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Assessment and recognition for next-generation learning

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SANDRA MILLIGAN AND ANGELA POLLOCK, UNIVERSITY OF MELBOURNE, AUSTRALIA Background and purpose of this paper In Australia in 2012, general learning competencies (referred to in other places by terms such as 21st-century skills, transferable skills or transversal skills) were formally incorporated into the national curriculum and subsequently adopted at every level, in all Australian schooling jurisdictions. Since then, there has been a steady stream of major national reports that further endorse the importance for all students of developing these transferrable competencies (Gonski et al., 2011), having them formally assessed and recognised – from the Early Years (Victoria State Government, 2023) right though to school leavers (Education Council, 2020) – and ensuring that they are further developed in tertiary study (Noonan, 2019). It was recognised that these general learning competencies support depth of learning and engagement in other domains, such as literacy and subject stud

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    Author(s): Bill Lucas