Abstract
Most national governments have some sort of an education reform progressing almost constantly. The interest arises from two major sources. First, labor economists (David et al. 2001) predict changes in the nature of labor markets across the developed world. The demand for nonroutine interactive and nonroutine analytic tasks is on the rise. The routine cognitive and manual tasks are in decline. These concerns prompted industry leaders to conceptualize the new demands on education and to describe the new kinds of skills needed by the future workplace.
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Notes
- 1.
Partnership for the Twenty-First Century skills, http://www.p21.org, Assessment and Teaching of Twenty-First Century Skills (ATC21S), http://atc21s.org
- 2.
Partnership for the Twenty-First Century skills, http://www.p21.org
- 3.
Griffin, Patrick, McGaw, Barry, Care, and Esther (Eds.), Assessment and Teaching of Twenty-First Century Skills, Springer, 2012.
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Sidorkin, A.M., Warford, M.K. (2017). Introduction. In: Sidorkin, A., Warford, M. (eds) Reforms and Innovation in Education. Science, Technology and Innovation Studies. Springer, Cham. https://doi.org/10.1007/978-3-319-60246-2_1
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