This paper examines the teaching and assessment of 21st-century skills and competencies in OECD countries, drawing on a questionnaire study and other background materials. The paper discusses the importance and relevance of these skills in current policy debates and proposes a new three-dimensional framework: information, communication, ethics, and social impact. Most participating countries include 21st-century skills in their regulations, guidelines, or recommendations for compulsory education, but there are few specific definitions and clear assessment policies. External inspectors often evaluate the teaching of these skills, and teacher training programs are limited, with most focusing on ICT pedagogical skills. The paper highlights the role of ICT in developing these skills and the need for better assessment practices and teacher training. It also addresses the challenges and implications of these findings, particularly in the context of ICT's impact on education.This paper examines the teaching and assessment of 21st-century skills and competencies in OECD countries, drawing on a questionnaire study and other background materials. The paper discusses the importance and relevance of these skills in current policy debates and proposes a new three-dimensional framework: information, communication, ethics, and social impact. Most participating countries include 21st-century skills in their regulations, guidelines, or recommendations for compulsory education, but there are few specific definitions and clear assessment policies. External inspectors often evaluate the teaching of these skills, and teacher training programs are limited, with most focusing on ICT pedagogical skills. The paper highlights the role of ICT in developing these skills and the need for better assessment practices and teacher training. It also addresses the challenges and implications of these findings, particularly in the context of ICT's impact on education.