The information collected to date demonstrates conclusively that national systems of education are broadening their educational provision to equip students with enabling skills beyond literacy and numeracy. The shift is evident across a wide range of nations in terms of their economic development, educational standards, and political stability. It should be noted that countries vary widely in the degree to which they provide detailed information about their systems in the public forum. The data are subject to both false positives and false negatives. What might be inferred from the publically available information might not be evidence-based; what is not presented on the other hand may not reflect what is available in other media. Accordingly, the degree to which this shift represents actual implementation cannot be ascertained from these data. At a first scan of the information from publically available sources, there is compelling evidence of a shift in education systems toward broadening educational provision beyond traditional disciplines and focus on literacy and numeracy. This confirms findings from prior research on teaching and assessment of 21st century skills and transversal competencies, which provide a qualitative perspective on the movement with more in-depth information from selected countries.