Skills and Education – The global movement

Every country is at a different stage of evolution in its education development, and implementation of its education system varies not only according to substantive education issues but also according to national pressures and imperatives. Our interest in the Skills for a Changing World country-level work is on how the interdependent functions of curriculum, assessment, and pedagogy are drawn on to promote breadth of skills. Each function needs to act in a complementary way to provide children with the opportunity to learn. In this report, we briefly review the evidence about the impact of the breadth of skills phenomenon on one of these—the curriculum—through a mapping visualization. We ask about the integration of breadth of skills through the layers of vision statements and curriculum documentation. Then, we discuss survey data that reflect the context in which education takes place and draw on the conceptualization of the learning environment presented in the Skills for a Changing World report How Education Systems Approach Breadth of Skills. The survey data provide pictures of the contexts upon which the educational visions will affect.


1. Stakeholders across all four countries highly value 21st century skills for learners. This pattern is different from factors of success, where character traits and workforce and society characteristics are emphasized.
2. Within each country, there appears to be tension between recognizing the importance of holistical- ly-developed learners and the current structures of the education system that limits what is feasible to accomplish in classrooms.
3. Attitudes and perceptions of key stakeholders reflect the priorities of each country. Countries may face similar challenges and emphasize the same kinds of skills, but the current context and prior- ities of each individual country drive the unique perspectives and the conversations surrounding educational issues.
4. Stakeholder groups who work closely with the learner (i.e., parents and teachers), as well as government personnel, emphasize the importance of skills for success. However, the stakeholder groups in between (i.e., teacher trainers, represen- tatives from nongovernmental organizations) were sparse in identifying the factors and skills related to success, despite the fact that these groups have a say in how to implement in classrooms and train teachers.

Chosen excerpts by Job Market Monitor. Read the whole story at Skills for a changing world: National perspectives and the global movement | Brookings Institution


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