Why we need to stop talking about twenty-first century skills

As the twenty-first century runs it course it is, argues Professor Lucas, increasingly unhelpful to talk of twenty- first century skills as if we either do not yet know what they are or somehow assume that they will remain the same for the next eight decades. The conversation, Lucas suggests, needs to shift away from a rallying cry towards the detailed pedagogical design work needed by teachers to embed dispositions for learning in every aspect of the formal and informal life of school, so that they will become habitual for all students, available to them for a lifetime of learning