EDUCATION FOR LIFE AND WORK - Hewlett Foundation

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Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century 36 EDUCATION FOR LIFE AND WORK database. Aligning the various competencies with extant, research-based personality and ability taxonomies illuminates the relationships between them and suggests a preliminary new taxonomy of 21st century competencies. Much further research is needed to more clearly define the competencies at each level of the proposed taxonomy, to understand the extent to which various competencies and competency clusters may be malleable, to elucidate the relationships among the competencies, and to identify the most effective ways to teach and learn these competencies. Copyright © National Academy of Sciences. All rights reserved.
Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century 3 Importance of Deeper Learning and 21st Century Skills This chapter summarizes research on the importance of deeper learning and “21st century skills” to success in education, work, and other areas of adult responsibility. The first section focuses on educational achievement and attainment, the second section on work, the third on health and relationship skills, and the fourth on civic participation. Overall, the research reviewed in these sections finds statistically significant, positive relationships of modest size between various cognitive, intrapersonal, and interpersonal competencies and desirable adult outcomes. However, these relationships are based on correlational research methods. We also reviewed evidence on the role of formal schooling in adult success, which we include in the sections on work and health. We found statistically significant, positive relationships between years of educational attainment and labor market success, not only in research using correlational methods, but also in studies using stronger research methods (see discussion below). Measured cognitive, intrapersonal, or interpersonal competencies appeared to account for surprisingly little of these relationships between years of educational attainment and labor market success. In the fifth section, we show that the benefits of additional years of formal schooling for individuals include not only higher wages but also somewhat greater adaptability to changes in workplace technology and in jobs. The literature discussed in this chapter comes from a variety of disciplines, including industrial-organizational psychology, developmental psychology, human resource development, and economics. Researchers in these disciplines have investigated the relationship between a range of different skills and abilities and later outcomes, using a variety of methods and data 37 Copyright © National Academy of Sciences. All rights reserved.
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EDUCATION FOR LIFE AND WORK - Hewlett Foundation

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