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ERIC Number: ED480035
Record Type: Non-Journal
Publication Date: 2002
Pages: 45
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Learning for the 21st Century: A Report and MILE Guide for 21st Century Skills.
The Partnership for 21st Century Skills is a public-private organization of leaders and educators in business and education that works to close the gap between the knowledge and skills most students learn in school and the knowledge and skills they need in a typical 21st century community and workplace. The Partnership's work includes: synthesizing research, insights, and best practices about 21st century knowledge and skills into a powerful vision and sharing this information broadly; defining a framework and creating a common language for understanding and promoting 21st century skills; providing education leaders with tools, examples, and strategies for action; and building consensus in the public and private sectors about the nature and need for 21st century skills. This report examines the essential skills that people will need today and tomorrow. The six key elements of 21st century learning include emphasizing core subjects and learning skills, using 21st century tools to develop learning skills, teaching and learning 21st century content in a 21st century context, and using 21st century assessments that measure 21st century skills. Nine steps to build momentum include embracing a powerful vision of public education that includes 21st century skills, developing priorities for 21st century skills, and collaborating with outside partners. In addition to the report, a companion guide for getting started is also provided, the Partnership's "Milestones for Improving Learning and Education (MILE) Guide" for 21st century skills. (Contains 134 references.) (SM)
Partnership for 21st Century Skills, 1341 G Street, N.W., Suite 1100, Washington, DC 20004. Tel: 202-393-2260; Web site: http://www.21stcenturyskills.org.
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: N/A