21st century skills

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P21's Framework for 21st Century Learning
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P21 skills

21st century skills comprise skills, abilities, and learning dispositions identified as requirements for success in 21st century society and workplaces by educators, business leaders, academics, and governmental agencies. This is part of an international movement focusing on the skills required for students to prepare for workplace success in a rapidly changing, digital society. Many of these skills are associated with deeper learning, which is based on mastering skills such as analytic reasoning, complex problem solving, and teamwork, which differ from traditional academic skills as these are not content knowledge-based. [1] [2] [3] [4]

Contents

During the latter decades of the 20th century and into the 21st century, society evolved through technology advancements at an accelerated pace, impacting economy and the workplace, which impacted the educational system preparing students for the workforce. Beginning in the 1980s, government, educators, and major employers issued a series of reports identifying key skills and implementation strategies to steer students and workers towards meeting these changing societal and workplace demands.

Western economies transformed from industrial-based to service-based, with trades and vocations having smaller roles. [5] However, specific hard skills and mastery of particular skill sets, with a focus on digital literacy, are in increasingly high demand. [1] [2] People skills that involve interaction, collaboration, and managing others are increasingly important. [6] Skills that enable flexibility and adaptability in different roles and fields, those that involve processing information and managing people more than manipulating equipment—in an office or a factory—are in greater demand. [7] These are also referred to as "applied skills" or "soft skills", [8] including personal, interpersonal, or learning-based skills, such as life skills (problem-solving behaviors), people skills, and social skills. The skills have been grouped into three main areas: [9]

Many of these skills are also identified as key qualities of progressive education, a pedagogical movement that began in the late nineteenth century and continues in various forms to the present.

Background

Since the early 1980s, a variety of governmental, academic, non-profit, and corporate entities have conducted considerable research to identify key personal and academic skills and competencies needed for the current and next generation. Though identification and implementation of 21st century skills into education and workplaces began in the United States, it has spread to Canada, [10] [11] the United Kingdom, [12] New Zealand, [13] and through national and international organizations such as APEC [14] and the OECD. [15]

In 1981, the US Secretary of Education created the National Commission on Excellence in Education to examine the quality of education in the United States." [16] The commission issued its report A Nation at Risk: The Imperative for Educational Reform in 1983. A key finding was that "educational reform should focus on the goal of creating a Learning Society." [17] The report's recommendations included instructional content and skills:

Five New Basics: English, Mathematics, Science, Social Studies, Computer Science
Other Curriculum Matters: Develop proficiency, rigor, and skills in Foreign Languages, Performing Arts, Fine Arts, Vocational Studies, and the pursuit of higher-level education.
Skills and abilities (consolidated): [18]

Until the dawn of the 21st century, education systems across the world focused on preparing students to accumulate content and knowledge. [19] As a result, schools focused on providing literacy and numeracy skills students, as these were perceived as necessary. [19] However, developments in technology and telecommunication have made information and knowledge easily accessible. Therefore, while skills such as literacy and numeracy remain relevant and necessary, they no longer sufficiently prepare students for 21st century workplace success. In response to technological, demographic and socio-economic changes, education systems began shifting toward curricula and instruction that integrated a range of skills involving, not only on cognition, but interdependencies of cognitive, social, and emotional characteristics. [20]

Notable efforts were conducted by the US Secretary of Labor's Commission on Achieving Necessary Skills (SCANS), a national coalition called the Partnership for 21st Century Skills (P21), the international Organisation for Economic Co-operation and Development, the American Association of college and Universities, researchers at MIT and other institutions of higher learning, and private organizations.

Additional research has found that the top skills demanded by U.S. Fortune 500 companies by the year 2000 had shifted from traditional reading, writing and arithmetic to teamwork, problem solving, and interpersonal skills. [21] A 2006 Conference Board survey of some 400 employers revealed that the most important skills for new workforce entrants included oral and written communications and critical thinking/problem solving, ahead of basic knowledge and skills, such as the reading comprehension and mathematics. While the 'three Rs' were still considered foundational to new workforce entrants' abilities, employers emphasized that applied skills like collaboration/teamwork and critical thinking were 'very important' to success at work." [22]

A 2006 report from MIT researchers countered the suggestion that students acquire critical skills and competencies independently by interacting with popular culture, noting three continuing trends that "suggest the need for policy and pedagogical interventions:" [23]

