Module 2:
21 CENTURY SKILL CATEGORIES
st
WHAT TO EXPECT
1. Identify the categories of 21st
Century skills
2. Apply the 21st Century skills in
preparing, planning and delivering a
lesson
3. 3.Cite ways on how to enhance 21st
Century skills of learners
4. Explain how 21st Century skills be
integrated in the teaching-learning
process
5. Cite implications of 21st Century
skills to educators and to preservice teacher preparation
6. Draw relevant life lessons and
significant values from the personal
experience in attaining 21st Century
skills
7. Analyze research abstract on 21st
Century skills and its implications
on the teaching-learning process
8. 8. Craft a curriculum plan matrix
imbued with 21st Century learning
outcomes
Insert Picture
PRE-DISCUSSION
Group Mapping Activity: This is a strategy where members of the class present their
prior knowledge on the topic 21st Century skill categories through group
drawing/illustration.
Procedure:
1. Group the students into 4 or 5 depending on the class size.
2. Provide each group a topic on 21st Century skill category to brainstorm about.
3. The group will synthesize their consolidated ideas and present in a form of
illustration or drawing in a cartolina or Manila paper using any medium of their
choice.
4. Each group will be given a chance to present the synthesis in class.
5. The class will find time for a brief reflection of the activity.
Topics to be assigned to the groups:
1.
2.
3.
4.
Life and Career Skills
Information, Media and Technology Skills
Learning and Innovation Skills
Social and Cross-cultural Skills
5. Leadership and Productivity Skills
LESSON OUTLINES
21st Century skills refer to a broad set of knowledge, skills, work habits, and
character traits that are deemed necessary in coping with today’s world and future
careers and workplaces. Thus, it can be applied in all academic subject areas and
educational settings throughout a student’s life.
The 21st Century Skills
The 21st Century skills may include the following: (1) critical thinking, problemsolving, reasoning, analysis, interpretation, synthesizing information; (2) research
skills and practices, interrogative questioning; (3) creativity, artistry, curiosity,
imagination, innovation, personal expression; (4) perseverance, self-direction,
planning, self-discipline, adaptability, initiative; (5) oral and written communication,
public speaking and presenting, listening; (6) leadership, teamwork, collaborative,
cooperation, facility in using virtual workplaces; (7) information and communication
technology (ICT) literacy, media and Internet literacy, data interpretation and analysis,
computer programming; (8) civic, ethical, and social justice literacy; (9) economic and
financial literacy, entrepreneurialism; (10) global awareness, multicultural literacy,
humanitarianism; 9110 scientific literacy and reasoning, the scientific method; (12)
environmental and conservation literacy ecosystem understanding; and (13) health
and wellness literacy, including nutrition, diet, exercise, and public health and safety
(http://thoughtfullearning.com.resoures/what-are-21st-century-skills)
Framework for 21st Century
According to the Partnership for
21st Century Skills, this concept
encompasses a wide array of a body of
knowledge and skills that have to be
categorized. Moreover, this concept has
been interconnected with applied skills,
cross-curriculum skills, cross-disciplinary
skills, interdisciplinary skills, transferable
skills, transversal skills. noncognitive
skills and soft skills.
Framework Credits to Partnership for
21st Century Skill (2010)
The 21st Century skills concept is grounded on the belief that students must be
educated in a more relevant, useful, in-demand and universally applicable manner.
The idea simply leas in the fact that students need to be taught different skills and
reflect on the specific demands that will be placed upon them in a complex,
competitive, knowledge-based, information-age and technology-driven society.
Therefore, 21st Century education addresses the whole child or the whole person
(AACTE, 2010).
Hence, the curriculum should be designed to be interdisciplinary, integrated and
project-based. Tony Wagner (2010), in his book “The Global Achievement Gap”,
advocated the seven survival skills namely: (1) critical thinking and problem-solving;
(2) collaboration across networks and leading by influence; (3) agility and adaptability;
(4) initiative and entrepreneurialism; (5) effective oral and written communication; (6)
accessing and analyzing information; and (7) curiosity and imagination.
The term “21st Century skills” refers to certain core competencies, such as
collaboration, digital literacy, critical thinking, and problem-solving that schools need
to reach the students for them to thrive in today’s world.
The partnership for 21st Century Skills presents the following sets of skills that
are categorized accordingly with different strands of expected outcomes.
