Skills for a Changing World: National Perspectives and the Global Movement

In this report, the authors seek to understand the attitudes and perceptions of key education stakeholders by reviewing the education space in Mexico, South Africa, Kenya, and the Philippines, each of which have recently extended mandated years of education and/or included a focus on 21st century skills in their offerings to students. Through interviews and focus groups, parents, community members, teachers, teacher trainers, and education administration and policy personnel answered two primary questions concerning skills most highly valued in their communities: 1) What are the skills you associate with a successful person? and 2) What are the skills that are important for children and students to develop?
 
Based on the research, three broad patterns are noticeable: 1) there are differences between the stakeholder groups that work closely with the child (i.e., parents, teachers) and the groups that are more distant from the child (i.e., teacher trainers, non-government, and government actors); 2) certain skills and traits are mentioned by all countries; and 3) there are clear differences between countries in the factors and skills that are highly valued and emphasized. In terms of characterizing the factors for success, the skills most frequently mentioned were communication, social and interpersonal skills, and critical and analytical thinking. The skills that are highly valued for learners include a broad range of 21st century skills such as collaboration, communication, creativity, critical thinking, social and interpersonal skills, technology and computer skills, and listening skills.