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Open Access De rol van nationaal beleid, schoolbeleid en leraren in de implementatie van 21e eeuwse vaardigheden

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The role of national policy, school policy and teachers in the implementation of 21st century skills: Teachers’ perspectives

Despite the emphasis on 21st century skills in empirical studies and Dutch policy recommendations, it has been shown that these skills are not systematically implemented in primary and secondary schools in the Netherlands. To understand the gap between policy and practice, concerns in both fields need to be considered. However, research has taken little notice of teachers’ conceptualizations and motivations with regards to 21st century skills and their perspectives towards national policy, school policies and their daily practice. This study aimed to identify factors on the micro- meso- and macro level that may, according to teachers, play a role in the implementation of 21st century skills. Nine teachers in primary and secondary education with experience with the implementation of 21st century skills were interviewed. Qualitative analyses were adopted to examine the prevalence of existing and new ideas about influential factors. Results indicated that the rationale for and conceptualization of 21st century skills partly explained the educational innovation. Factors in national policy, including clear guidelines, adjusted regulations and larger budgets for school resources, could support school policies. In turn, school policy factors like curricula, assessments, professionalization programs, infrastructure and leadership could help to prepare teachers to achieve the relevant knowledge, beliefs, self-efficacy and collaboration practices. Hence, the synergy between factors on the national- school- and teacher-level seemed crucial for the implementation of 21st century skills.
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Keywords: 21st century skills; ICT; educational innovation; policy; school organization

Document Type: Research Article

Affiliations: Email: [email protected]

Publication date: March 1, 2018

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  • Het tijdschrift Pedagogiek stelt zich ten doel de wetenschappelijke discussie over opvoeding, onderwijs en vorming binnen het Nederlands taalgebied (Nederland en Vlaanderen) te stimuleren en te ondersteunen. Pedagogiek beoogt naast een bijdrage aan het wetenschappelijke debat ook de maatschappelijke discussie op de terreinen van opvoeding, onderwijs en vorming te bevorderen. Bijdragen zullen dan ook uitdrukkelijk worden beoordeeld op zowel hun wetenschappelijke als maatschappelijke relevantie. Pedagogiek biedt: (1) wetenschappelijke verslagen van empirisch, theoretisch en historisch onderzoek op het gebied van opvoeding, onderwijs en vorming, alsmede review studies op onderhavige terreinen; (2) opiniërende bijdragen van wetenschappelijk niveau (Forumbijdragen); (3) boekbesprekingen.

    The journal Pedagogiek (Pedagogy) aims to stimulate and support the scholarly discourse on child rearing, education and training within the Dutch language area (The Netherlands and the Flemish region). Pedagogiek strives to contribute to the scholarly debate, but also desires to boost the public debate on the subject of child rearing, education and training. Therefore, contributions will be judged explicitly on both their scholarly merit and their social relevance. Pedagogiek offers: (1) scholarly articles reporting on empirical, theoretical and historical research in the field of child rearing, education and training, and review studies in the same field; (2) opinion pieces on a scholarly level (panel discussions); (3) book reviews.

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