21st Century Competence Analysis

The implication of 21st century competences in national curriculum. To help our students thrive in a fast-changing world, MOE has identified competencies that have become increasingly important in the 21st Century. What is a 21st century competence? Some organizations put the competitiveness of the 21st century defined as lifelong learning, the key competences and 21st century skills and 21st century learning. 21st century competences 21st century competences means students or the future country ownership will be able to to use digital technology, communication tools, and networks to access, manage, integrate, evaluate, and create information in order to function in a knowledge society. They also able to be aware of social and cultural

The main focus is identification and definition of 21st century skills/competences. Key competences for lifelong learning a European reference framework developed within the Education and Training 2010 work programme. The main focus of this framework is identification and definition of 21st century skills or competences.

The last framework is ICT competency framework for teachers. The main focus of this framework is identification and definition of ICT competences. The framework was specifically designed to improve teachers’ practice by providing guidelines for teacher education and training with a focus on ICT competences and on emergent views in pedagogy, curriculum, and school organization.

Implication for teaching and learning and assessment Perhaps one of the most controversial issues concerning the implementation of 21st century competences is how to define their role and place within the

For example, from case studies across 26 countries around the world it was revealed that in only 6% of the innovative ICT-supported pedagogical practices identified in the study, ICT was adopted school wide and throughout the curriculum. All of these innovative pedagogical practices had adopted a curriculum that facilitated students’ preparation for the knowledge society: they emphasized students’ independence and responsibility for their own learning and had restructured their school to realize that vision. The use of ICT was a vital component in the new structure, and had become a routine throughout the school (Voogt and Pelgrum 2005). However, these innovative practices represent only a minority of schools and teachers. In another SITES study, using a representative sample of grade 8 science and mathematics teachers across 22 educational systems, Law (2009) found that educational practices largely reflected the industrial model of schooling. Although many teachers reported to have curriculum goals that were in favour of 21st century competences, they did not apply them in classroom practice. In addition, pedagogical use of ICT in grade 8 mathematics and science classrooms was reported by only 49% (math) and 62% (science) of the teachers, which was considered low given that there was nearly 100% computer and internet access at the schools (Law 2009). The findings of the SITES studies show that, despite the political commitment of most governments, at school and