Learning and Innovation Skills
These are the primary skills orchestrated in the 21st Century. They are attributes
that differentiate students who are prepared for a complex life and work environment
from those are not. Therefore, there is a need to stress on creativity, critical thinking,
communication and collaboration in preparing learners for the future.
A. Critical Thinking and Problem Solving. Theses may include effective
analyzing evaluating evidence, arguments, claims and beliefs; and solving
different kinds of non-familiar problems in both conventional and innovative
ways.
Skill
1. Work
together
effectively
in team
Sub-skills
Establish clear definitions and agreements on the roles of
partners in the collaborative process
Keep communication open within teams to carry out tasks
Carefully identify obstacles and address problems cooperatively
https://www.thebalancecareers.com
Skill
1. Reason
effectively
Sub-skills
Use various types of reasoning (inductive, deductive, etc.) as
appropriate to the situation
Use systems thinking
Analyze how parts of a whole interact with each other to produce
overall outcomes in complex systems
Skill
2. Make
judgments
and
decisions
Sub-skills
Effectively analyze evidence, arguments, claims and beliefs
Analyze and evaluate major alternative points of view
Synthesize and make connections between information and
arguments
Interpret information and draw conclusions based on the best
analysis
Reflect critically on learning experiences and processes
(Partnership for 21st Century Skills, 2008)
Skill
4. Solve
problems
Sub-skills
Solve different kinds of non-familiar problems in both
conventional and innovative ways
Identify and ask significant questions that clarify various points
of view and lead to better solutions
(Partnership for 21st Century Skills, 2008)
B. Communication. This pertains to articulating thoughts and ideas
effectively using oral and written communication skills in a variety of forms
and contexts.
Skill
Sub-skills
1. Communicate Articulate thoughts and ideas effectively using oral, written
clearly
and nonverbal communication skills in a variety of forms and
contexts
Listen effectively to decipher meaning, including knowledge,
values, attitudes and intentions
Use communication for a range of purposes (e.g. to inform,
instruct, motivate and persuade)
Utilize multiple media and technologies, and judge their
effectiveness a priori, as well as assess their impact
Communicate effectively in diverse environments (including
multi-lingual)
Use technology as a tool to research, organize, evaluate and
communicate information
Use digital technologies (computers, PDAs, media players,
GPS, etc.) communication/networking tools and social
networks appropriately to access
Exercise flexibility and willingness in making necessary
compromises to accomplish a common goal
Assume shared responsibility for collaborative work, and
value the individual contributions made by each team
member
(Partnership for 21st Century Skills 2008)
C. Collaboration. It entails demonstrating ability to work effectively and
respectfully with diverse teams.
Kills
1. Work
together
effectively
in team
Sub-skills
Establish clear definitions and agreements on the roles of
partners in the collaborative process
Keep communication open within teams to carry out tasks
Carefully identify obstacles and address problems cooperatively
D. Creativity and Innovation. It denotes use of wide range of idea creation
techniques to create and worthwhile ideas.
Skill
2. Think
creativity
Sub-skills
Use a wide range of idea creation techniques, such as
brainstorming
Create new and worthwhile ideas (both incremental and radical
concepts)
Elaborate, refine, analyze and evaluate their own ideas in order
to improve and maximize creative efforts
(Partnership for 21st Century Skills 2008)
Skill
3. Work
creatively
with
others
Sub-skills
Develop, implement and communicate new ideas to others
effectively
Be open and responsive to new and diverse perspectives;
incorporate group input and feedback into the work
Demonstrate originality and inventiveness in work and
understand the real world limits to adopting new ideas
View failure as an opportunity to learn; understand that creativity
and innovation is a long-term, cyclical process of small
successes and mistakes
(Partnership for 21st Century Skills, 2008)
Skill
Sub-skills
4. Implement Act creative ideas to make a tangible and useful contribution
innovations to the field in which the innovation will occur
(Partnership for 21st Century Skills, 2008)
INFORMATION, MEDIA AND TACHNOLOGY SKILLS
People in 21st century live in a technology and media saturated environment
marked by the following: (1) access to an abundance of information; (2) rapid changes
in technology tools; and (3) the ability to collaborate and make individual contributions
on an unprecedented scale.
Therefore, to be effective in 21st Century, everyone must be able to exhibit a
range of functional and critical thinking skills related to information, media and
technology (AACTE, 2010).
