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Friday, 12 March 2010 07:38 |
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Introducing KeySkills4U: the e-learning resource for key skills learners - Learning and Skills Network, 2007
Introduction: The use of information and communication technology (ICT) in teaching and learning has developed rapidly in recent years. ‘e-learning’ and ‘information and learning technology’ (ILT) have become familiar terms to practitioners in many areas of the curriculum, from primary school through to adult education. Key skills are no exception to this. An increasing number of online resources have become available (see the KSSP Good practice guide: using IT in delivering key skills) and, of course, the tests at Levels 1 and 2 are available on-screen.This publication is designed to introduce KeySkills4U to practitioners who have never used it, and to reintroduce it, in its new format, to those who are already familiar with it. It shows how KeySkills4U can be used in a variety of ways to support learning and achievement in key skills. It is therefore suitable for any member of staff who wants to know more about KeySkills4U and how it can be used to support the delivery of key skills. Readers will include key skills coordinators, ILT or e-learning coordinators, specialists in teaching any of the key skills, or teachers/trainers of other subjects who are aiming to integrate elements of e-learning into the delivery of key skills in their programme. Full text: PDF (670 KB) |
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Friday, 12 March 2010 07:37 |
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Defining generic skills: why are generic skills important? - Australian National Training Authority, 2003
Abstract: Generic skills are taking on increased importance in Australia and internationally.This At a glance explains why there is such an interest in generic skills and describes how they have been defined and addressed in educational programs in Australia. It also compares the different definitions and interpretations of generic skills in various overseas countries.
Key findings:
■ There is a high demand for generic skills in the workplace. Employers seek to ensure business success by recruiting and retaining employees who have a variety of skills and personal attributes, as well as technical skills. Individuals also need a range of generic skills to form and maintain family and community relationships.
■ Put simply, generic skills are those that apply across a variety of jobs and life contexts. They are also known by several other names, including key skills, core skills, essential skills, key competencies, necessary skills, transferable skills and employability skills. Industry’s preferred term is employability skills.
■ The process of defining generic skills in Australia, the United Kingdom, the United States and Canada has involved two phases. Early initiatives produced sets of skills relevant to work and life generally; employer-led initiatives then followed, resulting in extended lists of skills closely related to employability.
■ There is no one definitive list of generic skills; instead, there are a number of lists.
Collectively, the lists have six common elements:
– basic/fundamental skills
– people-related skills
– conceptual/thinking skills
– personal skills and attributes
– skills related to the business world
– skills related to the community (for details see box 4, p.8).
■ Each sector of education—schools, vocational education and training (VET), higher education and adult and community education—has a role to play in helping people to develop their generic skills.These skills are developed throughout a person’s life and in multiple settings, including work and life settings and educational contexts.
■ Australia’s education sectors have been facilitating generic skills development for several years, but in isolation. However, a collaborative cross-sectoral approach is being developed in Australia, to be appraised in 2004.Those generic skills most closely linked with employability are the focus of this approach.
■ While the focus on generic skills has largely been related to definitions and standards development, their implementation is increasingly being seen as a teaching and learning issue.
Full text: PDF (180 KB)
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