Page 49 - 21st Century Competencies: Foundation Document for Discussion

Questions to be explored in this area include the following:
• Are any competency categories or descriptors missing from those listed in Appendix C?
• What approaches to defining a competency framework best promote student well-being?
• What approaches to defining a competency framework best support and integrate global competencies that will advance the goals of Ontario’s new strategy for K–12 international education (Ontario Ministry of Education, 2015)?
2. There is an opportunity to build on the groundwork that has been done to take the next big step in Ontario – to define a competency framework. Competencies that are properly identified and concep- tualized and incorporated into the curriculum expectations and experience for every student in Ontario would ensure that all Ontario students have equitable opportunities to develop the skills and knowledge needed to succeed now and in the future. Curriculum policy, school programs, and graduation requirements are the primary means for incorporating 21st century competencies
into the educational expectations and experiences of all students.
Questions to be explored in these areas include the following:
• How should curriculum policy be reconceptualized to strengthen a focus on 21st century competencies?
• What is the student’s role in the learning and development of 21st century competencies?
• What changes are needed to the structure of curriculum policy documents (including their front matter, subject-specific content, achievement charts, and instructional prompts) to ensure that the identified competencies are addressed in all learning opportunities?
• What can be done to provide students with improved access to experiential learning opportunities that build 21st century competencies, including opportunities for academic service-learning connected to their community?
• How can graduation requirements authentically reflect the fact that students develop competencies not only through formal learning but through informal learning as well?
Section Five: Implications for Policy 47