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A comparative analysis of international frameworks for 21 st century competences: Implications for national curriculum policies
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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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“These findings are in line with previous research which revealed that the ICT literacy frameworks converge on a common set of 21st-century competences, although they use different terminologies, grouping, and categorization procedures (Voogt & Roblin, 2012).”
From Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy (2016) · cites this paper as Voogt & Roblin, 2012
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“There seems to be a new wave coming, concerned with even broader skillsets, such as 21stcentury skills (Voogt & Roblin, 2012), and in which ICT literacy is often described as a subset (Griffin et al., 2012).”
From Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy (2016) · cites this paper as Voogt & Roblin, 2012
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“Although these frameworks are diverse and structured differently, they converge to a great extent to a set of core knowledge domains and skills of ICT literacy (Voogt & Roblin, 2012).”
From Is there a gender gap? A meta-analysis of the gender differences in students' ICT literacy (2019) · cites this paper as Voogt & Roblin, 2012
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Metadata
- Authors
- Voogt, J., & Roblin, N. P.
- Affiliations
- Ghent University (BE)
- Corresponding author
- Voogt, Joke
- 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
- 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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Statistics and arithmetic are recomputed, not judged.
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