According to labor economists at MIT and Harvard's Graduate School of Education, the economic changes brought about over the past four decades by emerging technology and globalization, employers' demands for people with competencies like complex thinking and communications skills has increased greatly. [24] They argue that the success of the U.S. economy will rely on the nation's ability to give students the "foundational skills in problem-solving and communications that computers don't have." [25]

In 2010, the Common Core State Standards Initiative, an effort sponsored by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO), issued the Common Core Standards, calling for the integration of 21st century skills into K-12 curricula across the United States. [26] Teachers and general citizens also played a critical role in its development along with the NGA and CCSSO by commenting during two public forums which helped shape the curriculum and standards. States also convened teams of teachers to assist and provide feedback looking towards the National Education Association (NEA) and many other education organizations to provide constructive feedback. [27] As of December 2018, 45 states have entirely adopted the common core standards, one state has adopted half by only adopting the literacy section (Minnesota), and only four states remain who have not adopted into the common core standards of education (Alaska, Nebraska, Texas, and Virginia). [28]

Skills

The skills and competencies considered "21st century skills" share common themes, based on the premise that effective learning, or deeper learning, requires a set of student educational outcomes that include acquisition of robust core academic content, higher-order thinking skills, and learning dispositions. This pedagogy involves creating, working with others, analyzing, and presenting and sharing both the learning experience and the learned knowledge or wisdom with peers, mentors, and teachers. Additionally, these skills foster engagement; seeking, forging, and facilitating connections to knowledge, ideas, peers, instructors, and wider audiences; creating/producing; and presenting/publishing. [29] The classification or grouping has been undertaken to encourage and promote pedagogies that facilitate deeper learning through both traditional instruction as well as active learning, project-based learning, problem based learning, and others. A 2012 survey conducted by the American Management Association (AMA) identified three top skills necessary for their employees: critical thinking, communication and collaboration. [30] Below are some of the more readily identifiable lists of 21st century skills.

Common Core

The Common Core Standards issued in 2010 intended to support the "application of knowledge through higher-order thinking skills." The initiative's stated goals promote the skills and concepts required for college and career readiness in multiple disciplines and life in the global economy. Skills identified for success in the areas of literacy and mathematics: [31] [32]

SCANS

Following the release of A Nation at Risk, the U.S. Secretary of Labor appointed the Secretary's Commission on Achieving Necessary Skills (SCANS) to determine the skills needed for young people to succeed in the workplace fostering a high-performance economy. SCANS focused on a "learning a living" system. In 1991, an initial report was issued titled, What Work Requires of Schools. The report concluded that a high-performance workplace requires workers who have key fundamental skills: basic skills and knowledge, thinking skills to apply that knowledge, personal skills to manage and perform; and five key workplace competencies. [33]

Fundamental skills:

Workplace competencies:

Partnership for 21st Century Skills (P21)

In 2002, the Partnership for 21st Century Skills (then Partnership for 21st Century Learning, or P21.org, now disbanded) was founded as a non-profit organization by a coalition that included members of the national business community, education leaders, and policymakers: the National Education Association (NEA), United States Department of Education, AOL Time Warner Foundation, Apple Computer, Inc., Cable in the Classroom, Cisco Systems, Inc., Dell Computer Corporation, Microsoft Corporation, SAP, Ken Kay (President and co-founder), and Diny Golder-Dardis. [34] To foster a national conversation on "the importance of 21st century skills for all students" and "position 21st century readiness at the center of US K-12 education", P21 identified six key areas: [34] [35]

7C Skills were identified by P21 senior fellows, Bernie Trilling and Charles Fadel: [9]

Four Cs

Prompted by many school districts and states requesting a more manageable set of skills as a starting point, P21 conducted research that identified a commonly accepted subset they called the Four Cs of 21st century learning:

The University of Southern California's Project New Literacies website list four different "C" skills: [23]

Participatory culture and new media literacies

Researchers at MIT, led by Henry Jenkins, Director of the Comparative Media Studies Program, in 2006 issued a white paper ("Confronting the Challenges of a Participatory Culture: Media Education for the 21st Century"), that examined digital media and learning. [23] To address this Digital Divide, they recommended an effort be made to develop the cultural competencies and social skills required to participate fully in modern society instead of merely advocating for installing computers in each classroom. [36] What they term participatory culture shifts this literacy from the individual level to a broader connection and involvement, with the premise that networking and collaboration develop social skills that are vital to new literacies. These in turn build on traditional foundation skills and knowledge taught in school: traditional literacy, research, technical, and critical analysis skills.

