Cited by 1,561Educational Methods and AnalysisDigital literacy in educationGlobal Educational Policies and Reforms

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A comparative analysis of international frameworks for 21 st century competences: Implications for national curriculum policies

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Voogt, Joke, Roblin, Natalie Pareja·2012·Journal of Curriculum Studies

DOI 10.1080/00220272.2012.668938

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Abstract

National curricula need to change drastically to comply with the competences needed for the 21st century. In this paper eight frameworks describing 21st century competences were analysed. A comprehensive search for information about 21st century competences was conducted across the official websites of the selected frameworks, resulting in 32 documents that were analysed in detail. Travers and Westbury’s framework of curriculum representations was used to determine horizontal and vertical consistency between the frameworks. The frameworks were compared on their underlying rationales and goals, their definition of 21st century competences, and the recommended strategies for the implementation and assessment of these skills in educational practice. In addition three international studies were examined to analyse how various countries (EU member states, OECD countries) and schools (SITES studies) deal (or not) with 21st century competences. The findings indicate a large extent of alignment between the frameworks about what 21st century competences are and why they are important (horizontal consistency), but intentions and practice seemed still far apart, indicating lack of vertical consistency. The implications of the implementation of 21st century competences in national curriculum policies are discussed and recommendations are provided.

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Authors: Voogt, J., & Roblin, N. P.
Affiliations: Ghent University (BE)
Corresponding author: Voogt, Joke
ORCID: Voogt, Joke
Roblin, Natalie Pareja
Venue: Journal of Curriculum Studies
Publisher: Informa UK Limited
Published: 2012-06
Volume: 44
Issue: 3
Pages: 299-321
ISSN: 0022-0272 (ISSN-L)
1366-5839
DOI: 10.1080/00220272.2012.668938
OpenAlex: W2101751396
Cited by: 1,561
References: 38
Citations by year: 2026: 189 · 2025: 184 · 2024: 162 · 2023: 171 · 2022: 188 · 2021: 167 · 2020: 131 · 2019: 107 · 2018: 76 · 2017: 57 · 2016: 50 · 2015: 41 · 2014: 24 · 2013: 12 · 2012: 2
FWCI: 122.36
Type: journal article
Language: en
Open access: green
research.utwente.nl
Locations: Journal of Curriculum Studies (publishedVersion)
University of Twente Research Information (submittedVersion)
Ghent University Academic Bibliography (Ghent University) (submittedVersion)
University of Twente Research Information (submittedVersion, other-oa)
Topics: Social Sciences › Education › Educational Methods and Analysis
Social Sciences › Education › Digital literacy in education
Social Sciences › Political Science and International Relations › Global Educational Policies and Reforms
Keywords: 21st century competences, national curriculum policy, curriculum representation, curriculum implementation, competency assessment, OECD countries, EU member states

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A comparative analysis of international frameworks for 21 st century competences: Implications for national curriculum policies

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