reading literacy is more about reading to learn rather than learning to read (Jerald, 2009). It is expected that employees are able to decipher many kinds of documents to carry out all kinds of tasks. This task may change from getting a driver’s license to voting in an election to learning how to run new eQuipment. There are a number of national and international assessments that examine teenage and adult literacy. For example, the PISA reading literacy assessment measures students with reading charts, graphs, tables, maps, diagrams, forms, information sheets, advertisements, political flyers, vouchers, and myriad different certificates. Research supports the importance of strong literacy. Adults with stronger literacy skills are more likely to be employed, paid higher, and to have better jobs. Therefore, both individual and organizational success is highly dependent upon a high level of literacy.

Mathematical literacy: Mathematical literacy is sometimes called Quantitative literacy or numeracy.” This implies something other than what students do in a classroom, like answering a multiple-choice Question or solving a test Question. Jerald (2009) says it’s possible that even highly educated people cannot be successful in understanding real life Quantitative information, such as understanding credit card offers or comparing the cost per ounce of food.

Lynn Steen, a professor of mathematics at St Olaf Collage, points out that the roles played by numbers and data in contemporary society are virtually endless” (in Jerald, 2009, p.39). Professor Steen summarizes why mathematics literacy is so important by saying:

Virtually every major public issue-from health care to social security, from international economics to welfare reform-depends on data, projections, inferences, and the kind of systematic thinking that is at the heart of Quantitative literacy (In Jerald, 2009, p.39).

Scientific literacy: Science is known as one of the least favorite or most difficult subjects for most students, but experts say that all adults need to understand and apply science in daily life. There are several types of knowledge necessary for scientific literacy. The first is to be familiar with important scientific topics. OECD’s PISA science literacy assessment measures 15 year old students’ knowledge of physical systems, living systems, earth and space, and technology. The second necessary knowledge is how science works and how to apply scientific methods such as observation and testing. The third piece of necessary knowledge is an understanding of how science and technology impact our society and physical world, for good or ill. Therefore, scientific literacy is one of the critical skills that people have to possess in the 21st century.

Financial literacy: This skill is particularly important for each and every citizen to make healthy economic decisions. Educational research points out that there are considerable weaknesses in financial literacy among students and adults in the United States. For instance, the Jump$tart Coalition’s 2002 biennial financial literacy test results showed that American high school seniors answered only 50 percent of the Questions correctly. Likewise, the Institute of Certified Financial Planners conducted a survey and found that making individual financial decisions is one of the major problems for participants.

Communication and collaboration: Learning is a social activity that happens either in a formal school setting or other environments. Communication and collaboration skills entail students’ ability to communicate clearly by using oral, written, and non-verbal means, and to collaborate effectively and responsibly with the people around them (Pacific Policy Research Center, 2010). The world is shrinking and becoming like a small village thanks to the Internet and new technologies. This creates new communication challenges. Although education has reQuired good communication skills, including speech, writing, and reading, the increasing diversity of the global economy demands a much more complicated and advanced set of skills for communication and collaboration (Trilling – Fadel, 2009). For example, it is expected that students and workers are able to listen effectively to superiors to decipher deeper meanings within the speaker’s speech and attitudes. An effective communicator shouldn’t just be able to listen well, but should be able to speak with diverse groups about different topics – and oftentimes in different languages. For collaboration skills, each individual has to demonstrate the ability to work productively and respectfully with diverse groups. Being flexible and helpful, and making necessary compromises are essential components of effective collaboration skills. Researchers suggest that using active learning methods, including project-based learning, problem-based learning, and game-based learning may help students develop the aforementioned skills.

