To be successful now and in the
future, students need new skills —
21st-century skills.

Sponsored by Cisco, Intel and Microsoft, ATC21S aims to help educators around the world enable students with the skills to succeed.


American Educational Research Association (AERA) 2014 Annual Meeting – The Power of Education Research for Innovation in Practice and Policy

The 2014 American Educational Research Association (AERA) Annual Meeting was held in Philadelphia, Pennsylvania from April 3-7. ATC21S™ features in several of the sessions at this year’s conference. Patrick Griffin and Esther Care presented a paper on the assessment of collaborative problem solving in a AERA Presidential invited session titled International Advancements in 21st-Century Skills [...]

International Forum for Assessing 21st Century Competencies, San Jose, Costa Rica

The first International Forum for Assessing 21st Century Competencies was held in early April in San Jose, Costa Rica.
Claire Scoular, a researcher from the Assessment Research Centre, University of Melbourne, represented the ATC21S™ project and presented on ‘major educational innovations that lead to the development of the 21st century’. Claire gave an overview of the [...]

Assessing 21st century skills

ATC21S™ International Research Coordinator, Associate Professor Esther Care has written a perspective piece for the Centre for Education Research and Practice (CERP) in the United Kingdom. The article, titled, ‘Assessing 21st century skills’, details the rationale of why large-scale assessment initiatives need to take into account emerging or enabling skills, not only traditional skills such as [...]

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In a digital world, students must be prepared for new technologies and new ways of working. Developing these 21st-century skills in the classroom can transform economies and communities. More About 21st-Century Skills »

The number of new information-based careers today is skyrocketing, and the ability to help students learn how to learn will be critical to their success.

Dr. Kathleen Scalise, BEAR and University of Oregon, USA Read More Voices From the Field »