A. Information Literacy. It refers to accessing and evaluating information
critically and competently and managing the flow of information from a wide
variety of sources.
Skill
Sub-skills
1. Access
Access information efficiently (time) and effectively ( sources)
and
Evaluate information critically and competently
evaluate
information
(Partnership for 21st Century Skills 2008)
Skill
Sub-skills
2. Use and
Use information accurately and creatively for the issue or
manage
problem at hand
information Manage the flow of information from a wide variety of sources
Apply a fundamental understanding of the ethical/legal issues
surrounding the access and use of information
(Partnership for 21st Century Skills, 2008)
B. Media Literacy. It underscores understanding both how and why media
messages are constructed; creating media products by understanding and
utilizing the most appropriate media creation tools, characteristics and
conventions.
Skill
Sub-skills
1. Analyze
media
Understand both how and why media messages are
constructed, and for what purposes
Examine how individuals interpret messages differently, how
values and points of view are included, and how media can
influence beliefs and behaviors
Apply a fundamental understanding of the ethical/legal issues
surrounding the access and use of media
(Partnership for 21st Century Skills, 2008)
Skill
2. Create
media
products
Sub-skills
Understand and utilize the most appropriate media creation
tools, characteristics and conventions
Understand and effectively utilize the most appropriate
expressions and interpretations in diverse, multi-cultural
environments
(Partnership for 21st Century Skills, 2008)
C. Technology Literacy. It pertains to the use of technology as a tool to
research, organize, evaluate and communicate information.
Skill
Sub-skills
Use technology as a tool to research, organize, evaluate and
communicate information
1. Apply
Use digital technologies (computers, PDAs, media players,
technology GPS, etc.), communication, networking tools and social
effectively networks appropriately to access, manage, integrate, evaluate
and create information to successfully function in a knowledge
economy
Apply a fundamental understanding of the ethical/legal issues
surrounding the access and use of information technologies
(Partnership for 21st Century Skills, 2008)
D. Life and Career Skills. Today’s life and work environments both require
more thinking skills and content knowledge. Cultivating the ability to navigate
the complex life requires students to develop the following life and career
skills: (1) flexibility and adaptability; (2) initiative and self-direction; (3) social
and cross-cultural skills; (4) productivity and accountability; and (5) leadership
and responsibility (AACTA, 2010).
Flexibility and Adaptability
Skill
1. Adapt to
change
Sub-skills
Adapt to varied roles, job responsibilities, schedules and
contexts
Work effectively in a climate of ambiguity and changing priorities
(Partnership for 21st century Skills, 2008)
Skill
Sub-skills
2. Be flexible Incorporate feedback effectively
Deal positively with praise, setbacks and criticism
Understand, negotiate and balance diverse views and beliefs to
reach workable solutions, particularly in multi-cultural
environments
(Partnership for 21st Century Skills, 2008)
INITIATIVE AND SELF-DIRECTION
Skill
1. Manage
goals and
time
Sub-skills
Set goal with tangible and intangible success criteria
Balance tactical (short-term) and strategic (long-term) goals
Utilize time and manage workload efficiently
(Partnership for 21st Century Skills, 2008)
Skill
Sub-skills
2. Work
Monitor, define, prioritize and complete tasks without direct
independently oversight
(Partnership for 21st Century Skills, 2008)
Skill
Sub-skills
3. Be selfdirected
learner
Go beyond basic mastery of skills and/or curriculum to explore
and expand one’s own learning and opportunities to gain
expertise
Demonstrate initiative to advance skill levels towards a
professional level
Demonstrate commitment to learning as a lifeling process
Demonstrate integrity and ethical behavior in using influence
and power
(Partnership for 21st Century Skills, 2008)
Skill
Sub-skills
4. Be
Act responsibly with the interest of the larger community in mind
responsible Consider others’ ideas and view points
to others
Look for others’ welfare and safety an all circumstances
Assist others in times of their downfalls and setbacks
(Partnership for 21st Century Skills, 2008)
SOCIAL AND CROSS-CULTURAL SKILLS
Skill
1. Interact
effectively
with
others
Sub-skills
Know when it is appropriate to listen and when to speak
Conduct one’s self in a respectable, professional manner
(Partnership for 21st century Skills, 2008)
Skill
2. Work
effectively
in diverse
teams
Sub-skills
Respect cultural differences and work effectively with people
from a range of social and cultural backgrounds
Respond open-mindedly to different ideas and values
Leverage social and cultural differences to create new ideas and
increase both innovation and quality of work
(Partnership for 21st Century Skills, 2008)
PRODUCTIVITY AND ACCOUNTABILITY
Skill
Sub-skills
1. Manage
projects
Set meet goals, even in the face of obstacles and competing
pressures
Prioritize, plan and manage work to achieve the intended result
(Partnership for 21st Century Skills, 2008)
Skill
Sub-skills
2. Produce
results
Demonstrate additional attributes associated with producing
high quality products, including the abilities to:
- Work positively and ethically
- Manage time and projects effectively
- Multi-task
- Participate actively, as well as be reliable and punctual
- Present oneself professionally and with proper etiquette
- Collaborate and cooperate effectively with teams
- Respect and appreciate team diversity
- Be accountable for results
(Partnership for 21st Century Skills, 2008)
LEADERSHIP AND RESPONSIBILITY
Skill
Sub-skills
1. Guide and Use interpersonal and problem-solving skills to influence and
lead
guide others toward a goal
others
Leverage strengths of others to accomplish a common goal
Inspire others to reach their very best via example and selflessness
Demonstrate integrity and ethical behavior in using influence and
power
(Partnership for 21st Century Skills, 2008)
Skill
2. Be responsible to others
Sub-skills
Act responsibly with the interests of the
larger community mind
(Partnership for 21st Century Skills, 2008)
Integrating 21st Century skills in Teaching-learning Process
The 21st Century support systems. The following elements are the critical
systems necessary to ensure students mastery of 21 st Century skills: (1) 21st Century
standards; (2) assessments; (3) curriculum and instruction; (40 professional
development; and (5) learning environments. Theses must be aligned to produce a
support system that produces 21st Century outcomes for today’s students (Partnership
for 21st Century Skills, 2008).
1. 21st Century Standards
1.1
1.2
1.3
1.4
1.5
Focus on 21st Century skills, content knowledge and expertise
Build understanding across and among core subjects, as well as 21 st
century interdisciplinary themes
Emphasize deep understanding rather than shallow knowledge
Engage students with the real-world date, tools and experts they will
encounter in college, on the job, and in life; students learn beast when
actively engaged in solving meaningful problems
Allow for multiple measures of mastery
2. Assessment of 21st Century Skills
2.1
2.2
2.3
Support a balance of assessments, including high-quality standardized
testing along with effective formative and summative classroom
assessment
Emphasizes useful feedback on student performance that is embedded
into every learning
Requires a balance of technology-enhanced, formative and summative
assessments that measure students mastery of 21st Century skills
2.4
2.5
Enables development of portfolios of students work that demonstrate
mastery of 21st Century skills to educators and prospective employers
Enables a balanced portfolio of measures to assess the educational
system’s effectiveness in reaching high levels of student competency in
21st Century skills (AACTE, 2010)
3. 21st Century Curriculum and Instruction
3.1
3.2
3.3
3.4
Teachers 21st century skills discretely in the context of core subjects
and 21st century interdisciplinary themes
Focuses on providing opportunities for applying 21 st Century skills
across content areas and for a competency-based approach to
learning
Enables innovative learning methods that integrate the use of
supportive technologies, inquiry- and problem-based approaches and
higher-order thinking skills
Encourages the integration of community resources beyond walls
(AACTE, 2010)
4. The 21st Century Professional Development
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
Highlights ways teachers can seize opportunities for integrating 21 st
century skills, tools and teaching strategies into their classroom
practice and help them identify what activities they can replace/deemphasize
Balances direct instruction with project-oriented teaching methods
Illustrates how a deeper understanding of subject matter can enhance
problem solving, critical thinking, and other 21st Century skills
Enables 21st Century professional learning communities for teachers
that model the
kinds of classroom learning that best promotes 21 st Century skills for
students
Cultivates teachers’ intelligences, strengths and weaknesses
Helps teacher develop their to use various strategies (such as
formative assessments) to reach diverse students and create
environments that support differentiated teaching and learning
Supports the continuous evaluation of students’ 21 st Century skills
development
Encourages knowledge sharing among communities of practitioners
using face-to face, virtual and blended communications
Uses a scalable and sustainable model of professional development
(AACTE,2010)
5. The 21st Century Learning Environments
5.1
5.2
5.3
5.4
5.5
5.6
Create learning practices, human support and physical environments
that will support the teaching and learning of 21st Century skill
outcomes
Support professional learning communities that enable educators to
collaborate, share best practices and integrate 21st Century skills into
classroom practice
Enable students to learn in relevant, real-world 21st Century context
(e.g., through project-based or other applied work)
Allow equitable access to quality learning tools, technologies and
resources
Provide 21st Century architectural and interior designs for group, team
and individual learning
Support expanded community and international involvement in
learning, both face to face and online (AACTE, 2010)
Implications to educators
The advent of 21st century skill enhancement among learners bring the
following implications to educators in:
1.
Successfully complementing technologies to content and pedagogy
and developing the ability to creatively use technologies to meet
specific learning needs
2.
Aligning instruction with standards, particularly those that embody 21 st
Century knowledge and skills
3.
Balancing direct instruction strategically with project-oriented teaching
methods
4.
Applying child and adolescent development knowledge to educator
preparation and education policy
5.
Using a range of assessment strategies to evaluate student
performance and differentiate instruction (including but not limited to
formative, portfolio-based, curriculum-embedded and summative)
6.
Participating actively in learning communities, tapping the expertise
within a school or school district through coaching, mentoring
knowledge-sharing, and team teaching
7.
Acting as mentors and peer coaches with fellow educators
8.
Using a range of strategies (such as formative assessments) to reach
diverse students and to create environments that support differentiated
teaching and learning
9.
Pursuing continuous learning opportunities and embracing career-long
learning as professional ethics (AACTE, 2010)
10.
Establishing a conducive learning environment where learners can
freely express themselves and explore their potentials and capacities
Implications to Pre-service Teacher Preparation
There is a need to understand the key elements of optimum curricula that will
help-service teachers develop the dispositions, habits of mind and confidence to
enable students to develop 21st Century skills in a range of core academic subject
areas.
Since schools get rid of a one-size-fits-all system, therefore, pre-service
teachers are expected to play an active role in developing and organizing content and
instruction for their students.
AACTE (2010) asserts that a 21st Century approach to curriculum is about more
than just adding an extra course or extra class time in the curriculum. Thus, pre-service
teachers benefit from the ability to fully explore and understand how to develop and
use curriculum for deep understanding and mastery of academic subject knowledge
and 21st Century skills.
As a starting point, a teacher education program can be aligned with student
and teacher standards in ways that blend thinking and innovation skills, ICT literacy;
and life and career skills in the context of all academic subjects and across
interdisciplinary themes.
An effective 21st Century skills approach to curriculum, in order words, is
designed for understanding (McTighe and Wiggins, 2005 in AACTE, 2010). The
program’s curriculum will be most beneficial to pre-service teachers if it is designed to
produce deep understanding and authentic application of 21 st Century skills in all
subject areas.
Instructional models. Instructional models are an important component of any
teacher preparation program. AACTE (2010) pointed out that the integration of
innovative and research-proven teaching strategies, modern learning technologies
and real-world resources and context are all imperative in:
1.
Integrating “teach for understanding” principles. When pre-service
teachers can prepare and present lessons that can develop students’
essential concepts and skills with the integration of technologies, the latter
can reciprocally demonstrate critical thinking and problem-solving in class.
2.
Creating rich practice teaching experiences. Strong practice teaching
experiences allow pre-service teachers to connect theory and practice.
3.
Creating dynamic learning communities and peer mentoring networks.
Pre-service teachers benefit greatly from service-learning as part of their
experiential learning courses. It provides time to reflect on relevant pedagogic
strategies that enhance 21st Century skills in classroom practice.
4.
Examining the role of content, pedagogy and technologies in developing
higher-order thinking skills. The ability to teach for content mastery is a
challenging task for most pre-service teachers. Teaching for content mastery
(1) supports a range of high-quality standardized testing along formative and
summative assessments; (2) emphasizes useful feedback on student
performance; (3) requires balanced technology-enhanced, formative and
summative assessments; (4) enables development of students portfolios that
demonstrate mastery of 21st Century knowledge and skills; and (5) enable a
balanced score card to assess the educational system’s effectiveness.
