The partnership asks: What skills do children need to be taught and how can we teach these skills so that all children will prosper in the future?
Little scholarly and policy knowledge currently exists about what kinds of education and skills children will need to thrive in the future. Of that research, very little focuses on children; research and policy attention has been focused on the adult learner and worker. Technological change is happening so quickly that jobs are emerging and disappearing in unpredictable ways. The COVID-19 pandemic has shown that our current methods of education delivery are not agile, efficient, or equitable.
Our work will: contribute vital insights to academic research on children’s learning; provide practical information on how to design programs that support children’s education; and create workable solutions for parents, policymakers, and community providers.
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Training and skills development policy options
Canada must prepare for the growing need to retrain workers displaced by disruptive technologies. To do so, governments must have a thorough sense...
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Canada’s skills training programs recommendations
Canada must prepare for the growing need to retrain workers displaced by disruptive technologies. To do so, governments must have a thorough sense...
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Who gets to define 21st century skills?
Over the last two decades, consensus around what abilities people need to thrive in the global economy has coalesced around a set of core skills:...
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Understanding 21st century skills needed in response to Industry 4.0
International policy agendas are increasingly focusing on the 21st century skills needed by future workers (otherwise called soft skills, digital...
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Navigating Technology in the classroom
A scoping review of technology use during peer collaboration in early educational settings. Early educational settings such as early childhood...
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Increasing engagement with online learning platforms for unemployed youth
Exposure to online learning platforms, such as LinkedIn Learning, Coursera, and EdX has been increasing. However, keeping people engaged once they...
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Cultivating Young Minds
Creativity and self-directed learning (SDL) have been identified as two key skills that children need to develop for success in the 21st century. As...
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Can a Brief Professional Development Improve Early Childhood Educators’ Responsivity and Interaction Quality in Childcare Centers?
High-quality early childhood education and care (ECEC) – particularly care defined by highly responsive interactions between educators and children...
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Teaching home-visitors to support responsive caregiving
Home-visiting programs are a common and effective public health approach to promoting parent and child well-being, including in low- and...
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Parental Employment Effects of Switching from Half-Day to Full-Day Kindergarten: Evidence from Ontario’s French Schools
Full-day kindergarten programs are expanding across North America, driven by a policy focus on early childhood development. These programs also...
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Redefining Learning After COVID-19
The COVID-19 pandemic has reshaped our lives and how organizations serve their communities, especially newcomers to Canada. In response to these...
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Promoting equity in hiring: An evaluation of the HireNext Job Posting Assessment
The language used in job postings can deter applicants and contribute to the employment gap, which refers to high rates of youth unemployment...
Mailing Address
Department of Management
University of Toronto Scarborough
UTSC Instructional Centre
1095 Military Trail
Toronto, ON M1C 1A4
