ABSTRACT
This chapter provides an overview of the themes and ideas that have been expressed throughout the book. Multiple examples of skills designed for the 21st century were identified. While recognising that “lists” of skills and values are shorthand ways of conveying what is important for the future, an argument is made here that it is more important to understand the narratives behind the lists. This chapter introduces some additional narratives constructed for the 21st century to show that care must be taken to judge the narratives and the contexts in which they were created.
The chapters in Part II suggested both the personal and social values that should characterise life in open and free societies. They are not inimical to the labour market-oriented 21st-century skills and could provide a foundation for social harmony and equity. These skills are related to socio-emotional skills that have been widely supported as being important for 21st-century students experiencing new meanings in times of crisis and often isolation.
Finally, the issue of how integrated skills and values can be part of the school experience of students both in terms of curriculum and assessment is canvassed. Without such support students may not have access to what is considered essential for the 21st century.
