Transversal Skills

Building and Enhancing New Literacies
Across the Curriculum
TRANSVERSAL
SKILLS

TRANSVERSAL SKILLS
those typically considered as not specifically related to a particular job,
task, academic discipline or area of knowledge but as skills that can be used in a wide
variety of situations and work settings (IBE 2013, cited in TVETipedia).
Global Critical & Interpersonal Intrapersonal Media &

Citizenship Innovative Skills Skills Information
Thinking Literacy
These transversal skills D IGIT AL
shall be discussed in COM P ET ENC ES /SKIL L S
the modules that follow FRAME WORKS
with links to help you
access and understand
more fully the set of GENERAL
skills needed for the FRAME WORKS OF 21 T H
21st century. CENT URY S KILLS
NAT I ONAL KEY SKIL L S

FRAME WORKS
1. DIGITAL COMPETENCES/SKILLS FRAMEWORKS
IPTS developed a DIGCOM framework in 2013 and proposed

a framework for digital competence for all citizen - various
aspects of digital competence by listing 21 competences
and describing them in terms of knowledge, skills, and
attitudes.
INFORMATION
identify, locate, retrieve, store, organize and
analyze digital information, judging its
relevance and purpose.
COMMUNICATION
communicate in digital environments, share
resources through online tools, link with
others and collaborate through digital tools,
interact with and participate in communities
and networks, cross cultural awareness.
CONTENT-CREATION
create and edit new content; integrate and
re-elaborate previous knowledge and
content; produce creative expressions,
media outputs and programming; deal with
and apply intellectual property rights and
licences.
SAFETY
personal protection, data protection, digital
identity protection, security measures, safe
and sustainable use.
PROBLEM-SOLVING
identify digital needs and resources, make
informed decisions on most appropriate
digital tools according to the purpose or
need, solve conceptual problems through
digital means, creatively use technologies,
solve technical problems, update own and
other's competence.
ISTE
The ISTE in 2015 (International Society for Technology in Education) published the
family of ISTE Standards which works in concert to support students, educators and
leaders with clear guidelines for the skills, knowledge and approaches they need to
succeedd in the digital age.
ISTE Standards for Students

ISTE Standards for Teachers
ISTE Standards for Administrators
ISTE Standards for Coaches
ISTE Standards for Computer Science Educators
UNESCO ICT
UNESCO ICT Competency Framework for Teacher in 2011 created a framework of
18 modules by crossing the three approaches to teaching based on human capacity
development (technology literacy, knowledge deepening, and knowledge Creation)
with the six aspects of a teacher’s work:
understanding ICT in education

curriculum assessment,
pedagogy,
ICT,
organization and administration and
teacher professional learning.
2. GENERAL FRAMEWORKS OF 21ST CENTURY SKILLS
P21's Framework for 21st Century Learning was developed in

2015 to define and illustrate the skills and knowledge
students need to succeed in work, life and citizenship,
as well as the support systems necessary for the 21st
century learning outcomes.
21st Century Student Outcomes
Content Knowledge and 21st Century Themes
Learning and Innovation Skills
Creativity and Innovation
Critical Thinking
Problem Solving
Information, Media and Technology Skills
Information Literacy
Media Literacy
ICT Literacy
Life and Career Skills
Flexibility & Adaptability
Initiative & Self Direction
Social & Cross-Cultural Skills
Productivity & Accountability
Leadership & Responsibility
21st Century Support Systems
21st Century Standards
Assessment of 21st Century Skills
21st Century Curriculum and Instruction
21st Century Professional Development
21st Century Learning Environments
EnGauge 21st Century Skills
This is based on two years of study, represented the fresh, serious,
new perspective required in light of recent historical events,
globalization, and the idiosyncrasies of the Digital Age.
The following skills clusters, when considered within

the context of rigorous academic standards, are
intended to provide the public, business and industry,
and educators with a common misunderstanding of -
and language for discussing - what is needed by
students, citizens, and workers in the Digital Age:
DIGITAL-AGE LITERACY
basic
scientific
economic
technological literacies
visual and information literacies
multicultural literacy
global awareness
INVENTIVE THINKING
adaptability and managing complexity

self-direction
curiosity
creativity and risk taking
higher order thinking and sound reasoning
EFFECTIVE
COMMUNICATION
teaming
collaboration
interpersonal skills
personal, social and civic responsibility
interactive communication
HIGH PRODUCTIVITY
prioritizing
planning and managing for results
effective use of real-world tools
ability to produce relevant, high quality products
ATC21S
ATC21S PROJECT 2012 (Assessment & teaching of 21st Century
Skills) defined ten 21st-century skills into four broad categories:
1. Ways of Thinking: creativity and innovation, critical

thinking, problem solving and decision making,
learning to learn and metacognition.
2. Ways of Working: communication, collaboration
and teamwork
3. Tools fo Working: information literacy, ICT literacy
4. Living in the World: citizenship-global and local
DeSeCo
DeSeCo PROJECT 2003(Definition and Selection of Key
Competencies) designed key competencies in three broad
categories:
DeSeCo
Using tools interactively - the ability to use language,
symbols and text interactively, the ability to use knowledge
and information interactively, the ability to use technology
interactively.
Interacting in heterogenous groups - the ability to relate well

with others, the ability to cooperate, the ability to manage and
resolve conflicts.
Acting autonomously - the ability to act within the big picture,

the ability to form and conduct life plans and personal
projects, the ability to assert rights, interests, limits and needs.
In 2014 based on DeSeCo Finegold & Notabartolo proposed framework
groups the 15 competencies under 5 broad categories.
ANALYTIC SKILLS: critical thinking, problem solving, decision

making, research and inquiry
INTERPERSONAL SKILLS: communication, collaboration,

leadership and responsibility
ABILITY TO EXECUTE: initiative and self-direction, productivity
INFORMATION PROCESSING: information literacy, media literacy,

digital citizenship, ICT operations and concepts
CAPACITY FOR CHANGE/LEARNING: creativity/innovation,

adapative learning, learning to learn, flexibility
3. NATIONAL KEY SKILLS FRAMEWORKS
NCCA - Key Skills of Junior Cycle highlights the

importance of the developing key skills in a way
that will lead to their integration in the daily lives
of students and requires a creative approach to
teaching and learning.
Learners will need to encounter each of the skills frequently throughout
the school day in different contexts:
managing myself
staying well
communicating
being creative
working with others
managing information and thinking

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Building and Enhancing New Literacies

Across the Curriculum

Global Critical & Interpersonal Intrapersonal Media &

NAT I ONAL KEY SKIL L S

IPTS developed a DIGCOM framework in 2013 and proposed

ISTE Standards for Students

understanding ICT in education

P21's Framework for 21st Century Learning was developed in

The following skills clusters, when considered within

adaptability and managing complexity

1. Ways of Thinking: creativity and innovation, critical

Interacting in heterogenous groups - the ability to relate well

Acting autonomously - the ability to act within the big picture,

ANALYTIC SKILLS: critical thinking, problem solving, decision

INTERPERSONAL SKILLS: communication, collaboration,

ABILITY TO EXECUTE: initiative and self-direction, productivity

INFORMATION PROCESSING: information literacy, media literacy,

CAPACITY FOR CHANGE/LEARNING: creativity/innovation,

NCCA - Key Skills of Junior Cycle highlights the

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