TOWARDS A COHERENT FRAMEWORK FOR INFUSING 21ST CENTURY SKILLS IN THE SCHOOL CURRICULUM

Abstract

The 21^st century presented challenges and opportunities that demand certain skill set, termed 21^st century skills. Technology and globalization have transformed how people perform tasks, relate to each other and their environment. Societies previously independent and industry-driven, have been significantly formatted to interdependent digitalized knowledge societies. As a result, education systems the world over have to alter their pedagogical practices in order to aptly produce employable and productive graduates. While a lot has been done to define the 21^st century skills and expound their relevance, little has been done to guide classroom practitioners on how to infuse these skills in curriculum and instruction. This paper, using a desktop based critical review of six 21^st century skills frameworks, sought to provide a coherent integrative 21^st century skills framework for infusion of these skills in the school curriculum in an attempt to create a portrait of the learner depictive of their embodiment. The paper recommends a pedagogical practice wherein the learners complete project-based, cross-disciplinary tasks that encourage innovation and cross cultural collaboration.