e-Pedagogium 2015, 15(2):51-61 | DOI: 10.5507/epd.2015.016

21st Century skills: a perspective from England

Jon White
Jon White, College of Education, The University of Derby, Kedleston Road, Derby, DE22 1GB, United Kingdom, E-mail: J.White1@derby.ac.uk

Klíčová slova: performativity, collaboration, assessment, ATC21S, JISC

A review of the system of education in England is provided. A review of literature of 21st century skills and what their place might be in a curriculum is presented. There is discussion of how 21st century skills are developed in early years, primary and secondary stages. Post-16 and higher education provision are critically explored, with the findings of an institutional research project applied to the existing literature.
The conclusion proposes that the pedagogical pressures of performativity make it challenging to introduce 21st century skills to the primary and secondary phases of education, largely due to the issues of how to assess the development of these skills. Nevertheless, there is a clear imperative to support teachers in both the development and assessment of these skills across the full age range.

Zveřejněno: 1. duben 2015  Zobrazit citaci

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White, J. (2015). 21st Century skills: a perspective from England. e-Pedagogium, 15(2), 51-61. doi: 10.5507/epd.2015.016
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