Key skills and curriculum reform
Bibliographic Data
| ID | 4098424 |
|---|---|
| Authors | Kevin Whitston (University of Wolverhampton, corresponding author) |
| Year | 1998 |
| Volume | 23 |
| Issue | 3 |
| Pages | 307-319 |
| Publication date | 1998-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079812331380276 |
| OpenAlex | W1976339952 |
| Language | EN |
| Citations received | 4 |
| References cited | 19 |
A number of answers have been offered to the question 'what do we want key skills for? ̊s Key skills are supposed to compensate for early specialisation at school, bridge the academic-vocational divide, provide vocational relevance, and cultivate the sort of people employers want to employ. The range of responses, and the seriousness of the issues raised, suggest that more fundamental curriculum reform might be required than the addition of key skills. Two other problems are identified and discussed. First, the demand for key skills can encourage a narrow focus on 'practical ̊s outcomes from education which reinforces a long-standing anti-theoretical strain in British culture. Secondly, concepts underpinning key skills have not been properly thought through, particularly in the case of transferability. The argument is that thinking about key skills must be firmly located in discussion of the design and purpose of the curriculum as a whole, and that as much attention should be paid to educational processes as outcomes
Curriculum · Curriculum development · Engineering ethics · Pedagogy · Political science · Seriousness · Skills management · Sociology · Underpinning · Vocational education · Computer Science · Education and Critical Thinking Development · Education Systems and Policy · Engineering · Higher Education Learning Practices · Psychology
The Process of Education
Labor and Monopoly Capital
Experience and education
Higher Education And Corporate Realities
Education for capability’
Quality in Learning
Experience and Education
Current educational reform and the significance of problem-based learning
All Our Working Lives
Learning outcomes in higher education
Gentlemen and Players
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,15 |
| Citation span | 2000 - 2010 (11) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |