Crucial Lessons, Not a 'Pedagogical Fad'

The Partnership for 21st Century Skills would like to set the record straight on three points that Jay Mathews made about our work in his Jan. 5 column, "The Latest Doomed Pedagogical Fad: 21st-Century Skills," on the Schools & Learning page.

First, our work with states involves a thoughtful, detailed implementation period because it takes several years to fully affect standards, assessments and professional development. State plans reflect that this isn't an all-at-once movement; we know that ensuring that students receive the knowledge and skills they need cannot happen overnight.

Second, the teachers organizations built around core subjects agree with us that it is tough, but imperative, to infuse 21st-century skills into teaching.

In concert with these groups, we have created 21st-century skills maps that provide teacher-created models detailing how to integrate this challenging work into practice. No one looking at the maps would conclude it is easy.

Third, our work reflects the common vision of key education groups, including the National Education Association, the Association for Supervision and Curriculum Development, and the American Association of School Librarians, as well as the business community. This is apparent in our definition of 21st-century skills, which include learning and innovation skills, core subjects and 21st-century themes, and life and career skills -- not just information, media and technology skills.

Thoughtfully integrating 21st-century skills into education represents an important challenge that the country cannot afford to ignore.

JOHN WILSON

Executive Director

National Education Association