Este libro describe un importante conjunto de habilidades clave que aumentan el aprendizaje mas profundo, la preparacion para la universidad y la carrera, el aprendizaje centrado en el estudiante y el pensamiento de orden superior. Estas etiquetas incluyen habilidades cognitivas y no cognitivas, como pensamiento critico, resolucion de problemas, colaboracion, comunicacion efectiva, motivacion, persistencia y aprender a aprender. Las habilidades del siglo XXI tambien incluyen creatividad, innovacion y etica que son importantes para el exito posterior y pueden desarrollarse en entornos de aprendizaje formales o informales. Este informe tambien describe como estas habilidades se relacionan entre si y con las habilidades y contenidos academicos mas tradicionales en las disciplinas clave de lectura, matematicas y ciencias. Educacion para la vida y el trabajo: Desarrollar conocimientos y habilidades transferibles en el siglo XXI resume los hallazgos de la investigacion que investiga la importancia de tales habilidades para el exito en la educacion, el trabajo y otras areas de responsabilidad adulta y que demuestra la importancia de desarrollar estas habilidades. en la educacion K-16. En este informe, se identifican caracteristicas relacionadas con el aprendizaje de estas habilidades, que incluyen desarrollo profesional docente, curriculo, evaluacion, programas extraescolares y extraescolares y centros de aprendizaje informal como exhibiciones y museos.

Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century

Review on teaching and learning of computational thinking through programming

The relation between 21st-century skills and digital skills

Game-based Learning and 21st century skills

This review was designed to further our understanding of the link between teachers’ pedagogical beliefs and their educational uses of technology. The synthesis of qualitative findings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative approach was utilized to analyze the results of the 14 selected studies. The findings are reported in terms of five synthesis statements, describing (1) the bi-directional relationship between pedagogical beliefs and technology use, (2) teachers’ beliefs as perceived barriers, (3) the association between specific beliefs with types of technology use, (4) the role of beliefs in professional development, and (5) the importance of the school context. By interpreting the results of the review, recommendations are provided for practitioners, policy makers, and researchers focusing on pre- and in-service teacher technology training.

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Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence

This paper discusses issues related to the teaching and assessment of 21st century skills and competencies in OECD countries drawing on the findings of a questionnaire study and other relevant background material such as white papers or curriculum documents. Although all OECD countries were invited to participate in the questionnaire survey, responses were received from seventeen countries or regions, and the paper focuses primarily on this group. The paper presents a short discussion of the importance and relevance of 21st century skills and competencies in the current policy debate and the definitions and conceptual frameworks that have been used in the literature, and proposes a new three-dimensional framework, consisting of the dimensions of information, communication and ethics and social impact. 
The findings of the questionnaire survey show that most countries or regions cover 21st century skills and competencies in their regulations, guidelines or recommendations for compulsory education. However, there are few specific definitions of these skills and competencies at national or regional level and virtually no clear formative or summative assessment policies for these skills. The only evaluation regarding their teaching is often left to external inspectors as part of their whole school audits. Similarly there are few teacher training programmes that target the teaching or development of 21st century skills, although there exist several teacher training initiatives that focus on developing teachers’ ICT pedagogical skills, most of them optional. The paper discusses the implications of these findings especially with regard to the particular role of ICT in the development of these skills and competencies, and issues related to assessment practices and teacher training.

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21st Century Skills and Competences for New Millennium Learners in OECD Countries

21st Century Skills and Competences for New Millennium Learners in OECD Countries. OECD Education Working Papers, No. 41.

In this paper we review the literature on the impact of workplace basic skills training on individuals, as measured by their effects on wages and employment probability. In addition, we also examine studies on the returns to individuals of general training at the workplace. On the whole, the evidence suggests that better numeracy and literacy skills have a strong positive effect on individuals' earnings and employment stability, even when other relevant factors, such as qualifications levels, are taken into account. There is also good evidence to suggest that general training provided at the workplace has a positive impact on individuals' wages, particularly when this training is employer provided rather than off the job. However, the literature also suggests that improvement of basic skills levels in adults has very small or even no positive effects on wages and employment probability. We discuss the implications of these findings on the formation of government policy on basic skills provision. We also p...

Basic skills and workplace learning: what do we actually know about their benefits?

Since the publication of the Moser Report in 1999, improving the basic skills of adults has been a major priority for all of the UK's governments. There has been a particular interest in building up workplace provision, because of the assumed relationship between the basic skills of the employed population and productivity. A longitudinal study tracked 53 workplaces which hosted subsidised basic skills courses, and examined the impact on the enterprises themselves as well as on learners. It established that employers were not, contrary to policy‐makers' expectations, concerned about employees' literacy levels, and supported provision largely as a way of providing general development opportunities. Learners, who made small literacy gains at best, did not change their behaviour in ways which were likely to affect productivity. Once subsidies ended, employers were unwilling to support further provision at full cost. This provides further evidence that basic skills tuition does not have an immediate impact on...

The rise and fall of workplace basic skills programmes: lessons for policy and practice

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Katerina Ananiadou

Papers

21st Century Skills and Competences for New Millennium Learners in OECD Countries

21st Century Skills and Competences for New Millennium Learners in OECD Countries. OECD Education Working Papers, No. 41.

Basic skills and workplace learning: what do we actually know about their benefits?

The rise and fall of workplace basic skills programmes: lessons for policy and practice

The Benefits to Employers of Raising Workforce Basic Skills: A Review of the Literature