在推进和落实21世纪素养教育的过程中，需要各级政府相关部门、相关研究机构与组织、社区和社会机构等多方面的协调合作，提供支持和服务。通过梳理全球支持21世纪素养教育的优秀经验，从三个方面描绘21世纪素养教育的支持体系：政府通过制定相关政策支持21世纪素养的整体推进或局部推进；加强地方、学校和教师的自主权，发挥研究机构或民间组织的作用，利用社会资源为学生提供真实学习机会，与职业教育相结合；进行指向21世纪素养的教师研修，为教师提供资源与工具支持。在此基础上，从系统设计21世纪素养教育、建立全方位的支撑体系、加强教师研修的有效性以及打造可复制、可推广的系统解决方案四个方面提出政策建议。

To push the implementation of 21st Century Competencies education, it’s important for the stakeholder like governments, research institutes, communities, and other civil organizations to work together. In this article, the authors discuss the international experience of supporting 21st Century Competencies education and describe the development of its supporting system from three aspects. First, governments have had the policies in place to drive and guide these education practices. Some practices promote the competencybased education through integrating the framework into the curriculum; others advance competencybased education through policies targeting some specific competencies, or through enhancing some aspects of the framework. Different practices reflect the varied needs of economies in different development phases and the impacts of local societies and cultures. Second, more autonomy should be granted to local education authorities, schools and teachers. By strengthening local autonomy, schools can tailor education to meet their unique needs. Cooperation should be promoted between schools and research institutes or NGOs. Apart from education authorities, some research institutes and civil societies have also voiced their own opinions on Competencies, thereby prompting deeper thinking and further reform. Also, communities and civil organizations should be encouraged to be engaged, providing authentic learning opportunities to children. Occupational needs are important starting points for developing a competency framework. Connection with vocational education is another important way to pursue competencybased education. Third, training programs should be delivered to ensure that teachers have a full undersatnding of 21st century competencies and master the proper teaching methods. We should also provide teachers with teaching resources and tools to help them transform ideas into practice. Based on the above discussion, the authors finally make the following policy suggestions: (a) a systematic design is needed for cultivating 21st Century Competencies in education and such a design involves driving forces, frameworks, practices and support systems. (b) a support system should be built, including support from within the schooling system (education authorities and school leaders), and beyond (research organizations, social organizations, businesses, communities, parents, and the public). (c) professional development pathways for teachers should be explored to improve the effectiveness of teacher training programs. (d)systematic solutions should be developed that can be disseminated elsewhere to promote competencybased education.