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Key
Skills
12.1
According to the New Shorter Oxford Dictionary, the term 'skill' denotes
"an ability to do something, acquired through practice or learning".
This definition implies that skills are associated with work. Indeed,
there has been a growing awareness that the skills needed in the world
of work, or even more generally, in life are similar to the study and
learning skills that are acquired in education. However, since the early
1990s it has been widely believed that students have not been adequately
prepared with these skills. Hence the aim has been to enable students
to develop the skills that would help them succeed at work and in life
generally.
12.2
Initially, two types of skills were identified: 'basic' and 'core'.
The definitions developed by the Department of Education and Employment
are quoted here in full:
- "Basic
skills are the abilities to read, write and speak English and to
use mathematics at a level necessary for work and society in general."
- "Core
skills build upon basic skills and are broader in scope. Transferable
core skills are considered necessary for employability; they underpin
effective performance across all occupations and at all levels.
They include skills that are capable of precise measurement, such
as communication and information technology, as well as less tangible
attributes of personal effectiveness such as motivation and initiative."
In 1996 the term 'core skills' was changed to key skills. In the Northern
College we do not make a specific distinction between Basic Skills and
Key Skills. We aim to develop skills at a variety of levels across the
curriculum offer of the College.
12.3
The Dearing Report (1996) defined key skills as "competence in
communication, the application of number and information technology".
This report also accepted that it was important to develop "wider
skills, including inter-personal skills particularly team working, presentational
skills, a problem solving approach and the ability to manage one's own
learning".
12.4
There is considerable debate about the place of key skills teaching
in the curriculum. Basically, two broad approaches exist:
- Free-standing
or separate key skills courses or modules should be designed and
taught.
- Key
skills development should be integrated and embedded within the
teaching of all courses or modules.
Both approaches have their respective advantages and disadvantages.
The free-standing approach ensures that skills are covered and that
specific courses or modules could be targeted at supporting the needs
of particular students. However, this approach is problematical because
students may see little or no relationship between the courses or modules
concerned and their main programmes of learning. The integrated approach
involves embedding the identified key skills as part of courses or modules
either through linking the process of skills development to existing
course elements or through redesigning the curriculum. Again, however,
this approach is problematical because the skills are so integrated
that students may not separately identify or value them.
12.5
The Northern College handles the issue of key skills at two levels:
diagnostic and developmental.
- At
the diagnostic level, assessment is made of each student's key skills
development and learning needs. In the full-time programmes this
is done at an early stage, and in the part-time programmes it is
done prior to the beginning of a course.
- At
the developmental level, courses or modules are provided on both
an integrated and free-standing basis to help students build their
key skills.
The College has a full-time key skills tutor to oversee the teaching
of key skills at both these levels and across all programmes of learning.
12.6
The College's curriculum for key skills development has a range of components:
- A
number of courses or modules across all the various programmes of
learning are designed specifically to develop key skills.
- On
the full-time programmes all students follow a course or module
focussing specifically on key skills.
- Other
courses or modules develop key skills on an integrated basis.
Regarding the last component, it needs to be mentioned that tutors not
only let students know what key skills they are expected to develop
but comment on their key skills achievement in the assessment pro-formas
completed at the end of courses or modules.
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Case
study
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All
students on the full-time Diploma programme complete the Key Skills
Project module. This module is designed to develop and assess
a range of transferable academic skills within the context of
students' individual curriculum specialisms. Students are asked
to work in small groups to research one of a number of broad-based
titles drawn from across the programme's curriculum areas. Each
group reports on the findings made or data collected via (a) an
oral presentation and (b) a written report. Each also (c) completes
a Library and Research Skills exercise and (d) produces a list
of sources consulted. An assessment is made of all four elements
of the module and of the group dynamics, including the role played
by each student. Overall, the assessment procedures are designed
to contextualise and integrate the development of different transferable
skills. |
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12.7
Tutors make a deliberate effort to integrate the use of study, library
and information technology skills in order to enhance the students'
confidence to learn. Thus:
- Tutors
ensure that strudents receive materials that are appropriate to
the achievement of their primary learning goals. They introduce
students to such reading strategies as scanning, skimming and the
so-called SQ3R method. (SQ3R stands for survey, question, read,
recall and review.)
- Tutors
guide students on the use of appropriate note-taking and note-making
techniques.
- Tutors
help students to undertake research on the Internet to find materials
relevant to a course or module. This happens sometimes even in courses
where students have not previously used computers or the Internet.
It is thus not unusual for students to develop the enthusiasm to
seek further training in information technology.
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Learner
Comments
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"The
library skills were fantastic. Once I got into using the library,
I was able to find what I needed. It was very good."
"SQ3R
actually broke down everything for me. It made reading more
accessible and manageable for me. I will find it useful, even
for reading personal letters. I had difficulty in reading for
a long time, and I often blanked out. This SQ3R method has helped
me to concentrate for longer, and now I don't switch off easily."
"I
found the note-taking exercise extremely helpful. No one had
previously taken the time to show me the different ways in which
notes can be made."
"I
have learnt to search for information using the Internet. This
was a large obstacle for me before coming on this (deaf awareness)
course. I am now thinking of applying for the Computers for
Beginners so I can learn some more skills."
"Using
the computers in the library has really opened my eyes. I now
feel I could do an IT short course. Maybe I could even do a
full-time IT course in the future."
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12.8
The College's Library and Learning Resources Centre has a range of resources
designed to develop key skills. Some of these are intended for self-access
by students; others are for use by tutors in planning and delivering
classes.
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