There has been a major shift in educational learning goals—as seen most recently by Goal 4.7 of the Sustainable Development Goals—focused on global citizenship education and education for sustainable development. The shift concerns recognition of the need for education systems to equip learners with competencies such as problem-solving, collaboration, critical thinking, and communication. The focus on these “21st century goals” is visible in education and curricular reform, and has been promoted by global discussion of changing work and societal needs. This paper describes global, regional, and national examples of this shift, and then focuses on implementation challenges. The paper focuses most explicitly on the issue of assessment but asserts that any major reform in an educational philosophy shift must ensure alignment across the areas of curriculum, pedagogy, and assessment.