Participatory culture is defined by this study as having: low barriers to artistic expression and civic engagement, strong support for creating and sharing one's creations, informal mentorship, belief that members' own contributions matter, and social connection (caring what other people think about their creations). [23] Forms of participatory culture include: [23]

The skills identified were: [1]

A 2005 study (Lenhardt & Madden) found that more than one-half of all teens have created media content, and roughly one third of teens who use the Internet shared content they produced, indicating a high degree of involvement in participatory cultures. [23] Such digital literacies emphasize the intellectual activities of a person working with sophisticated information communications technology, not on proficiency with the tool. [1] [37]

EnGauge 21st century skills

In 2003 the North Central Regional Educational Laboratory and the Metiri Group issued a report entitled "enGauge 21st Century Skills: Literacy in the Digital Age" based on two years of research. The report called for policymakers and educators to define 21st century skills, highlight the relationship of those skills to conventional academic standards, and recognize the need for multiple assessments to measure and evaluate these skills within the context of academic standards and the current technological and global society. [38] To provide a common understanding of, and language for discussing, the needs of students, citizens, and workers in a modern digital society, the report identified four "skill clusters":

OECD competencies

In 1997, member countries of the Organisation for Economic Co-operation and Development launched the Programme for International Student Assessment (PISA) to monitor "the extent to which students near the end of compulsory schooling have acquired the knowledge and skills essential for full participation in society". [6] In 2005 they identified three "Competency Categories to highlight delivery related, interpersonal, and strategic competencies: [39] "

American Association of Colleges and Universities (AAC&U)

The AAC&U conducted several studies and surveys of their members. In 2007 they recommended that graduates of higher education attain four skills—The Essential Learning Outcomes: [40]

They found that skills most widely addressed in college and university goals are: [41]

A 2015 survey of AAC&U member institutions added the following goals:

ISTE / NETS performance standards

The ISTE Educational Technology Standards (formerly National Educational Technology Standards (NETS)) are a set of standards published by the International Society for Technology in Education (ISTE) to leverage the use of technology in K-12 education. [42] [43] These are sometimes intermixed with information and communication technologies (ICT) skills. In 2007 NETS issued a series of six performance indicators (only the first four are on their website as of 2016):

ICT Literacy Panel digital literacy standards (2007)

In 2007 the Educational Testing Service (ETS) ICT Literacy Panel released its digital literacy standards: [44]

Information and Communication Technologies (ICT) proficiencies:

A person possessing these skills would be expected to perform these tasks for a particular set of information: access, manage, integrate, evaluate, create/publish/present. The emphasis is on proficiency with digital tools. [44]

Dede learning styles and categories

In 2005, Chris Dede of the Harvard Graduate School of Education developed a framework based on new digital literacies entitled Neomillennial Learning Styles: [1]

Dede category system

With the exponential expansion of personal access to Internet resources, including social media, information and content on the Internet has evolved from being created by website providers to communities of contributors and individuals. The 21st century Internet centered on material created by a small number of people, Web 2.0 tools (e.g. Wikipedia) foster online communication, collaboration, and creation of content by large numbers of people (individually or in groups) in online communities. [1]

In 2009, Dede created a category system for Web 2.0 tools: [1]

  • Sharing (communal bookmarking, photo/video sharing, social networking, writers' workshops/fanfiction)
  • Thinking (blogs, podcasts, online discussion fora)
  • Co-Creating (wikis/collaborative file creation, mashups/collective media creation, collaborative social change communities)

World Economic Forum

In 2015, after consultations with Charles Fadel (of P21 and the Center for Curriculum Redesign), the World Economic Forum published a report titled "New Vision for Education: Unlocking the Potential of Technology" [45] that focused on the pressing issue of the 21st-century skills gap and ways to address it through technology. In the report, they defined a set of 16 crucial proficiencies for education in the 21st century. Those skills include six "foundational literacies", four "competencies" and six "character qualities" listed below.

