Capabilities in context: a snapshot of historic and global approaches

Education systems are responsible for more than developing knowledge and skills - they also need to equip young people to become capable all-rounders. This is not new or unique to Australia. Capabilities appear in education designs all over the world, and have done so for centuries. Calls to embed capabilities in schools are gaining prominence in Australia. Education policy discussions are increasingly focusing on how capabilities can unlock potential in young people - preparing very young children for school, improving assessment scores at school, supporting transitions through education and preparing young adults for work. There has been some resistance to the idea however, with capabilities considered as 'novel' or even a fad. This isn't the case - capabilities have been recognised by a variety of names in many places for hundreds of years. A better understanding of their importance globally and historically could help inform decisions for improving current systems.

This Snapshot briefly covers: Beginnings of curriculum and character in education; 1800s - The public school system; 1900s - Rethinking schooling; 2000s - Global connectivity; Capabilities around the world - Habits of Mind; Learning Power; OECD's DeSeCo Framework; Partnership for 21Century Learning; Asia Society Global Competence; Assessment and teaching of 21st Century Skills Project; US Committee on Defining Deeper Learning and 21st Century Skills; Centre for Real-World Learning's five dimensional model of creativity; International Baccalaureate (IB) New Pedagogies for Deeper Learning; Expeditionary Learning Network; Ruby's 7 Cs; University of Chicago School CSSR Framework; Creative Schools; UNESCO's transversal Competencies. A list of useful links and further reading is also provided.

Edited excerpts from publication. Show less