Whether we describe them as Gen Y, the Net Gen, the Millennials or the Yuk/Wows, today's young people have grown up in a highly technologised environment. They interact, engage and disengage with greater speed and choice than ever before. But are they equipped for a work future in which creativity has become the defining feature of economic life?
No longer the preserve of creative industries, 'creative capital' is needed everywhere, because novel thinking, navigation, interactivity, border-crossing and forging new relationships have all become crucial to success and productivity.
We identify some tensions between formal education and informal learning in the uses of popular literacy since the nineteenth century, in order to argue for a ‘demand-led’ model of education in digital literacy.
Publication: Cognitive playfulness, creative capacity and generation ‘C’ learners
The argument that studying the arts boosts academic achievements in other subjects has been the subject of extensive research and the consensus view could be summed up as 'not proven'. But as Kate Oakley argues, there is stronger evidence for the relationship between arts education and a variety of social or 'non cognitive' skills, from self-confidence to communication skills.
Powerpoint presentation of the Creative Workforce 2.0 Program of Research in Singapore, 16-18 September 2008.
Presentation Audience:
CW2.0's potential international collaborators - comprising key government & tertiary education institutions in Singapore.