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In these complex and challenging times, students, teachers and employers are all interested in the development of generic abilities as these typically make the difference between good and indifferent employees, successful and unsuccessful learners. This book explains why generic capacities have become so important and argues that the process of acquiring them is both lifelong and developmental. By using case studies and theoretical analyses the authors collectively provide a comprehensive and contemporary coverage of the issues concerning generic abilities.
Traps to avoid in describing and assessing generic aspects of learning are indicated, as well as practical suggestions for improving the teaching of generic capacities in vocational and university settings. The views of students transitioning to higher education as well as recent graduates are captured. Curriculum and policy matters are discussed in depth. A framework for lifelong learning encapsulating the development of generic capacities is outlined and the relationships between learning, working and leadership are explored.
List of contents
Nature And Development of Generic Attributes.- Graduate Attributes in an Age of Uncertainty.- Graduate Attributes and Changing Conceptions of Learning.- Graduate Employability and Lifelong Learning: A Need for Realism?.- The OECD: Its Role in the Key Competencies Debate and in the Promotion of Lifelong Learning.- Graduate Attributes and the Transition to Higher Education.- Academics' Understandings of Generic Graduate Attributes: A Conceptual Basis for Lifelong Learning.- Skills Development: Ten Years of Evolution from Institutional Specification to a more Student-Centred Approach.- Lifelong Learning, Graduate Capabilities and Workplace Learning.- Work-Based Learning, Graduate Attributes and Lifelong Learning.- Generic Attributes and the First Job: Graduates' Perceptions and Experiences.- Constructing Professionals' Employ-Abilities: Conditions for Accomplishment.- Synthesis: A Lifelong Learning Framework for Graduate Attributes.
Summary
In these complex and challenging times, students, teachers and employers are all interested in the development of generic abilities as these typically make the difference between good and indifferent employees, successful and unsuccessful learners. This book explains why generic capacities have become so important and argues that the process of acquiring them is both lifelong and developmental. By using case studies and theoretical analyses the authors collectively provide a comprehensive and contemporary coverage of the issues concerning generic abilities.
Traps to avoid in describing and assessing generic aspects of learning are indicated, as well as practical suggestions for improving the teaching of generic capacities in vocational and university settings. The views of students transitioning to higher education as well as recent graduates are captured. Curriculum and policy matters are discussed in depth. A framework for lifelong learning encapsulating the development of generic capacities is outlined and the relationships between learning, working and leadership are explored.
Additional text
From the reviews:
“This Australian book refers to new pedagogic aspects … . This Volume 6 of the Lifelong Learning Book Series is an Australian contribution to keep scholars and professionals informed about and abreast of current developments and to advance research … . Addressing is a whole spectrum of educational specialists (of course teachers and students … as well as curriculum designers, psychologists, sociologists – even employers’ managers and recruiters) plus the marginally involved and general intelligent readers.” (Karl H. Wolf, Academici, October, 2009)
Report
From the reviews: "This Australian book refers to new pedagogic aspects ... . This Volume 6 of the Lifelong Learning Book Series is an Australian contribution to keep scholars and professionals informed about and abreast of current developments and to advance research ... . Addressing is a whole spectrum of educational specialists (of course teachers and students ... as well as curriculum designers, psychologists, sociologists - even employers' managers and recruiters) plus the marginally involved and general intelligent readers." (Karl H. Wolf, Academici, October, 2009)
