Does Higher Education Teach Students to Think Critically?:
There is a discernible and growing gap between the qualifications that a university degree certifies and the actual generic, 21st-century skills with which students graduate from higher education. By generic skills, it is meant literacy and critical thinking skills encompassing problem solving, anal...
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| Weitere Verfasser: | , |
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Paris
OECD Publishing
2022
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| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | There is a discernible and growing gap between the qualifications that a university degree certifies and the actual generic, 21st-century skills with which students graduate from higher education. By generic skills, it is meant literacy and critical thinking skills encompassing problem solving, analytic reasoning and communications competency. As automation takes over non- and lower-cognitive tasks in today's workplace, these generic skills are especially valued but a tertiary degree is a poor indicator of skills level. In the United States, the Council for Aid for Education developed an assessment of generic skills called the CLA+ and carried out testing in six countries between 2016 and 2021. This book provides the data and analysis of this "CLA+ International Initiative" |
| Beschreibung: | 1 Online-Ressource (267 Seiten) |
| ISBN: | 9789264829855 9789264954960 9789264848290 |
| DOI: | 10.1787/cc9fa6aa-en |
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| spelling | Does Higher Education Teach Students to Think Critically? Organisation for Economic Co-operation and Development ; edited by Dirk, Van Damme and Doris, Zahner Paris OECD Publishing 2022 1 Online-Ressource (267 Seiten) txt rdacontent c rdamedia cr rdacarrier There is a discernible and growing gap between the qualifications that a university degree certifies and the actual generic, 21st-century skills with which students graduate from higher education. By generic skills, it is meant literacy and critical thinking skills encompassing problem solving, analytic reasoning and communications competency. As automation takes over non- and lower-cognitive tasks in today's workplace, these generic skills are especially valued but a tertiary degree is a poor indicator of skills level. In the United States, the Council for Aid for Education developed an assessment of generic skills called the CLA+ and carried out testing in six countries between 2016 and 2021. This book provides the data and analysis of this "CLA+ International Initiative" Education Australia Chile Finland Italy Mexico New Zealand United Kingdom United States Van Damme, Dirk MitwirkendeR ctb Zahner, Doris MitwirkendeR ctb OECD (DE-588)5157-3 isb https://doi.org/10.1787/cc9fa6aa-en Verlag kostenfrei Volltext |
| spellingShingle | Does Higher Education Teach Students to Think Critically? Education Australia Chile Finland Italy Mexico New Zealand United Kingdom United States |
| title | Does Higher Education Teach Students to Think Critically? |
| title_auth | Does Higher Education Teach Students to Think Critically? |
| title_exact_search | Does Higher Education Teach Students to Think Critically? |
| title_exact_search_txtP | Does Higher Education Teach Students to Think Critically? |
| title_full | Does Higher Education Teach Students to Think Critically? Organisation for Economic Co-operation and Development ; edited by Dirk, Van Damme and Doris, Zahner |
| title_fullStr | Does Higher Education Teach Students to Think Critically? Organisation for Economic Co-operation and Development ; edited by Dirk, Van Damme and Doris, Zahner |
| title_full_unstemmed | Does Higher Education Teach Students to Think Critically? Organisation for Economic Co-operation and Development ; edited by Dirk, Van Damme and Doris, Zahner |
| title_short | Does Higher Education Teach Students to Think Critically? |
| title_sort | does higher education teach students to think critically |
| topic | Education Australia Chile Finland Italy Mexico New Zealand United Kingdom United States |
| topic_facet | Education Australia Chile Finland Italy Mexico New Zealand United Kingdom United States |
| url | https://doi.org/10.1787/cc9fa6aa-en |
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