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As mentioned in the introduction to this strategy, there has been a shift in thinking from generic skills to a broader framework of key competencies, which includes knowledge and dispositions, as well as skills.

The Ministry of Education has developed a discussion document offering a New Zealand framework for key competencies for the tertiary education sector. The framework proposes three key shifts:

1. building a shared understanding of desired outcomes in relation to key competencies within and between the education and employment sectors
2. developing higher levels of competence for effective participation in the knowledge society
3. enhancing teaching and learning of key competencies in tertiary programmes.

The tertiary education framework has four groups of key competencies:

1. operating in social groups, including relating to others, managing and resolving conflict and motivating groups to achieve a particular outcome
2. acting autonomously, including identifying and taking action regarding one’s interests, limits and needs and acting within the big picture/larger context
3. using tools interactively, which means the ability to understand, use and make meaning from language, literacy and numeracy, symbols, knowledge and technology
4. thinking, including creative thinking, critical thinking, reflection and judgement.

The Ministry is seeking feedback on the discussion document before moving into implementation of the framework. Existing mechanisms such as the NQF and charters and profiles are will be used to enable the framework to be embedded into practice.

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• Table of Contents

• The State of Play

• Cross Strategy Indicators

• Raise foundation skills

• Skills for our knowledge society

• Strengthen research and knowledge creation

• Te rautaki mātauranga Māori

• Pacific people’s development and success

• Capability and quality

• Technical and Data Definitions