This article traces the reframing of the relationship between knowledge, skills and competencies in New Zealand education policy from the 1990s onwards. It argues that this reframing is the result of New Zealand’s recontextualisation of global policy ideas about the kind of education thought to be needed in the twenty-first century, and in particular, for the development of a successful knowledge economy. The discussion focuses on two of the contemporary constituents of the cluster of ideas that constitute twenty-first century: ICT/digital technologies and the kind of knowledge needed for the twenty-first century. Both of these constituents of twenty-first century learning are strongly linked to ideas about the development of a successful knowledge economy. It is argued that each of these constituents, both separately, and when employed as part of a whole approach to teaching and learning, have contributed to the emergence of a different kind of relationship between knowledge, skills and competencies, in which skills and competencies are increasingly emphasised.

中文翻译：

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新西兰教育政策中 21 世纪学习的重新情境化：知识、技能和能力的重构

本文追溯了 1990 年代以来新西兰教育政策中知识、技能和能力之间关系的重构。它认为，这种重构是新西兰对 21 世纪所需要的教育类型，特别是发展成功的知识经济所需要的教育类型的全球政策理念进行重新背景化的结果。讨论的重点是构成二十一世纪思想集群的两个当代组成部分：信息通信技术/数字技术和二十一世纪所需的知识种类。21 世纪学习的这两个组成部分都与发展成功的知识经济的想法密切相关。有人认为，这些成分中的每一个，都分别，