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

The DOI matches its Crossref record; 38 of the 38 references it cites were found in a registry or an index.

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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Research works printed but not linked: 9

  1. Carr M., 2008, Key learning competencies across place and time: Kimihia te ara tōtika, hei oranga mō to ao
  2. Dede C., 2010, 21st century skills, 51
  3. European Commission, 2002, eEurope 2005: An information society for all
  4. Hipkins R., 2005, Documenting learning of the key competencies: What are the issues? A discussion paper
  5. Koh T. S., 2009, Cross-national Information and Communication Technology, 601
  6. Kozma R. B., 2003, Technology, innovation and educational change: a global perspective
  7. Rychen D., 2003, Definition and selection of key competences. Contributions to the second DeSeCo symposium
  8. Silva E., 2008, Measuring 21st century skills
  9. Trier U., 2003, Definition and selection of key competences. Contributions to the second DeSeCo symposium, 7

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Metadata

Authors
Voogt, J., & Roblin, N. P.
Affiliations
Ghent University (BE)
Corresponding author
Voogt, Joke
ORCID
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
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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