School leaders cannot rely on the efforts of individual teachers to effect change. Lamb et al. (2017) are clear about the need to change the system to better incorporate the competencies in daily practice of schools.
Curricular development is but one strategy to better embed skills into teaching and learning, and risks by itself being more a rhetorical exercise. It is clear from the different accounts that many systems are now starting to move beyond statements of aspiration and are considering how to better integrate identified skills within classrooms. It is via widespread and transformative systemic reform that whole cohorts of students are likely to have better opportunity to cultivate desirable skills within formal schooling. More effective reform is likely to involve approaches that consider teaching standards, assessment, curriculum and instruction, professional development and learning environments. (Lamb, Maire & Doeke, 2017, p. 46)
School-wide direction is required for a coherent approach to changing both curriculum and pedagogy. School leaders play a pivotal role in this.
System-wide change extends to the wider education system, where we must find ways to recognise and value the outcomes that equip the individual to thrive in the future and are additional to academic attainment.