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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. Improved provision of, and better systems of recognition for, high-level generic skills
While at present most providers include detailed descriptions of generic skills learning outcomes and graduate profiles within curricula (and arguably generic skills provision is one of the core functions of a university in light of its overall purpose to advance, maintain and disseminate knowledge), by 2007 providers will be responding to high-level generic skill development imperatives in a variety of additional and more innovative ways. These will include:
By 2007, integrated into programmes and qualifications will be a more explicit recognition of the often-articulated requirements of employers for graduates to possess high level generic and transferable skills. There is much international consistency around the skills that are considered ‘generic’ in relation to work lives. Recent Australian research diagrammatically presented the interlinked nature of these skills as clusters. Research in several jurisdictions has shown that employers are likely to employ graduates, no matter what their discipline background, with attributes such as willingness to learn, teamwork, communication skills, problem-solving skills and analytic ability and flexibility and adaptability. By 2007 there will be a common understanding of what constitutes generic skills, and providers will be dedicated to ensuring that all learners acquire a high level of these generic skills and to working with to employers ensure that the skills included in programmes are actually being manifested in the workplace. Systems for providing and recognising high level generic skills will be consistent with international norms, so that New Zealanders who wish to work abroad can continue to do so, with the same prospects of success that we already enjoy, and so that new New Zealanders can fully utilise their skills. The provision of high-level generic skills will not be limited to the formal institution-based tertiary sector, but will extend to the vocational education and training sector. The workforce at all levels of the system will have to be able to respond quickly to innovations, which means generic skill provision will need to be available at all levels of the system, and in a variety of settings including the workplace. « Objective 22 | Index | Objective 24 » |
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