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ERIC Number: EJ883130
Record Type: Journal
Publication Date: 2010-Jun
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0141-8211
Pedagogy for Economic Competitiveness and Sustainable Development
Sahlberg, Pasi; Oldroyd, David
European Journal of Education, v45 n2 p280-299 Jun 2010
Accelerating threats to a sustainable relationship between economic growth and the capacity of the global social-ecological system to support it require that the implications of competitiveness be reassessed. Today, the capacities that underlie economic competitiveness must also be brought to bear on policy and pedagogy to prepare the coming generation to face an unprecedented and dangerous global future. This article argues that the bureaucratic "industrial", standards-driven model of schooling currently fails to release the talents of students either for the competitiveness or collaboration that will be crucial in facing the demands of the decades ahead. It argues for policies, schools and pedagogies that promote creativity and a human capacity for innovation, not the relentless pursuit of externally imposed measurable standards. The types of necessary learning experiences are explored and examples are provided of principles and practices that teachers and schools need to develop further. Education for economic competitiveness on one hand and education for sustainable development on the other both require similar open minds, creative skills and teaching methods to prepare students for the transformations and innovations ahead. In answering the question "what do competitiveness and sustainable development require from schools and teachers?" We conclude that most elements of appropriate pedagogies are available but they need to be extended. Managing their extension on a large scale to transform complex education systems is a major challenge for policy-makers and educators at all levels.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: Practitioners; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A