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

TLDR: In this paper, the authors present 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 propose a new three-dimensional framework consisting of the dimensions of information, communication and ethics and social impact.

Abstract: 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.

Full text

OECD Education Working Papers No. 41
21st Century Skills
and Competences for New
Millennium Learners
in OECD Countries
Katerina Ananiadou,
Magdalean Claro
https://dx.doi.org/10.1787/218525261154

Unclassified
EDU/WKP(2009)20
Organisation de Coopération et de Développement Économiques
Organisation for Economic Co-operation and Development
18-Dec-2009
___________________________________________________________________________________________
_____________
English - Or. English
DIRECTORATE FOR EDUCATION
21ST CENTURY SKILLS AND COMPETENCES
FOR NEW MILLENNIUM LEARNERS IN OECD COUNTRIES
EDU Working paper no. 41
Katerina Ananiadou: Katerina.Ananiadou@oecd.org
Magdalean Claro: magdalena.claro@gmail.com
JT03276407
Document complet disponible sur OLIS dans son format d'origine
Complete document available on OLIS in its original format
EDU/WKP(2009)20
Unclassified
English - Or. English

EDU/WKP(2009)20
2
TABLE OF CONTENTS
Abstract ........................................................................................................................................................ 4
Résumé ......................................................................................................................................................... 4
21ST CENTURY SKILLS AND COMPETENCES FOR NEW MILLENNIUM LEARNERS IN OECD
COUNTRIES ................................................................................................................................................... 5
1. Introduction .............................................................................................................................................. 5
2. 21
st
century skills: definitions and debates.............................................................................................. 6
i) The OECD approach ............................................................................................................................. 7
ii) Defining skills and competencies ........................................................................................................ 8
3. A framework for 21
st
century skills and competencies ............................................................................ 8
i) Information dimension .......................................................................................................................... 9
ii) Communication dimension ................................................................................................................ 10
4. Questionnaire study ............................................................................................................................... 11
i) Methodology ....................................................................................................................................... 11
ii) Results............................................................................................................................................... 12
5. Key findings ........................................................................................................................................... 15
6. Discussion .............................................................................................................................................. 15
REFERENCES .............................................................................................................................................. 18
ANNEX 1 COUNTRY QUESTIONNAIRE ................................................................................................. 20
ANNEX 2 COUNTRY INFORMATION – BRIEF SUMMARIES ............................................................. 24
Australia ..................................................................................................................................................... 24
Austria ........................................................................................................................................................ 24
Belgium (Flanders): ................................................................................................................................... 24
Canada (New Brunswick) .......................................................................................................................... 24
Finland ....................................................................................................................................................... 25
Ireland: ....................................................................................................................................................... 25
Korea .......................................................................................................................................................... 25
Mexico ....................................................................................................................................................... 26
Netherlands ................................................................................................................................................ 26
New Zealand .............................................................................................................................................. 26
Norway ....................................................................................................................................................... 26
Poland ........................................................................................................................................................ 27
Portugal ...................................................................................................................................................... 27
Slovak Republic ......................................................................................................................................... 27
Spain .......................................................................................................................................................... 27
Turkey ........................................................................................................................................................ 28
ANNEX 3 COUNTRY INFORMATION - COMPARATIVE TABLE ....................................................... 29
EXISTING OECD EDUCATION WORKING PAPERS ............................................................................. 31
THE OECD EDUCATION WORKING PAPERS SERIES ON LINE ........................................................ 33

EDU/WKP(2009)20
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EDU/WKP(2009)20
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Abstract
This paper discusses issues related to the teaching and assessment of 21
st
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 21
st
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 21
st
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 21
st
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.
Résumé
Ce document examine les problèmes liés à l‟enseignement et à l‟évaluation des qualifications et des
compétences nécessaires au 21
ème
siècle dans les pays de l‟OCDE en s‟appuyant sur les conclusions d‟une
enquête et d‟autres documents de référence comme des livres blancs et des documents relatifs aux
programmes d‟étude. Bien que l‟ensemble des pays de l‟OCDE ait été invité à répondre au questionnaire,
17 pays ou régions ont communiqué leurs réponses de sorte que c‟est essentiellement sur ce groupe que la
présente note se concentre. On y trouve une brève analyse de l‟importance et de la pertinence des
qualifications et compétences nécessaires au 21
ème
siècle dans le débat actuel et les définitions et cadres
conceptuels utilisés dans la littérature, et l‟on propose un nouveau cadre tridimensionnel intégrant les
aspects de l‟information, de la communication ainsi que de l‟éthique et de l’impact social.
Les réponses au questionnaire montrent que la plupart des pays ou régions tiennent compte des
qualifications et compétences requises au 21
ème
siècle dans leurs textes réglementaires, principes directeurs
ou recommandations visant la scolarité obligatoire. Cependant, il existe peu de définitions spécifiques de
ces qualifications et compétences aux niveaux national ou régional et pratiquement aucune politique
d‟évaluation formative ou sommative. La seule évaluation concernant la transmission de ces compétences
est souvent confiée à des inspecteurs extérieurs, dans le cadre de l‟audit qu‟ils mènent sur l‟ensemble du
système scolaire. De même, il existe peu de programmes de formation des maitres qui ciblent
l‟enseignement ou le développement des compétences nécessaires au 21
ème
siècle, mais il y a des
programmes de formation des enseignants centrées sur le développement des compétences pédagogiques
en matière de TIC, dont la plupart sont optionnels. Le document examine les conséquences de ces
conclusions en particulier pour le rôle des TIC dans l‟acquisition de ces qualifications et compétences,
ainsi que les problèmes liés aux pratiques d‟évaluation et à la formation des maitres.

Frequently asked questions

Q1. What contributions have the authors mentioned in the paper "21st century skills and competences for new millennium learners in oecd countries" ?

In this paper, the 21st century skills and competencies for new millennium learners in OECD countries are discussed. 

Q2. What are the future works mentioned in the paper "21st century skills and competences for new millennium learners in oecd countries" ?

Guidelines on the teaching and evaluation of 21 st century skills and competencies in the near future ? 

Q3. What are the key competencies in the English speaking curriculum?

The English speaking curriculum focuses on five key competencies: thinking; using language, symbols and text; managing self; relating to others; participating and contributing. 

Q4. What are the main skills and competencies that Poland has?

Poland has the following set of skills and competencies that have to be acquired by the end of lower secondary education: reading; mathematical thinking; scientific thinking; communicative skills; technological skills; information usage; self-orientation; team working. 

Q5. What are the primary objectives of the initiative?

The primary objectives of the initiative are to: Define, promote and focus upon 21st century skills Create innovative learning environments Provide ubiquitous access to technology in classrooms 

Q6. What is the meaning of the term 21st century skills and competencies?

These skills and competencies are often referred to as 21st century skills and competencies, to indicate that they are more related to the needs of the emerging models of economic and social development than with those of the past century, which were suited to an industrial mode of production. 

Q7. When will the advisory committee begin work?

The advisory committee for the initiative will commence work in September 2009 and is scheduled tomake recommendations to the Minister in February 2010. 

Q8. What countries have similar sets of key or basic skills or competencies?

Other countries that have similar overarching sets of key or basic skills or competencies include Belgium (Flanders), Italy, Korea, Mexico, New Zealand (both the English and Maori language curricula), Poland, the Slovak Republic, Spain, and Turkey. 

Q9. What is the common way of teaching skills?

When asked how these skills are taught, most countries report that teaching them not as separatesubjects but rather integrating them across the curriculum.