21st Century skills: a perspective from England

Abstract

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. [ABSTRACT FROM AUTHOR] Copyright of E-Pedagogium is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)