Learning for adaptation and 21st-century skills: Evidence of pupils’ flexibility in Rwandan primary schools

Stephen H. Bayley

International Journal of Educational Development, 2022, vol. 93, issue C

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.

Keywords: Cognitive flexibility; Adaptability; 21st-century skills; Creativity; Problem solving; Rwanda (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:93:y:2022:i:c:s073805932200092x

DOI: 10.1016/j.ijedudev.2022.102642

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