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

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  • Bayley, Stephen H.

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.

Suggested Citation

  • Bayley, Stephen H., 2022. "Learning for adaptation and 21st-century skills: Evidence of pupils’ flexibility in Rwandan primary schools," International Journal of Educational Development, Elsevier, vol. 93(C).
    • Handle: RePEc:eee:injoed:v:93:y:2022:i:c:s073805932200092x
    DOI: 10.1016/j.ijedudev.2022.102642
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