Tcus668938 299..321

National curricula need to change drastically to comply with the competences needed for the 21 century. In this paper eight frameworks describing 21 century competences were analysed. A comprehensive search for information about 21 century competences was conducted across the official websites of the selected frameworks, resulting in 32 documents that were analysed in detail. Travers and Westbury’s framework of curriculum representations was used to determine horizontal and vertical consistency between the frameworks. The frameworks were compared on their underlying rationales and goals, their definition of 21 century competences, and the recommended strategies for the implementation and assessment of these skills in educational practice. In addition three international studies were examined to analyse how various countries (EU member states, OECD countries) and schools (SITES studies) deal (or not) with 21 century competences. The findings indicate a large extent of alignment between the frameworks about what 21 century competences are and why they are important (horizontal consistency), but intentions and practice seemed still far apart, indicating lack of vertical consistency. The implications of the implementation of 21 century competences in national curriculum policies are discussed and recommendations are provided.