Interest is high on the part of the business community and the American public in the competencies that young people require to thrive in an economy that is rapidly changing and global in scope. Educators are being urged to ensure that young people have acquired competencies that will serve them not only in their communities and nations, but also in workplaces that are part of the dynamic economic systems of the twenty–first century. Similar lists have been formulated by groups of corporate leaders and educators. In addition to skills in reading, mathematics, and the ability to use technology, these lists often include
the following:
! Knowledge of economic and political processes;

! Skill in understanding presentations in a range of media;

! The ability to work cooperatively with others, especially those from diverse backgrounds;

! Positive attitudes about working hard, obeying the law and engaging in discussion that leads to innovative and effective civic action in the community.

Existing research suggests it is unlikely that acquiring factual knowledge testable in multiple–choice tests—the focus of much of K–12 education today—will necessarily spill over to foster these competencies or that employers will be able to provide the necessary training.( 36) As a result, advocates for twenty–first century competencies need to look elsewhere for ways to help our young people acquire the competencies that will serve them in this century's economy.

High–quality civic learning provides one such opportunity. There is a high degree of overlap between twenty–first century competencies such as those listed above and the knowledge, skills, and dispositions that are necessary for democratic citizenship. Civic competency appears along with academic, occupational, and personal competency in some mappings of this area.( 37) Classrooms characterized by content–rich curriculum as well as respectful and interactive discussions of social issues can make a significant contribution not only to civic outcomes valued in the community or the nation, but also to the achievement of twenty–first century competencies needed in the workplace.

Few national surveys, exams, and program evaluations measure higher–order skills, especially skills used in collaborative work. (Most surveys and exams, by their design, are strictly measures of individual work.) Thus, research is relatively scarce on the effects of civic learning on twenty–first century skills. Much of the relevant research, however, finds that civic engagement increases collaborative behaviors that seem likely both to use and to develop skills. For example, the study of civics boosts the frequency of students discussing current events with peers
by at least 15 percentage points.( 38)

More direct evidence is available from an analysis of data from ninth graders who were tested in the IEA Civic Education Study (CIVED).( 39) Approximately 2,500 respondents to the CIVED from a nationally representative sample of U.S. schools were divided into four groups using two scales. One was a measure in which the students reported on the extent to which their civic–related classrooms were characterized by an Open Classroom Climate for Discussion (with items about
the extent to which the teacher encouraged students to express and to respect differing opinions on issues). The second scale was a measure of Traditional Teaching (with items about the teacher's use of lectures and textbooks).
When students were divided at the median into high and low on each scale, four groups differing in type of civic learning resulted.
! The Both group reported high levels of open discussion and of traditional instruction;

! The Neither group reported low levels of open discussion and of traditional instruction;

! The Interactive group was high only on open discussion;

! The Lecture group was high only on traditional instruction.

An analysis of the differences in scores achieved by the four groups was conducted on twelve measures, including knowledge (of basic economic and democratic principles), skills (in understanding media), and attitudes (toward ethnic minority groups and also sense of efficacy) as well as responsibilities to obey the law, work hard, attend to issues in the media, and vote. Also assessed were behaviors such
as following national and international news and experience in school with diversity, cooperative activities and learning about other countries. Although originally developed as part of a study of civic engagement and citizenship, many of these competencies and measures correspond to the twenty–first century competencies enumerated in recent initiatives.( 40)

The results of the analysis showed that experience of an interactive classroom climate in which respectful discussion is encouraged was associated with higher
levels of achievement on all twelve competencies (see table below).( 41) The highest scores were achieved by the groups who had civics classrooms characterized as highly Interactive or as high on Both Interactive and Traditional Teaching. There is no competency outcome among those examined in which education based on lecturing and use of the textbook alone was superior to an interactive discussion–based focus. Predictably, on all twelve comparisons the group receiving Neither type of civics had the lowest competency scores.( 42)

Educators and advocates who are promoting the strengthening of civic learning in schools may be tempted to focus narrowly on the student's role as a future citizen
who is grounded in knowledge of democratic principles and prepared to vote. This is vital, but it is also appropriate to pay attention to the student's future role as a productive and ethical worker who is grounded in positive attitudes toward work and the law, understands economic and democratic processes, is confident about expressing opinions, and can be collaborative with a diverse range of co–workers. Civic learning that blends interactive discussion with a strong content focus can contribute to a wide range of twenty–first century competencies.( 43) These approaches should be a regular feature of formal education and should also be encouraged in groups that operate in collaboration with schools.( 44)

About a quarter of ninth–grade students in the United States were receiving neither interactive nor traditional civic learning at the time of the study. Educators need to find ways to minimize the number of students who are not experiencing civic learning. This group of students is especially likely to be deficient in knowledge and skills vital in the workplace, to have limited experience with cooperation and understanding others, to feel uncomfortable expressing opinions constructively, to hold negative attitudes toward minority groups, and to think
it not very important to work hard, obey the law, or vote.

A parallel analysis showed that this group is also likely to expect to drop out of school or to obtain no education past high school. These students are disproportionately from home backgrounds with limited educational resources.

Although we want young people to be civically engaged in the communities where they live, we also want to be sure they will be prepared for engagement with the wider range of settings they will encounter as young adults, including workplaces. There is considerable overlap between the skills acquired as part of civic learning and the skills required in employment. Rather than viewing civic learning as
an isolated part of the curriculum, educators and the public should consider this more inclusive picture.( 45) Some educational methods that predominate in civic–related subjects have broad potential for positive effects.

Given the close link between civic learning and preparation for twenty–first century workplaces, it should be no surprise that our civic learning shortfall exists alongside a near crisis in workplace readiness. To cite just one study of many, research by several leading organizations focused on workplace preparedness reveals that four in ten employers have been unable to find high–school graduates possessing the “soft skills” necessary for entry–level positions.( 46)

Yet civic learning holds the potential to reverse these trends. As the above study shows, students receiving high–quality civic learning score higher on a broad range of twenty–first century competencies than those without.
The approach found in both traditional civic learning classrooms and those that employ more interactive methods both show positive effects. Fostering twenty–first century competencies and preparing the next generation's workforce requires a wide range of actions from education policymakers, but improved civic learning is a hugely promising means toward this goal and should be supported by all who care about workforce development.