1. KEY SKILLS IN THE ENGLISH CONTEXT: IMPROVING THEIR ‘USE’ AND ‘EXCHANGE’ VALUE Dr Ann Hodgson and Dr Ken Spours Institute of Education University of London

2. HISTORICAL AND POLICY BACKGROUND n Widespread support for broad skill development - absence of general education post-16, under- achievement and lack of preparedness for work or higher education n Long history - desire for more skills-based approach to curriculum - different terms used - core skills, transferable skills, generic skills, key skills and so on n Different lists of skills - narrower or broader since early 1980s n Up to Dearing (1996) - these skills developed in vocational track only - association with ‘remedialism’

3. DEARING, QUALIFYING FOR SUCCESS AND KEY SKILLS n Dearing Review of Qualifications for 16-19 Year Olds (1996) –Remove key skills from GNVQs –Three key skills - Application of Number; Communication and IT to be certificated through an AS qualification –Four wider skills - problem-solving; managing own learning; Interpersonal skills and team-working n Qualifying for Success (1997) later known as Curriculum 2000 –A Key Skills Qualification in AoN/Comms/IT at Levels 1, 2 and 3. –Three wider key skills units in Problem-Solving; Working with Others and Improving Own Learning and Performance –All key skills signposted in AS/A2 and AVCE qualifications

4. KEY SKILLS IN CURRICULUM 2000 n Partial take-up of KS Qualification (less than 30 per cent take award) and hardly any certificated –Voluntary except in FE and no funding for schools –HE ambivalence - not tried and tested and not universal –Teacher ambivalence and lack of experience –Context of Curriculum 2000 and overloaded curriculum - key skills a low priority –Advanced Level learner rejection of remediation and repetition –Qualification difficult to deliver - demanded stand-alone provision rather than embedding –Assessment regime dominates - external tests and NVQ ‘box ticking’ –Hostility to Key Skills in Modern Apprenticeships –Key Skills replaced other forms of ‘broadening’ –Some islands of good practice

5. KEY SKILLS IN CURRICULUM 2000: A CRITICAL ANALYSIS  Wrong purpose and wrong skills - remedial approach to advanced level, basic skills rather than advanced level skills  Effects - student resistance, lack of institutional take up and HE indifference  Assessment-driven in search for credibility - too much (portfolio and test); arduous assessment (nature of portfolio) and difficulty (nature of tests)  Effects - teaching and learning problems; high failure rates; deterrent to institutional take-up  Voluntary with no incentives to end-users to recognise in the context of a larger curriculum and funding for some institutions only  Effects - particular deterrent for high achievers and institutions catering for them and lowest priority for students

6. KEY SKILLS THE CURRENT SITUATION n Key Skills Qualification at Level 3 discontinued n Focus on Level 2 Key Skills for those without GCSE grades A*-C in maths and English n More flexibility and personal focusing at Level 3 - learners expected to take one relevant key skills unit n Review of key skills by QCA - emphasis on six key skills; possible renaming and more embedding n Many schools reverting to General Studies, ASDAN and other broadening awards n FE still offering key skills because of funding

7. NEXT STEPS 14-19 IN ENGLAND n Focus on good practice - where has it actually worked and why? n Emphasis on the development of key skills rather than their assessment n Strategy for key skills - broad menu; development of skills within subjects; stand alone approaches where needed and new ‘platforms’ (e.g. Research Study and Viva) n Development of key skills 14-19 as part of of a baccalaureate system linking to subjects, core and wider activities n Need for supportive external levers - funding, inspection and HE recognition

8. KEY SKILLS REVIEW n Curriculum 2000 and advanced level - learning the lessons n Focus now on –basic skills earlier –learning skills and wider key skills –Integration into the curriculum and innovative learning –Personal development not assessment n Longer term - using Bac-type system for skill development and recognition