A Crosswalk Of 21st Century Skills - Membership

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202.756.2971F866.808.6585www.hanoverresearch.comA Crosswalk of 21st Century SkillsIn the following report, Hanover Research examines the framework of six different21st century skills lists. These skills are subsequently compared with one another, todraw out the most and least common elements and ARKINGORGANIZATIONALSTRATEGY

HANOVERRESEARCHAUGUST2011IntroductionAcross the United States, there is a growing concern over the quality of publiceducation. Approximately one third of all students do not graduate after four yearsof high school, and nearly 40 percent of high school graduates feel inadequatelyprepared for college or the workplace. The consensus among parties andorganizations involved in education is that the American school system is failingto adequately equip students with the necessary skills and knowledge tocontribute to society. Results from national assessments and internationalcomparison exams, such as the National Assessment of Educational Progress(NAEP), the Trends in International Mathematics and Science Study (TIMSS), andthe Programme for International Student Assessment (PISA), demonstrate thatAmerican high school students are struggling to achieve the skills necessary toparticipate in a global economy.1Furthermore, changes to the economy, jobs, and businesses over the last severaldecades have reshaped workplaces and the nature of work. The increase in thenumber of service-sector jobs, which include “high-growth, high-wage and highskilled occupations in new and emerging occupations,” requires students to havedifferent skills and a greater familiarity with technology than ever before.2According to the Partnership for 21st Century Skills, “There is growing consensusamong policymakers, elected officials, business people, K-12 and postsecondaryeducators, philanthropists, parents, students, and the public that American highschools are not successfully preparing all students for success in the 21st century.”Implementing 21st century skills training is gaining popularity, as these skills aredesigned to increase achievement and prepare students for postsecondary educationor the workplace.The following report examines the key components of six different frameworks for21st century skills and seeks to determine the differences and similarities betweenthem. This enables us to make recommendations regarding elements of 21st centuryskill sets that are either “must-haves” or potentially up-and-coming. The first sectionoffers this summary of our findings, while the following section details each of the sixlists examined.“21st Century Knowledge and Skills in Educator Preparation.” Partnership for 21st Century Skills. 2010. p. 6-7.http://www.p21.org/documents/aacte p21 whitepaper2010.pdf2 Ibid.1 ce2

HANOVERRESEARCHAUGUST2011Crosswalk and Summary of ResultsWe identified six unique 21st century skills lists to review in this report. Most schooldistricts or state departments of education implementing 21st century skills now relyon the Partnership for 21st Century Skills’ list or some variation of it, though there areexceptions. We also identified one up-and-coming list, the Assessment and Teachingof 21st Century Skills (ATC21S) initiative, sponsored by Microsoft and Cisco Systems.As it is still in development, the skills supported by ATC21S may change in thefuture. The six 21st century skill sets reviewed in this report are:v v v v v v Partnership for 21st Century SkillsTony Wagner’s Global Achievement Gap Seven Survival SkillsenGaugeIowa Essential Concepts and Skills – 21st Century SkillsConnecticut Department of Education’s 21st Century SkillsAssessment and Teaching of 21st Century Skills (ATC21S)Before embarking upon our discussion of 21st century skills, we overview thesimilarities and differences found across the six lists. The table on the following pagecontains a crosswalk of the skills found in each of the six lists we examined for thisreport, and highlights the most and least popular skill types. In the table below, skillsare grouped by frequency of use, starting with the skills found on all six lists. ce3

ration and teamworkxxxxxCreativity, imaginationxxxxxCritical thinkingxxxxxProblem solvingxxxxxFlexibility and adaptabilityxxxxxGlobal and cultural awarenessxxxxInformation literacyxxxxLeadershipxxxxxCivic literacy and citizenshipxxxOral and written communication skillsxxxSocial responsibility and ethicsxxxTechnology literacyxxxInitiativexxxxCuriosity and inquisitivenessxxxFinancial literacyxxxHealth and wellnessxxxMedia eurialismxxInformation analysisxxBasic literacyxContextual learningxEnvironmental literacyxInterpersonal skillsxMetacognitionVisualization skillsxNote: Skills are ranked based on the frequency that they are found on the six skills lists examined inthis report. ceATC21SConnecticutDept. of EdIowa EssentialConcepts andSkillsenGaugeSeven SurvivalSkillsSkillPartnership for21st CenturySkillsRankingTable 1: Crosswalk of 21st Century Skillsxxxxxxxxxxxx4