Foundation literacies:

Competencies:

Character qualities:

National Research Council

In a paper titled "Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century" [46] produced by the National Research Council of National Academies, the National Research defines 21st century skills, describes how the skills relate to each other and summaries the evidence regarding these skills.

As a first step toward describing "21st century skills", the National Research Council identified three domains of competence: cognitive, interpersonal, and intrapersonal while recognizing that these domains intertwine in human development and learning. More specifically, these three domains represent distinct facets of human thinking, building on previous efforts to identify and organize dimensions of human behavior. The committee produced the following cluster of 21st century skills in the above-mentioned three domains.

Cognitive competencies:

Intrapersonal competencies:

Interpersonal competencies:

Center for Curriculum Redesign (“CCR”)

After an extensive, 3-year review and synthesis of 111 global frameworks and 861 research papers, and using natural language processing and orthogonality analysis, CCR published in 2019 and updated in 2024 a list of ten competencies [47] that concatenate the 250+ different terms used worldwide into:

Additionally, CCR mapped the various competencies to the academic disciplines most conducive to their development. [48] During its comprehensive research on AI’s present and future capabilities in education, CCR added an analysis of the more critical competencies in the age of AI, adding an “Emphasis” designation on specific facets of these competencies. [49] For instance, since incremental creativity is reachable by AI, the human emphasis should be on imagination.

Lastly, CCR introduced the motivational drivers of personalized learning in an age of AI: Identity (& Belonging), Agency (& Growth mindset), and Purpose (& Passion).

Implementation

Multiple agencies and organizations issued guides and recommendation for implementation of 21st century skills supporting and encouraging change in learning environments and learning spaces. Five separate educational areas impacted include standards, assessment, professional development, curriculum & instruction, and learning environments. [50] [51]

The efforts to implement 21st century skills into learning environments and curricula supports the evolution of education systems from traditional practices or factory model school model into a variety of different organizational models. [52] [53] Examples of hands-on learning and project-based learning are observable in programs and spaces such as STEM and makerspaces. Collaborative learning environments fostered flexibility in furniture and classroom layout as well as differentiated spaces, such as small seminar rooms near classrooms. Literacy with, and access to, digital technology also impacted the design of furniture and fixed components as students and teachers use tablets, interactive whiteboards and interactive projectors. Classroom sizes changed to accommodate a variety of furniture arrangements and groupings, as opposed to traditional configurations of desks in rows. [54]

In 2016, the Brookings Institution found that more than 100 countries embraced the concept of “21st century skills” in one terminology or another. [55] However, further research by Brookings and CCR in 2018 showed that none of the major jurisdictions provided professional development to teachers, nor assessments of these competencies. [56]

See also

Related Research Articles

Media literacy is an expanded conceptualization of literacy that includes the ability to access and analyze media messages as well as create, reflect and take action, using the power of information and communication to make a difference in the world. Media literacy is not restricted to one medium and is understood as a set of competencies that are essential for work, life, and citizenship.

A skill is the learned ability to act with determined results with good execution often within a given amount of time, energy, or both. Skills can often be divided into domain-general and domain-specific skills. For example, in the domain of work, some general skills would include time management, teamwork and leadership, self-motivation and others, whereas domain-specific skills would be used only for a certain job. Skill usually requires certain environmental stimuli and situations to assess the level of skill being shown and used.

<span class="mw-page-title-main">Electronic portfolio</span> Collection of electronic evidence assembled and managed by a user

An electronic portfolio is a collection of electronic evidence assembled and managed by a user, usually but not only on the Web.

The Association of College and Research Libraries defines information literacy as a "set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued and the use of information in creating new knowledge and participating ethically in communities of learning". In the United Kingdom, the Chartered Institute of Library and Information Professionals' definition also makes reference to knowing both "when" and "why" information is needed.

<span class="mw-page-title-main">Information and communications technology</span> Extensional term for information technology

Information and communications technology (ICT) is an extensional term for information technology (IT) that stresses the role of unified communications and the integration of telecommunications and computers, as well as necessary enterprise software, middleware, storage and audiovisual, that enable users to access, store, transmit, understand and manipulate information.

<span class="mw-page-title-main">Project-based learning</span> Learner centric pedagogy

Project-based learning (PBL) is a teaching method that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Students learn about a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem. It is a style of active learning and inquiry-based learning. PBL contrasts with paper-based, rote memorization, or teacher-led instruction that presents established facts or portrays a smooth path to knowledge by instead posing questions, problems, or scenarios.

