Future Skills 2021

The model is structured into four competency categories: technological, digital, classical, and transformative. Definitions are concise and supported by clear tables. However, the structure remains functional and lacks pedagogical framing or didactic links between skills.

Although 21 Future Skills are defined, there is no didactic operationalization. Learning goals, competence levels, formats, or assessments are not described. It serves more as a strategic guide for employers than a practical educational framework.

Social and economic changes such as digitalization, pandemics, and climate change are cited as context. However, contextualization remains at the corporate strategy level and lacks educational system integration.

Some skills (e.g., digital ethics, judgment, mission orientation) address ethical dimensions, but an overarching normative framework or educational vision is missing.

Transformative competencies like mission orientation and innovation introduce societal responsibility, but mainly as individual skills, with minimal structural or civic system perspective.

The framework seeks 'future-readiness' in response to challenges like digitalization and climate change. It uses a five-year timeframe through 2026. The concept of the future is not further theorized or methodologically reflected.

There is no educational-theoretical framework. The paper lacks a developed concept of education, learning processes, or didactic foundations, instead focusing on functional labor market qualifications.

Competence is broadly defined but lacks theoretical depth. There is no systematic differentiation by knowledge type or process structure; it is closely tied to labor market demands.

The framework builds on a previous model (Stifterverband/McKinsey 2018) and includes transformative competencies. It is based on a 2021 survey of 277 companies and 123 public bodies, but methodological details are lacking.

Examples like study programs and advisory services are mentioned, but no coherent implementation strategy or governance architecture is presented. Roles of education actors and universities remain vague.

The goal is strategic skill planning in companies to identify gaps and improve employability and resilience. It recommends planning for employers and promotes cooperation with universities and EdTechs, but lacks broader educational or societal strategy.