Teacher preparation programs can play a vital role in developing education
leaders who understand and can influence current trends in assessment through: (1)
research and evaluation test for innovative approaches; (2) 21st Century knowledge
and skills assessment strategies; and (3) mastery of a wide range of student
assessment methods.
Learning environments. The learning environment within the teacher
preparation program is a key component of any systematic strategies that can best
support 21st century skills acquisition among pre-service teachers is a step towards
creating a kind of environment that will promote 21 st Century learning.
The following are initiatives in creating 21st Century teacher education learning
environment: (1) Establish a 21st Century vision for learning environments in the
program and the university; (2) Ensure that the physical infrastructure supports 21 st
century knowledge and skills; (3) Practice flexibility in time for project-based work and
competency-based assessment; (4) Ensure technical infrastructure that sufficiently
supports learning; and (5) strengthen networking engagement in the learning
environment.
Partnerships. Partnerships are extraordinary important in the work of
transforming 21st Century teacher preparation programs. Along the line, teamwork
within the program and the institution is imperative for sustainability and development.
The partnership forged with community leaders, business industry, professional
associations, government agencies, non-government organizations, other institutions,
parents, other stakeholders and the community creates high impact outcome.
The powerful partnerships are created through strong collaboration towards
enabling innovation in the teaching and learning for the 21st Century.
Continuous improvement. Continuous improvement represents willingness to
commit to revisiting the process over time. For AACTE (2010), any implementation
effort should include continuous improvement steps. To wit: (1) Clearly identify
measurable goals; (2) Track progress regularly against these goals; (3) Communicate
progress to all stakeholders; and (4) engage all participants in refining and improving
success over time (AACTE, 2010)
SUMMARY





THE 21ST CENTURY SKILL CATEGORIES
The term
century skills refers to a broad set of knowledge, skills, work
habits, and character traits that are critically important in today’s world,
particularly in collegiate programs and contemporary careers and
workplaces.
The Partnership for 21st Century Skills encompass a wide-range body of
knowledge and skills that are interconnected with applied skills, crosscurricular skills, a cross-disciplinary skills, interdisciplinary skills, transferable
skills, transversal skills, noncognitive skills, and soft skills.
To succeed in life and in their future career, students must hone and
empower themselves with learning and innovation skills, information, media
and technology skills, life and career skills, and social and cross-cultural
skills.
The integration of 21st Century skills must be continuously practiced along
standards and assessment, curriculum and instruction, professional
development, and learning environments.
Considering that teachers are the greatest mobilizers of 21 st Century
education, therefore, pre-service teachers must be rigidly trained on these
skills to prepare them for their future professional career roles.
21st
ASSESSMENT/ENRICHMENT
QUESTIONS FOR DISCUSSION
1. Describe the categories of 21st Century skills.
2. How can the attainment of 21st Century skill contribute to the realization of
educational goals?
3. How can you prepare, plan and deliver a lesson with an end goal of attaining
the 21st Century skills?
4. How can you integrate 21st Century skills in the teaching learning process?
5. What activities can help learners enhance their 21 st Century skills?
Direction:
Write your own concept of 21st Century Skills in each of the rainbow
lines depicted by the categories. Then, on the bow below, write your
brief explanation to indicate your clear understanding of this topic.
INTROSPECTING
Learning Reflection
Life and Career Skills
Information, Media and
Technology Skills
Learning Skills
21st Century skills
categories
My Understanding
Direction:
Craft a sample of outcomes-based curriculum plan imbued with 21st
Century learning outcomes. Use the template sample provided below.
Subject Area:
Learning
Outcome
Topic
Time
TeachingAllotment Learning
Activities
A. Learning and Innovation Skills
Assessment
Tasks
Materials/Referenc
es
B. Information, Media and Technology Skills
C. Life and Career Skills
REFERENCES
De Leon, E. (2020). Building and Enhancing New Literacies Across the
Curriculum, Lorimar Publishing Inc. Philippines
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https://digitalcommons.lesley.edu/student_life_images/367/
https://www.istockphoto.com/vector/lecturer-blackboard-with-students-line-iconlecture-or-training-lesson-symbol-gm1214504716-353383962
https://www.researchgate.net/figure/Framework-for-21-st-century-student-outcomeand-support-system_fig1_312643725
https://www.deltaxresearch.com/circleflip-portfolio/toa4s-dga-summary-report/
https://webstockreview.net/image/assessment-clipart-clip-art/2663566.html