HANOVERRESEARCHAUGUST2011As is evident from the crosswalk above, there are certain core competencies that aresupported in each of the 21st century skill sets. Interestingly, only four out of the 27themes identified span across all six sources. These are:v v v v Collaboration and teamworkCreativity, imaginationCritical thinkingProblem solvingIt is easy to see how these skills could be valuable to a new high school graduate andto employers, as well as how these skills can easily interact with one another.Creativity and imagination goes hand-in-hand with critical thinking and problemsolving; one might even say to separate these categories is redundant.Collaboration and teamwork is highlighted in many areas of education, not only in21st century skills literature. The trend toward collaboration through the Internet is astrong force in today’s world—from crowdsourcing, collaborative editing, socialmedia, and networking, the reach of collaborative possibilities is endless.Six themes are relatively unpopular among the 21st century skills lists. Only one of thesix lists includes the following themes:v v v v v v Basic literacy (enGauge)Contextual learning (Connecticut)Environmental literacy (Partnership for 21st Century Skills)Interpersonal skills (Connecticut)Metacognition (ATC21S)Visualization skills (enGauge)The Seven Survival Skills and the Iowa Essential Concepts and Skills lists do notinclude any of these unpopular themes. Environmental literacy is a surprisingexclusion, given the increasing importance and emphasis on sustainability and greenbusiness practices. Basic literacy appears outright on only one list, but it can beargued that all curriculums include this goal. It is also surprising that no otherframework, aside from Connecticut’s, specifically identifies interpersonal skills as anecessary 21st century skill. However, many other commonly cited skills, likecollaboration and teamwork, rely on strong interpersonal skills.Briefly, we look at the remainder of the themes identified. The following skills arepresent on all but one (five) of the lists:v Flexibility and adaptabilityv Global and cultural awareness ce5

HANOVERRESEARCHAUGUST2011v Information literacyv LeadershipThe following skills are present on four of the lists:v v v v v Civic literacy and citizenshipOral and written communication skillsSocial responsibility and ethicsTechnology literacyInitiativeThe following skills are present on two or three of the lists:v v v v v v v v Curiosity and inquisitivenessFinancial literacyHealth and wellnessMedia smInformation analysisUp and Coming SkillsBased on our review of 21st century skills, we highlight the following up and comingthemes:v Global Communityo Global and cultural awarenesso Civic literacy and citizenshipo Social responsibility and ethicsv Dynamic Work Environmento Flexibility and adaptabilityo Initiativeo EntrepreneurialismThere seems to be a definite trend towards emphasizing the global community, fromcivic literacy and citizenship and global and cultural awareness to socialresponsibility. These types of skills are designed to help students participate in theglobal community and economy with sensitivity and respect.Another up and coming skill is the ability to demonstrate flexibility andadaptability—an outcome of living in a fast-paced, digital environment in which ce6

HANOVERRESEARCHAUGUST2011information and situations changes rapidly. These skills along with initiative, anotherskill present on four of the lists, aim to teach students to not only recognizes the fastpace of the digital world but also to take it upon themselves to seek out the new andinnovative. Entrepreneurship also falls into this general theme.The following section includes additional details on the six 21st century skills listsdiscussed above. ce7