Critical thinking and problem solving: Employers value critical thinking and problem solving skills the most (Jerald, 2009) because research indicates that workplace tasks demand employees doing things without having to be told or directed to do so (Levy – Mrunane, 2007). For instance, almost 60 percent of companies rate critical thinking and problem solving as very important skills which they expect high school graduates to possess. Unfortunately, 70 percent of employers report that students are mostly lacking in these areas. Mark Maddox, of Unilever Foods North America, explains why critical thinking and problem solving skills are so important and necessary in the workplace, saying, For our production and crafts staff, the hourly workers, we need self-directed people who either have problem-solving skills or can easily be trained to think on their feet and find creative solutions to some very tough, challenging problems” (In Jerald, 2009, p. 51). His company has such high expectations because they no longer employ supervisors who take control or explain things. Students or employees with such skills are good not only for the workplace, but also for their participation in solving local, national, and global problems that pose threats to everybody.

Creativity and innovation: The new Skills Commission (2007) did extensive research on the workforce and global economic indicators; they concluded that in addition to all the important above-mentioned skills, the U.S. needs a crucial new skill that will maintain its competitiveness in the global economy – a skill called creativity and innovation. Creativity is an essential skill that incorporates communication, problem solving, risk taking, curiosity, tolerance of ambiguity, and Questioning (Conference Board, 2008). The type of creativity adults need in today’s workplace is the one that enables workers to solve problems not encountered before. It also helps them cope with ill-structured tasks or problems that have no single right solution – or even any good solution.

Global awareness: This theme emphasizes the importance of working collaboratively with diverse people from different cultures, lifestyles, religions, ideologies, and backgrounds; this work must be done with an attitude of mutual respect. Also, promoting the study of other languages is very meaningful and necessary for understanding different nations and cultures. Doing this will enable students to feel closer to global issues and diverse learning communities; thus, they will create a new world where everybody respects each other, accepts others in their positions, and seeks ways to solve problems rather than fighting and killing innocent people and destroying valuable land.

Conclusion

I believe that these are all important skills for an individual’s success in life and countries’ success in the global economy. But today, it is not only the economy that reQuires a different set of skills. Rapidly changing technology and the internet have changed both personal and international affairs, from relationships to trade. The only meaningful way to make each and every country’s future bright and promising is to develop a generation of citizens who are aware of their responsibilities to preserve and strengthen diversity and democracy. This will ensure our world is a better place. Thus, we want our schools, regardless of culture and location, to prepare students eQuipped with the aforementioned skills to face a changing world.

Sahin, PhD, is a Research Scientist at Aggie STEM.

References

• Jerald, C. D. (2009). Defining a 21st century education. Retrieved from http://www.cfsd16.org/public/_century/pdf/Defininga21stCenturyEducation_Jerald_2009.pdf
• Levy, F. – Murnane, R. J. (2007). How computerized work and globalization shape human skill demands. In Suarez-Orozco, M. M. (Ed.), Learning in the global era: International perspectives on globalization and education (pp. 158-176). Berkeley, CA: University of California Press.
• Nelson, C. (2005). Fethullah Gulen: A vision of transcendent education. Retrieved from http://fethullahgulenconference.org/houston/read.php?p=fethullah-gulen-vision-transcendent-education
• National Center on Education and the Economy. (2007). Tough choices or tough times: The report of the New Commission on the Skills of the American workforce. San Francisco, CA: Jossey-Bass. (p. 19)
• National Research Council. (2010). Exploring the intersection of science education and 21st century skills: A workshop summary. Margaret Hilton, Rapporteur. Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
• NCREL – Metiri Group. (2003). enGauge 21st century skills: literacy in the digital age.Partnership for 21st Century Skills. (2008). 21st century skills, education – competitiveness: A resource and policy guide. Retrieved from http://www.pkwy.k12.mo.us/projectParkway/File/21st_century_skills_education_and_competitiveness_guide.pdf
• Pacific Policy Research Center. (2010). 21st century skills for students and teachers. Retrieved from http://www.ksbe.edu/spi/PDFS/21%20century%20skills%20full.pdf
• Trilling, B. – Fadel, C. (2009). Q – A on 21st century skills. Retrieved from http://21stcenturyskillsbook.com/blog/Q-a/