The Key Skills Qualification is a frequently required component of 14-20 education in England, Northern Ireland and Wales. The aim of Key Skills is to encourage learners to develop and demonstrate their skills as well as learn how to select and apply skills in ways that are appropriate to their particular context.

Technology integration is defined as the use of technology to enhance and support the educational environment. Technology integration in the classroom can also support classroom instruction by creating opportunities for students to complete assignments on the computer rather than with normal pencil and paper. In a larger sense, technology integration can also refer to the use of an integration platform and application programming interface (API) in the management of a school, to integrate disparate SaaS applications, databases, and programs used by an educational institution so that their data can be shared in real-time across all systems on campus, thus supporting students' education by improving data quality and access for faculty and staff.

"Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting... Effective technology integration is achieved when students can select technology tools to help them obtain information on time, analyze and synthesize it, and present it professionally to an authentic audience. Technology should become an integral part of how the classroom functions—as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology."

Technological literacy is the ability to use, manage, understand, and assess technology. Technological literacy is related to digital literacy in that when an individual is proficient in using computers and other digital devices to access the Internet, digital literacy gives them the ability to use the Internet to discover, review, evaluate, create, and use information via various digital platforms, such as web browsers, databases, online journals, magazines, newspapers, blogs, and social media sites.

<span class="mw-page-title-main">Digital literacy</span> Competency in using digital technology

Digital literacy is an individual's ability to find, evaluate, and communicate information using typing or digital media platforms. It is a combination of both technical and cognitive abilities in using information and communication technologies to create, evaluate, and share information.

<span class="mw-page-title-main">Transliteracy</span> Ability to use diverse techniques to collaborate across different social groups

Transliteracy is "a fluidity of movement across a range of technologies, media and contexts". It is an ability to use diverse techniques to collaborate across different social groups.

<span class="mw-page-title-main">Information and media literacy</span> Overview of information and media literacy

Information and media literacy (IML) enables people to show and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages. IML is a combination of information literacy and media literacy. The transformative nature of IML includes creative works and creating new knowledge; to publish and collaborate responsibly requires ethical, cultural and social understanding.

<span class="mw-page-title-main">Australian Computers in Education Conference</span>

This National Conference is the biennial conference of the Australian Council for Computers in Education (ACCE). The conference opens to anyone who in interested in sharing their digital teaching experiences. The first conference took place in Melbourne, 1983. Between 1983 and 1996, the conference was held annually across Australia. After 1996, the conference became biennial. From 1994, a series of frameworks were launched in Australia to integrate Information and Communication Technology (ICT) into education. Western Australia's 2001 Competency framework for Teachers identified teachers as an important component in developing computer education. In 2010, Education Minister Julia Gillard, proposed an education agenda to provide Australia a better education system. Besides ACCE, there are many organizations and conferences supporting the development of computer education in Australia. Technology in education consists of two major approaches: Learning with technology and learning from technology. Technology in education learning and traditional classroom learning have different focuses and defining features. There are also four types of computer education: Bring your own device(BYOD), blended learning, online learning, and flipped learning.

Computational thinking (CT) refers to the thought processes involved in formulating problems so their solutions can be represented as computational steps and algorithms. In education, CT is a set of problem-solving methods that involve expressing problems and their solutions in ways that a computer could also execute. It involves automation of processes, but also using computing to explore, analyze, and understand processes.

A knowledge society generates, shares, and makes available to all members of the society knowledge that may be used to improve the human condition. A knowledge society differs from an information society in that the former serves to transform information into resources that allow society to take effective action, while the latter only creates and disseminates the raw data. The capacity to gather and analyze information has existed throughout human history. However, the idea of the present-day knowledge society is based on the vast increase in data creation and information dissemination that results from the innovation of information technologies. The UNESCO World Report addresses the definition, content and future of knowledge societies.

In U.S. education, deeper learning is a set of student educational outcomes including acquisition of robust core academic content, higher-order thinking skills, and learning dispositions. Deeper learning is based on the premise that the nature of work, civic, and everyday life is changing and therefore increasingly requires that formal education provides young people with mastery of skills like analytic reasoning, complex problem solving, and teamwork.

