Abstract
This chapter focuses on the policy environments influencing the adoption of 21st century skills in general and the results and products of the ATC21STM project in terms of its research and assessment strategies in particular (The acronym ATC21STM has been globally trademarked. For purposes of simplicity the acronym is presented throughout the chapter as ATC21S.). It offers a policy analysis for which information was collected from interviews with country project managers, their representatives, other participants in the ATC21S project and the international assessment community, and advisory board members from international organizations and the funding companies, supplemented by published information about national and state education systems.
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Note that due to a change in government in 2013, this project is no longer being pursued at a federal level in Australia. Proposals for research funding are being prepared but it is unlikely that the Australian government will support further research into C21 skills and the national curriculum.
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Adamson, F., Darling-Hammond, L. (2015). Policy Pathways for Twenty-First Century Skills. In: Griffin, P., Care, E. (eds) Assessment and Teaching of 21st Century Skills. Educational Assessment in an Information Age. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9395-7_15
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