ERIC Number: ED351443
Record Type: RIE
Publication Date: 1992-Jun
Key Competencies. Second Edition.
Haworth, David; Browne, Geoff
Key competencies (or generic skills) have been specified in four sources: Further Education Unit (FEU), United Kingdom (1987); Finn Report (1991) and Mayer Committee (1992), Australia; U.S. Labor Secretary's Commission on Achieving Necessary Skills (SCANS) (June 1991); and Butterworth and Lovell (1983), New South Wales. A comparison of the four sources shows that each has elements in common and some that are different. Both SCANS and Butterworth/Lovell have based their development on empirical investigation and adjusted the data on the basis of a foundation of educational knowledge and practice. The FEU has had more experience in applying findings in curriculum design. A suggested composite model of key competencies adopts the SCANS concept of dividing key competencies into foundation skills and key competencies. Key competencies are recommended for use in a number of areas: work analyses, skills audits, curriculum design, development of teaching/learning strategies, assessment of learning and prior learning, and preparation for entry to the work force. Characteristics of a competency-based education system that have been identified are: careful definition of competencies, specification of standards and level expected, appropriate learning process, and graduate recognition. (Appendixes include the FEU key competencies, Butterworth/Lovell skill groupings and descriptions, and SCANS definitions of foundation and key competencies.) (YLB)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Authoring Institution: New South Wales TAFE Commission, St. Leonards (Australia).