Defining Twenty-First Century Skills

Balancing Curriculum Freedom and Regulation in the Netherlands

“…Other examples are the general part of the Norwegian 1997 curriculum and the Illinois reform effort from the 1990s. To stay away from curriculum deadening (Herman, 2006) -the excessive focus on test scores for the basics to the neglect of other subjects -learning trajectories preferably should pertain to a wide range of subjects rather than only to literacy and mathematics and should also value cross-curricular skills (see, for instance, Brinkley et al, 2010).…”

Deepening and transferring twenty-first century learning through a lower secondary Integrated Science module

“…With social-cultural, communication, and conflict resolution abilities deemed as critical twenty-first century competencies (see Binkley et al, 2010;OECD, 2005), it is logical that twenty-first century learning also include opportunities for students to engage in collaborative learning. Besides collaborative learning, Chai et al (2015) also propose self-directed learning to be an important twenty-first century learning process whereby students learn to engage in self-regulation (Zimmerman, 2008) through taking charge of their learning goals and learning processes.…”

“…Besides collaborative learning, Chai et al (2015) also propose self-directed learning to be an important twenty-first century learning process whereby students learn to engage in self-regulation (Zimmerman, 2008) through taking charge of their learning goals and learning processes. In fact, such kinds of experiences are critical for developing the twenty-first century competencies of metacognition and self-management that are being emphasised in frameworks described by OECD (2005) and Binkley et al (2010).…”

“…The need for schools to help students foster twenty-first century competencies for productive contribution to the increasingly complex and dynamic environments in globalised information economies has been repeatedly emphasised (e.g., Binkley et al, 2010; Organisation for Economic Cooperation and Development [OECD], 2005;P21, 2007). In an analysis of the different twenty-first century frameworks, authors such as Voogt and Roblin (2012) defined twenty-first century competencies as encompassing skills such as social-cultural competencies, critical thinking and creative thinking skills for metacognition and problem-solving, technological skills for exploiting information and communication technologies (ICT), and productivity skills for organising and executing work processes efficiently and effectively.…”

A problémamegoldó és tanulási stratégiák változása 11 és 19 éves kor között: logfile elemzések

“…Mérték a második (komplex problémamegoldás -2003; OECD, 2004), az ötödik (kreatív problémamegoldás -2012;OECD, 2010;Funke, 2010) és a hatodik ciklusban (kollaboratív problémamegoldás -2015) is. Mindemellett a legújabb nemzeti és nemzetközi, készségek és képességek definiálását célzó programok is a legfontosabb 21. századi képességek közé sorolták (Binkley et al, 2012). Az oktatási sikeresség kapcsán számos elemzés utalt jelentős mértékű prediktív szerepére Schweizer, Wüstenberg, & Greiff, 2013;Molnár, 2016a), miközben explicit iskolai fejlesztése a mai napig nem valósul meg .…”