21st century competences

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21st century competences

• A comparative analysis of international frameworks

Natalie Pareja Roblin Ghent University
(Belgium) Joke Voogt University of Twente (The
Netherlands)
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Society has changed from an industrial society
Mass production
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to a knowledge society
Knowledge
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Drivers for change
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Changes in economy and labor market

• Jobs occupied by highly qualified people are
  expected to rise by 16 million between 2010 and
  2020 (European Commission)
• By 2020, knowledge and skills intensive jobs
  (e.g. managers, professionals ) will represent
  more than 42 of total employment (Cedefop)

• Increase in demand for people with (formal) high
  and medium qualifications

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Changes in economy and labor market

• Increase in demand for people with (formal) high
  and medium qualifications
• Students need to be prepared for jobs that do not
  yet exist

• The most demanded jobs in 2010 did not exist in
  2004 (US Secretary of Education)

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Changes in the way we live, learn, work
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Need for new competences
21st century skills
Key competences
Knowledge, skills and attitudes
Life long learning competences
21st century learning
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Frameworks for 21st century competences
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Research questions and goals
21st century competences
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What are 21st century competences?
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ICT Competences
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What are 21st century competences?
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Implementation of 21st century competences
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Implementation Approaches
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Implementation 21st century learning
Aspect Traditional pedagogy Less Emergent pedagogy for knowledge society More
Active Activities prescribed by teacher Whole class instruction Little variation Pace determined by the program Activities determined by learners Small groups Differentiation Pace determined by learners
Collaborative Individual Homogeneous groups Working in teams Heterogeneous groups
Creative Reproductive learning Apply known solutions to problems Productive learning Find new solutions to problems
Integrative No link between theory and practice Separate subjects Discipline based Strong theory and practice links Relations between subjects Thematic
(Adapted from Voogt, 2003)
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Assessment of 21st century competences

• Largely performance-based
• Enable the collection of multiple types of
  information about learners performance (e.g.
  outcomes, processes, rationales).
• Focused on accountability (assessment of
  learning) as well as on productive and useful
  feedback (assessment for learning)
• Flexible and responsive to new developments
• Meets the criteria of good assessments (i.e.,
  fair, valid, part of a comprehensive assessment
  system)

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Stakeholders
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Challenges

• How can 21st century competences be
  operationalized? What should students learn at
  different age levels in terms of knowledge,
  skills and attitudes?
• How are 21st century competences connected to
  core subjects?
• What is the role of formal and informal education
  in facilitating the acquisition of 21st century
  competences?
• How can the use of ICT promote the mastery of
  21st century competences?

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Further steps...

• Create awareness stimulate public debate among
  various stakeholders
• Encourage collaboration and networking
• Establish stronger connections between formal and
  informal learning
• Create ownership among teachers and provide them
  with professional development opportunities
• Build on already existing (good) practices
• Research

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• It is not the strongest of the species that
  survives, nor the most intelligent that survives.
  It is the one that is the most adaptable to
  change
• Charles Darwin

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Thank you for your attention!Questions?
Natalie Pareja Roblin natalie.parejaroblin_at_ugent.
be Joke Voogt j.m.voogt_at_utwente.nl