ERIC Number: ED355442
Record Type: Non-Journal
Publication Date: 1993
Reference Count: N/A
Principles for the Development of Core Skills across the Curriculum. Core Skills Action Pack.
Further Education Unit, London (England).
This packet contains a set of principles for core skills development together with corresponding activities for teachers and learners that have been developed in Great Britain. Core skills are defined as transferable skills central to academic, vocational, and personal development. An introduction explains the FEU's principles and guidelines for the core skills development and presents a brief outline of FEU's Core Skills Post-16 project and an update of current national core skills development. Five sets of guidelines are provided, each of which corresponds to a core skills development area: institutional management, planning and developing the curriculum, learner participation and action planning, learning opportunities, and assessing, recording, and reviewing achievement. Each booklet contains a list of principles and activities/criteria by which institutions, teams, or individuals can judge their core skills development in that area; examples of activities and quotations from the project colleges illustrating them; and key findings and recommendations in each area arising from the project work. A set of action sheets contains the lists of principles and suggested activities in all five areas. These can be completed by teams or individuals to plan or review their own progress in core skills development. The last item is a glossary. (YLB)
Descriptors: Academic Achievement, Academic Education, Basic Skills, Curriculum Development, Educational Administration, Educational Planning, Educational Quality, Foreign Countries, Institutional Administration, Integrated Curriculum, Postsecondary Education, Program Improvement, Skill Development, Strategic Planning, Student Evaluation, Student Participation, Student Responsibility, Vocational Education
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: Further Education Unit, London (England).
Identifiers - Location: United Kingdom (Great Britain)