Narrow identity resources for future students: the 21st century skills movement encounters the Norwegian education policy context

Figures & data

Figure 1. An overview of the cluster of subject positions identified in MK15.

Table

Subject position	Description of subject position	Examples of relevant codes (some codes are relevant for several subject positions)	Examples of relevant quotes from MK15
The critical and problem solving student	This subject position inhibits abilities to resonate and analyse, identify relevant questions and use relevant strategies to solve problems. This student is ‘scientifically minded’ in learning, as well as in different aspects of life: s/he is able to make rational choices, decisions and use scientific methods. This mindset entails being able to assess claims, arguments, information, advice and evidence from different sources and in different situations and to make ethical and sound judgements.	Creative (Norwegian: skapende) Analytical Handles complex tasks and challenges Innovative Translates ideas into action Entrepreneurial Digital judgement Critical thinking Problem solving	‘Critical thinking and problem-solving are often considered together and refer to being able to reason and analyse, identify relevant issues and being capable of using relevant strategies for complex problem-solving.’ (MER, p. 35)
The creative and innovative student	The subject position ‘the creative and innovate student’ is a student who can meet the future demands for development, innovation and creation by being curious, imaginative and cooperative. Additionally, this student work in a disciplined and cooperative manner, and inhibits abilities such as endurance, autonomy and motivation.	Creative (Norwegian: kreativ) Explorative Engaged Open Curious Reflected Collaborative Imaginative Resonates Creates artistic and cultural expressions	‘(…) chosen to use the concept of innovation in addition to creativity, to point out that pupils will need to learn to take initiatives and transform ideas into action.’ (MER, p. 35)
The democratic, collaborative and socially responsible student	This student is democratically experienced, socially active, engaged and responsible both in and out of school. This student is relationally competent and have the ability to work with and relate to other people in positive and constructive ways and can regulate his/her feelings, thoughts and actions to ensure good cooperation and interaction. The student is able to handle and solve conflicts, make compromises and negotiate agreement. This is thus a student who not only respect, understand, acknowledge and care about other people, but also the various differences between people, backgrounds, opinions, perspectives, cultures and religions.	Democratically competent Active and participating Shows respect for others Skills in interaction Tolerates criticism Interacts flexibly and efficiently with others Listens to others Socially responsible Orients him/herself in society Willing to compromise Can solve conflicts Can give and receive feedbacks Can argue and debate Enters positive relationships with others Engaged	‘Being able to carry out activities and perform tasks with others is important in working life, and many will need to cooperate on solving complex problems, often across vocations or disciplines.’ (MER, p. 31)
The student as skilled communicator	The skilled communicator can not only write and talk in a variety of genres to a variety of audiences and in a variety of situations, s/he can also observe and listen carefully, read well and interpret and understand a variety of genres, expressions and messages from others. This subject position includes the ability to find, process, understand, use and critically assess and reflect upon information, meanings, messages and content. This student is able to develop and critically reflect over his/her learning and thinking, as well as to use various strategies to plan and accomplish tasks alone or together with peers.	Communicative skills Tolerant Adjusts to others Literacy: competence in reading and writing Can communicate with different target groups with different purposes	‘The importance of communication in society and its working life is increasing, where society needs employees and citizens who can deal with a complex diversity of information and texts, and who can communicate and interact with others.’ (MER, p. 29)
The self-regulated student	The abilities related to this position are presenting the student as motivated, responsible, engaged, curious, open, autonomous, responsible, goal-oriented and reflected. The self-regulated student is not only responsible for and manages his/her life as a lifelong and successful learner in school and work life, but are also self-regulated and responsible in other aspects of his/her life such as mental and physical health, lifestyle, economy and consumption.	Completes and passes the education Responsible for one´s own life Makes good decisions in life Takes care of health Self-regulated Asks for help when needed Invests time in school work Confidence in one’s ability to understand Makes an effort Good work habits Desire to learn Positive attitude towards learning Self-efficacy Competence in learning Meta-cognition Manage their own learning Plans and implements one’s own learning processes Aware of one’s own developments Works goal-oriented Motivated Regulates one’s feelings, actions and thoughts Independent Takes initiative Endurance Works disciplined	‘The Committee argues that pupils in the future school will need to learn and develop own competence, in school and in other arenas later in life. The Committee finds pupils development of metacognition and self-regulated learning as essential for further learning.’ (MER, p. 28)