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

Autor/inn/en	Ananiadou, Katerina; Claro, Magdalean
Institution	Organisation for Economic Cooperation and Development
Titel	21st Century Skills and Competences for New Millennium Learners in OECD Countries. OECD Education Working Papers, No. 41
Quelle	(2009), (34 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1787/218525261154
Schlagwörter	Foreign Countries; Educational Policy; Policy Analysis; International Education; Educational Assessment; Teacher Education; Educational Technology; Pedagogical Content Knowledge; Skill Development; Competency Based Education; Evaluation Methods; Computer Uses in Education; Curriculum; Compulsory Education; Definitions; Questionnaires; Information Technology; Ethics; Communication Skills; Information Skills; Standards; Comparative Education; Comparative Analysis; Multiple Literacies; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Politikfeldanalyse; Internationale Erziehung; Education; assessment; Bewertungssystem; Lehrerausbildung; Lehrerbildung; Unterrichtsmedien; Pädagogische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Computernutzung; Curricula; Lehrplan; Rahmenplan; Schulpflicht; Begriffsbestimmung; Fragebogen; Informationstechnologie; Ethik; Kommunikationsstil; Informationskompetenz; Orientierungswissen; Standard; Vergleichende Erziehungswissenschaft
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. (Contains 6 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10