Key skills on the ground: the meaning of development in 16-19 academic and vocational programmes

Abstract

This article is based on current research into key skills development in the 16-19 curriculum which looks at learner experiences, teaching approaches and learning strategies, and the management of the relationship between key skills and other programme content. Qualitative data were collected in six case-study settings, chosen to represent a range of provision (GCE, GNVQ, NVQ) and declared approach (explicit/implicit development and assessment) to key skills. 
 This paper presents a brief analysis of staff/trainer accounts of the meaning of key skills and the nature of successful key skills development in the areas of application of number, communication skills and information technology. A number of interim conclusions are drawn and policy implications considered.