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Breadth of Skills

Education in the 20th century can be characterized mainly by content and knowledge accumulation. Skills development was still dictated largely by the needs of the Industrial Age, which was in turn dominated by rote tasks and manual labor. Literacy and, to a lesser degree, numeracy were perceived as necessary in that they provided increased access to content and knowledge. In the 21st century, both literacy and numeracy remain key skills. They are emphasized as the major goals of educational systems across the globe and viewed as the primary means to open doors for children to participate effectively in society.

However, in what is referred to as the 'information age' or 'knowledge economy’, we need to apply a broader suite of skills for learning, work, and life. Skills are enablers—they provide us with the means to access a multiplicity of mental, social, and physical activities. These skills rely not only on cognition, but also on the interdependencies of cognitive, social, and emotional characteristics. Shifts in skills, away from the narrow focus on literacy and numeracy and toward a broader set of skills, are needed to navigate our changing societies and for individuals to function as responsible citizens.

This paper explores the current state of the breadth of skills in education systems around the world, and offers recommendations on how changes in curriculum, pedagogy, and assessment can support a broad set of skills for all children and youth.

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