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These pages contain the original text of the Tertiary Education Strategy documents. Only edit content if you notice the text is inconsistent with the final published document. Feel free to develop your own cross references and index structure. Broader development of skills for active citizenship and the maintenance of New Zealand’s cultural identity
High-level generic skills, such as interpersonal skills, adaptability, critical thinking, creative and problem solving skills, are central to people⦡mp;#8364;™s participation and contribution to a knowledge society. Such skills, when built upon basic skills such as literacy and numeracy, create a very strong foundation for lifelong learning and ongoing personal development. These skills help preserve New Zealand⦡mp;#8364;™s unique cultural heritage and societal values, and minimise the risks of people⦡mp;#8364;™s skills becoming obsolete in the rapidly changing workforce. International development of ⦡mp;#8364;˜essential⦡mp;#8364;™, ⦡mp;#8364;˜core⦡mp;#8364;™ or ⦡mp;#8364;˜key⦡mp;#8364;™ skills curricula increasingly also include ⦡mp;#8364;˜civics⦡mp;#8364;™ skills for active citizenship in a democracy and can embody a sense of distinctive cultural identity. At some United States colleges, they may also include aesthetics, multi-cultural and ethics skills. While at present the development of a knowledge society is often interpreted to imply additional investment in the development of scientific or technology skills, these types of high-level generic skills, which stress interpersonal, intrapersonal and ⦡mp;#8364;˜humanities⦡mp;#8364;™ skills, and which are often taught as part of a liberal arts curriculum, are just as critical to the maintenance of a healthy democracy, and to the development of engaged and productive citizens. « Objective 21 | Index | Objective 23 » |
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