21st century skills and learning outcomes

The closing seminar of the EU-funded Learning Outcomes Framework was held two weeks ago. The theme of this seminar, ‘Reaching Destinations’ reflected the belief that all learners are capable of achieving, given the right scaffolding structures.

This project has its origin in the 2012 document of the National Curriculum Framework identifying high-level learning outcomes for the Early, Junior and Secondary cycles of compulsory education.

As part of this project, statements of learning outcomes for eight Learning Areas, six Cross Curricular Themes and 48 subject areas were written by a Maltese and international Consortium made up of Outlook Coop, East Coast Education and the Institute of Education (University College London).

Over 200 local curriculum development experts from different educational institutions, including the University of Malta, State, Church and Independent schools, and MCAST, collaborated to verify and/or write the learning outcomes statements. The project took more than two and a half years to complete and is valued at €5.1 million. The work done is available for viewing at www.schoolslearningoutcomes.edu.mt

Learning outcomes have been applied across different educational settings and levels in many countries. The introduction of learning outcomes pedagogy is meant to move away from the traditional teacher-centred approaches, subject requirements, knowledge and the teaching processes which are considered as the main elements of educational programmes, to a more learner-centred kind of learning which puts learning at the heart of curriculum design and delivery.

The writing of Learning and Assessment programmes in terms of Learning Outcomes complements the work done earlier in the writing of the Form 1 and 2 syllabi a few years ago. The implementation of the Learning Outcomes Framework in schools is not meant to bring about another paradigm shift.

However, learning outcomes should be viewed as educational tools meant to re-focus the teaching and learning processes on the needs of the learner. It is a tool meant to bring about social justice by providing equity of access to all learners. The pedagogy that will be promoted includes strategies which place the needs of the learner at the centre of the teaching and learning process.

It promotes active learners through participation and ownership, learners who are capable of working in groups, conducting project and inquiry-based learning, reflecting upon and creating new knowledge. Educators will also be required to enhance their collaboration with colleagues, share experiences, use digital media and other modern technologies whilst nurturing a professional learning community in schools.

School leadership teams will be encouraged to take further responsibilities as curriculum leaders, to own the learning outcomes process and to raise the attainment bar of all learners. The language used in educational spheres will need to reflect the concern of the educators for the teaching and learning process. For instance, educators will be ‘entitled to CPD’, and ‘responsibility’ will replace ‘accountability’.

The Learning Outcomes Framework highlights the 21st century skills as being of paramount importance in the education process of the learners. These skills include creativity and innovation, critical thinking, problem solving, communication, collaboration, ICT, citizenship, etc. These skills need to be embedded in the learning experiences offered to learners in conjunction with the values of inclusion, fairness, respect, social justice, etc. These skills make us a civilized society and a nation. 

The introduction of learning outcomes will necessitate a reform in national assessment policies. It is a well-documented fact by many researchers that a reform in teaching and learning requires a parallel shift in assessment. It is hence planned that the implementation of the learning outcomes framework, together with a reform in assessment will take place gradually in the coming months and years.