Page 27 - 21st Century Competencies: Foundation Document for Discussion

Section Three: The Ontario Context 25
to focus increased attention on the development – across the cognitive, interpersonal, and intrapersonal domains – of evidence-based, transferable competencies that will be increasingly needed in our changing society, economy, and the classrooms of tomorrow. A focus on 21st century compe- tencies has implications not only for curriculum design and development but also for curriculum implementation and support.
In addition, there is ongoing work in assessment that relates directly to
21st century competencies. For example, the ministry is working with individual districts to enhance the teaching and assessment of the learning skills and work habits, many of which are closely linked to 21st century competencies. Work is also being done on strategies to support assessment
as learning, which is integral to the development of metacognition, and on collaborative inquiry projects intended to develop students’ ability to become independent, self-directed learners. Currently, a number of key competencies are incorporated in the Achievement Chart and the sample behaviours identified in the outline of learning skills and work habits, providing a solid foundation upon which to build.
Many district school boards are moving ahead to define 21st century competencies and embed these in their vision and strategic plans.
As of August 2014, more than half (39) of Ontario English-language district school boards (DSBs) and two-thirds (8) of the French-language school boards had independently identified specific 21st century competencies as