<span class="mw-page-title-main">Learning environment</span> Term in education

The term learning environment can refer to an educational approach, cultural context, or physical setting in which teaching and learning occur. The term is commonly used as a more definitive alternative to "classroom", but it typically refers to the context of educational philosophy or knowledge experienced by the student and may also encompass a variety of learning cultures—its presiding ethos and characteristics, how individuals interact, governing structures, and philosophy. In a societal sense, learning environment may refer to the culture of the population it serves and of their location. Learning environments are highly diverse in use, learning styles, organization, and educational institution. The culture and context of a place or organization includes such factors as a way of thinking, behaving, or working, also known as organizational culture. For a learning environment such as an educational institution, it also includes such factors as operational characteristics of the instructors, instructional group, or institution; the philosophy or knowledge experienced by the student and may also encompass a variety of learning cultures—its presiding ethos and characteristics, how individuals interact, governing structures, and philosophy in learning styles and pedagogies used; and the societal culture of where the learning is occurring. Although physical environments do not determine educational activities, there is evidence of a relationship between school settings and the activities that take place there.

Phenomenon-based learning is a multidisciplinary, constructivist form of learning or pedagogy where students study a topic or concept in a holistic approach instead of in a subject-based approach. PhBL includes both topical learning, where the phenomenon studied is a specific topic, event, or fact, and thematic learning, where the phenomenon studied is a concept or idea. PhBL emerged as a response to the idea that traditional, subject-based learning is outdated and removed from the real-world and does not offer the optimum approach to development of 21st century skills. It has been used in a wide variety of higher educational institutions and more recently in grade schools.

Metaliteracy is the ability to evaluate information for its bias, reliability, and credibility and apply them in the context of production and sharing of knowledge. It is especially useful in the context of the internet and social media. A formal concept of it was developed as an expanded information literacy framework by State University of New York academics Thomas P. Mackey and Trudi E. Jacobson. It has been used to prepare people to be informed consumers and responsible producers of information in a variety of social communities.

Digital intelligence is the sum of social, emotional, and cognitive abilities that enable individuals to face the challenges and adapt to the demands of life in the digital world. An emerging intelligence fostered by human interaction with information technology, it has been suggested that recognition of this intelligence will expand the scope of teaching and learning in the 21st century and all aspects of one's personal and professional lives.

References

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  2. 1 2 Stedman Graham, Preparing for the 21st Century: Soft Skills Matter, Huffington Post, April 26, 2015. Retrieved 2016-03-16
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  46. ↑ National Academies of Science, National Research Council (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. National Academies Press. doi:10.17226/13398. ISBN   978-0-309-25649-0.
  47. ↑ 4D Competencies Framework Center for Curriculum Redesign, January 2024. Retrieved 2024-03-25
  48. ↑ Embedding Competencies within Disciplines: Deliberately, Explicitly, and Systematically Center for Curriculum Redesign, June 2021. Retrieved 2024-03-25
  49. ↑ Education for the Age of AI Center for Curriculum Redesign, January 2024. Retrieved 2024-03-25
  50. ↑ P21 implementation guide. Retrieved 2016-03-09
  51. ↑ Hanover Research, Best Practices in Implementing 21st Century Skills Initiatives Archived 2016-03-12 at the Wayback Machine . Retrieved 2016-03-11
  52. ↑ NEA 21st-Century Learner, summer 2011 Archived 2017-10-27 at the Wayback Machine . Retrieved 2016-03-11
  53. ↑ Top 10 Characteristics of a 21st Century Classroom, Ed Tech Review, 20 December 2013. Retrieved 2016-03-11
  54. ↑ Making 21st Century Schools – Creating Learner-Centered Schoolplaces/Workplaces for a New Culture of Students at Work, Bob Pearlman, EDUCATIONAL TECHNOLOGY/September–October 2009. Retrieved 2016-03-11
  55. ↑ "Visualizing the breadth of skills movement across education systems," Esther Care, Kate Anderson, and Helyn Kim, Brookings, September 16, 2016. Retrieved 2024-03-25
  56. ↑ "Competencies for the 21st century: Jurisdictional progress," Robbie Taylor, Charles Fadel, Helyn KIm, and Esther Care, Brookings, October 22, 2020. Retrieved 2024-03-25
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