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Research Conference 2019

Preparing students for life in the 21st Century:
Identifying, developing and assessing what matters
4–5 August, Melbourne
Esther Doecke

Esther Doecke

Victoria University

Key skills for the 21st century: An evidence-based review  

It is vital that education systems deliver quality outcomes for all young people and prepare them well for their future in the economy and society. Traditionally, these systems have had a strong focus on developing academic skills, particularly in literacy and numeracy. In recent years, however, there are greater expectations that schools will also equip young people with a broader set of skills for the 21st century (e.g. creativity, critical thinking, problem solving). This paper is co-presented with Quentin Maire and will address these developments and the challenges they present. Building on an evidence-based review, this paper will outline the key skills required for the 21st century. How do various jurisdictions articulate their aspirations concerning these broader skills within their curricular and policy frameworks? What evidence is there about the best way to incorporate key skills for the 21st century into curriculum and teaching and learning? How can a more diverse set of skills be measured and assessed?

About Esther Doecke

Esther Doecke is a Research Fellow at the Centre for International Research on Education Systems based at Victoria University. She has over nine years of experience working with schools across Australia and internationally, undertaking quantitative and qualitative research. Esther has made significant contributions to a range of projects with roles including conducting fieldwork, survey development and administration, undertaking literature and policy reviews and environmental scans, conducting data analysis and writing reports. Esther is currently in the final stages of her doctorate, which involves a comparative study of family strategies of educational advantage in Germany and Australia. Esther’s specific research interests are transnational comparative research, the sociology of education and improving public policy within school systems.

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