000			02112nam a22003377c 4500
999			_c5189 _d5189
001			00005189
003			ES-MaONT
005			20211216154756.0
008			190626s2019 sz |||frt|||i101 0 eng d
040			_aES-MaONT
110	2		_aUnesco‏ _91427
245	1	0	_aExploring STEM competences for the 21st century
260			_aGeneva : _bIBE, _c2019
300			_a53 p. _btablas
336			_atexto (visual) _2isbdcontent
337			_aelectrónico _2isbdmedia
338			_arecurso en línea _2rdacarrier
490			_aCurrent andCritical Issuesin Curriculum,LearningandAssessment _v30
504			_aBibiografía p. 48-53
520			_aSTEM education seeks to developand provide innovative solutions to global issues, in particularthose directly related to the 2030 Sustainable Development Goals. As Industrial Revolution 4.0 gains momentum and influences every aspect of our everyday lives, the boundaries between STEM disciplines (Science, Technology, Engineering and Maths) and also between STEM and non-STEM fields,are becoming more and more blurred. Quantum-leapsintechnology are forcing us to rethink the way we educate students in STEM and non-STEM fieldsalike. The time has comefor the education sector to rethink traditional curriculum boundaries,where knowledge and skills are segregated according to subjects. The IBE has led discussionsto identify and make explicit thecompetencesthat transcend knowledge areas with a view to assisting member states to develop competency-based curricula that prepare young people with the required competences to live sustainable, fulfilled and healthy livesin therapidly changing world of the21stcentury.
650		7	_aEducación digital _2 _92058
653			_aDesarrollo
653			_aInnovación
653			_aEnseñanza
653			_aCiencia y tecnología
700	1		_aSoo Boon NG _93012
830			_aCurrent andCritical Issuesin Curriculum,LearningandAssessment _n30 _93006
856	4		_uhttps://unesdoc.unesco.org/ark:/48223/pf0000368485/PDF/368485eng.pdf.multi _x0 _yAcceso al documento
942			_2z _cINF