HANOVERRESEARCHAUGUST201121st Century Skills FrameworksThis section provides an overview of the frameworks for 21st century skills asdesigned by six different organizations:v v v v v v Partnership for 21st Century SkillsTony Wagner’s Global Achievement Gap Seven Survival SkillsenGaugeIowa Essential Concepts and Skills – 21st Century SkillsConnecticut Department of Education’s 21st Century SkillsAssessment and Teaching of 21st Century Skills (ATC21S)The Partnership for 21 st Century SkillsThe Partnership for 21st Century Skills, a national consortium of private companies,nonprofit organizations, and state departments of education, is challenging schoolsthroughout the United States to improve the preparedness of students upon highschool graduation. A 2006 publication from the Partnership argues that thetraditional high school curriculum does not include those aspects which are requiredfor success in a career or postsecondary education in the 21st century, and that therehas been little or no consideration of such aspects in measuring the results that areessential to high school students today. As the more traditional metrics such asattendance, graduation, and college matriculation are no longer sufficient indicatorsof student achievement after graduation, “high schools must be designed, organized,and managed with a relentless focus on the results that matter in the 21st century.”3The Partnership presents three ideas about high schools that demonstrate thenecessity of the adoption of broader and more current standards of student successafter high school graduation. First, the results that matter for high schoolgraduates in the 21st century are different and extend beyond the traditionalmetrics of measuring success. If high schools could ensure that all students mettraditional standards, there would still remain a significant percent of studentsunderprepared for success in a profession or postsecondary education aftergraduation.Second, the Partnership argues that improving student success requires high schoolsto redefine traditional standards of “rigor” to encompass mastery of 21stcentury skills and content, in addition to the traditional core academic subjects.Graduates must be competent in critical thinking, problem solving, and effectivecommunication as related to core subjects and new 21st century content. Conceptssuch as learning and thinking skills, information and communication technology3Ibid. ce8

HANOVERRESEARCHAUGUST2011literacy skills, and life skills are essential for success after high school, regardless of anindividual student’s future plans.Finally, this combination of 21st century skills with traditional academic contentshould be the basis for designing and creating truly effective high schools.School administrators and departments of education should be challenged to developgoals to integrate 21st century skills into all high schools, thus preparing students tosucceed in postsecondary education or a profession upon graduation. Many schoolshave found this request challenging, as altering traditional instructional structures andacademic standards requires time, money, and the cooperation and participation of allteachers.4 Working in combination with these three ideas is the “21st CenturyLearning Environment,” in which learning practices, human support, and physicalenvironments work in combination to achieve positive teaching and learningoutcomes. For instance, equitable access to quality learning tools, technologies, andresources must be available for all students and teachers, and architectural andinterior designs must support access to these resources in group, team, and individuallearning formats.5In order to achieve these results, the Partnership for 21st Century Skills puts forthsuggested core subjects and 21st century themes for educators. While core subjects arethose defined by the Elementary and Secondary Education Act, the Partnership alsoprovides five “21st Century interdisciplinary themes” that are required to promotehigh-level understanding of academic content.6v Global Awareness: Understanding global issues, other nations, and othercultures.v Financial, Economic, Business, and Entrepreneurial Literacy: Knowinghow to make economic choices, understanding the role of the economy insociety.v Civic Literacy: Learning how to participate effectively in civic life, exercisingthe rights and obligations of citizenship.v Health Literacy: Obtaining, interpreting, and understanding basic healthinformation and services; understanding preventive physical and mental healthmeasures.“Results that Matter: 21st Century Skills and High School Reform.” Partnership for 21st Century Skills. March2006. http://www.p21.org/documents/RTM2006.pdf5 “21st Century Knowledge and Skills in Educator Preparation.” Op. cit. p. 39.6 Ibid. p. 9.4 ce9

HANOVERRESEARCHAUGUST2011v Environmental Literacy: Demonstrating knowledge and understanding ofthe environment and the circumstances and conditions affecting it; takingindividual and collective action towards addressing environmental challenges.Additionally, the Partnership puts forth a selection of 21st century skills, explained inthe table below.7stTable 2: Partnership for 21st Century Skills21 Century SkillLearning andInnovation SkillsInformation, Media,and Technology SkillsLife and Career Skills7DescriptionCritical Thinking and Problem Solving, e.g., effectively analyzeand evaluate evidence, arguments, claims, and beliefs; solvedifferent kinds of non-familiar problems in both conventional andinnovative ways.Collaboration, e.g. demonstrate ability to work effectively andrespectfully with diverse teams.Creativity and Innovation, e.g., use a wide range of idea creationtechniques to create new and worthwhile ideas.Information Literacy, e.g., access and evaluate informationcritically and competently; manage the flow of information from awide variety of sourcesMedia Literacy, e.g., understand both how and why mediamessages are constructed; create media products by understandingand utilizing the most appropriate media creation tools,characteristics and conventions.ICT (Information, Communications, and Technology)Literacy, e.g., use technology as a tool to research, organize,evaluate and communicate information.Flexibility and AdaptabilityInitiative and Self-DirectionSocial and Cross-Cultural SkillsProductivity and AccountabilityLeadership and ResponsibilityIbid. p. 10-11. ce10

