1. A comparative analysis of international frameworks Natalie Pareja Roblin Ghent University (Belgium) Joke Voogt University of Twente (The Netherlands)

5.  Increase in demand for people with (formal) high and medium qualifications  Jobs occupied by highly qualified people are expected to rise by 16 million between 2010 and 2020 (European Commission)  By 2020, knowledge and skills intensive jobs (e.g. managers, professionals ) will represent more than 42% of total employment (Cedefop)

6.  Increase in demand for people with (formal) high and medium qualifications  Students need to be prepared for jobs that do not yet exist  The most demanded jobs in 2010 did not exist in 2004 (US Secretary of Education)

9. Key competences 21st century learning 21st century skills Life long learning competences Knowledge, skills and attitudes

11. 21 st century competences

18. AspectTraditional pedagogy Less… Emergent pedagogy for knowledge society More… Active  Activities prescribed by teacher  Whole class instruction  Little variation  Pace determined by the program  Activities determined by learners  Small groups  Differentiation  Pace determined by learners Collaborative  Individual  Homogeneous groups  Working in teams  Heterogeneous groups Creative  Reproductive learning  Apply known solutions to problems  Productive learning  Find new solutions to problems Integrative  No link between theory and practice  Separate subjects  Discipline based  Strong theory and practice links  Relations between subjects  Thematic (Adapted from Voogt, 2003)

19.  Largely performance-based  Enable the collection of multiple types of information about learners’ performance (e.g. outcomes, processes, rationales).  Focused on accountability (assessment of learning) as well as on productive and useful feedback (assessment for learning)  Flexible and responsive to new developments  Meets the criteria of good assessments (i.e., fair, valid, part of a comprehensive assessment system)

21.  How can 21 st century competences be operationalized? What should students learn at different age levels in terms of knowledge, skills and attitudes?  How are 21 st century competences connected to core subjects?  What is the role of formal and informal education in facilitating the acquisition of 21 st century competences?  How can the use of ICT promote the mastery of 21 st century competences?

22.  Create awareness : stimulate public debate among various stakeholders  Encourage collaboration and networking  Establish stronger connections between formal and informal learning  Create ownership among teachers and provide them with professional development opportunities  Build on already existing (good) practices  Research

23. “It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change” Charles Darwin

24. Natalie Pareja Roblin: natalie.parejaroblin@ugent.benatalie.parejaroblin@ugent.be Joke Voogt: j.m.voogt@utwente.nlj.m.voogt@utwente.nl