Abstract
In this chapter we report on our search for ways of increasing the chances that learners indeed will have the opportunity to acquire twenty-first century skills. We examine the implications of introducing these skills in education with the usage of three curriculum-related ‘lenses’ each of which will be applied to one of the three levels in education: the classroom level, the school level and the system level. As introducing twenty-first century skills will be a process of change at all three interconnected levels, we – from the perspective of a systemic curriculum implementation approach – discuss guiding principles for increasing the chances for successful implementation of these skills in education.
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Nieveen, N., Plomp, T. (2018). Curricular and Implementation Challenges in Introducing Twenty-First Century Skills in Education. In: Care, E., Griffin, P., Wilson, M. (eds) Assessment and Teaching of 21st Century Skills. Educational Assessment in an Information Age. Springer, Cham. https://doi.org/10.1007/978-3-319-65368-6_15
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