HANOVERRESEARCHAUGUST2011The Global Achievement Gap – Seven Survival SkillsIn The Global Achievement Gap, author Tony Wagner examines the moderndomestic education system and considers why American students are falling behindtheir international peers on a number of benchmarks. The global achievement gap,he states, is the gap between what students are learning and what students willactually need for citizenship in the 21st century.8Wagner attributes this gap to several factors. First, the way in which we assess ourstudents is counter-productive when it comes to life skills. Rote memorizationrequires very little thinking. Contrasting this is the status of assessment in Europe,which relies on oral and written exams along with student interviews in order todetermine competence. Wagner also states that our curricula are flawed—studentssimply are not expected to reason, analyze, write well, or develop skills in any numberof areas required to pursue education or a career in the modern age. Finally, theachievement gap is an outcome of our overall attitude toward teaching: successfulEuropean schools have transformed teaching from an “assembly line” job into a“knowledge worker” job, resulting in only a five percent variance in achievementbetween lowest and highest performing schools.9In order to combat this gap, Wagner developed a group of “Seven Survival Skills.”These skills were developed through interviews with business leaders and anextensive literature review to determine what skills and knowledge were necessary toenter the modern day workforce. Wagner also determined through these interviewswhat skills the current workforce is seen to be deficient in. The resulting list, Wagnerstates, provides “the skills all of us need to be engaged and effective citizens in a 21stcentury democracy, as well as to be life-long learners.”10The Seven Survival Skills are the following:11v Critical Thinking and Problem Solving: Workers must be “knowledgeworkers,” thinking continuously about how to improve products and services.Markets are changing too fast for companies to survive my merely makingincremental improvements.v Collaboration Across Networks and Leading by Influence: The verynature of teamwork is changing, as virtual networks allow individuals to workon international teams meeting via conference calls and webcasts. In situations“The Global Achievement Gap.” Harvard Graduate School of Education. 20 Aug 2008.http://www.gse.harvard.edu/news events/features/2008/08/20 wagner.php9 Ibid.10 Ibid.11 Wagner, Tony. “Rigor Redefined.” Advisor’s Corner, October 2008.http://www.hosa.org/emag/articles/advisors corner oct08 pg2 5.pdf8 ce11

HANOVERRESEARCHAUGUST2011in which the traditional vertical hierarchy is fading, leadership skills areincreasingly important.v Agility and Adaptability: Workers will need to be able to use a variety oftools to adapt to and solve new problems. The job for which some is hiredmay not exist in the following year, so an employee’s adaptability and learningskills are more important than technical skills.v Initiative and Entrepreneurialism: One of the problems in large companiestoday is risk aversion. The challenge is to create an entrepreneurial culture inwhich individuals can set lofty goals and not be blamed for failing. Instead,workers will be blamed for not trying.v Effective Oral and Written Communication: New graduates frequentlyhave difficulty being clear and concise and cannot communicate their thoughtseffectively. Being able to create focus, energy, and passion around one’s pointsis more critical than proper spelling, grammar, and punctuation.v Accessing and Analyzing Information: If employees are not able to processinformation effectively, the sheer amount of information available today canstop them in their tracks.v Curiosity and Imagination: Employees must be “more than just smart.”They must be inquisitive, engaged, and interested in the world. It is no longerenough to create products which are adequately priced and reasonablyf

districts or state departments of education implementing 21st century skills now rely on the Partnership for 21st Century Skills’ list or some variation of it, though there are exceptions. We also identified one up-and-coming list, the Assessment and Teaching of 21st Century Skills (ATC21S) initiative, sponsored by Microsoft and Cisco Systems.

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