The 21st century skills or new competences have been actively debated and discussed in the last decade. The concern about key competencies follows on from a host of curricular reforms in the 19th and 20th centuries. A modern version of this debate follows from the European Lisbon declaration and similar concerns in other regions which concentrate on economic growth. This has spurred a variety of efforts to promote key competencies or, what is often discussed, the range of 21st century skills.