Skip to Main Content
The paper has highlighted some issues around the implementation of key skills within an undergraduate degree programme, and a BEng in Electrical Engineering in particular. The main issue is that all aspects of the curriculum are seen to be interwoven. Skills are not viewed as something that is bolted-on to the existing provision but as an integral part of the curriculum. may be that in planning or revising a particular course programme, the explicit recognition of key skills can be increased and with it opportunities for their development. A decision needs to be made early on in any developments as to whether key skills permeate all aspects of the curriculum or be restricted to a standalone course or module. The emphasis is on reducing the amount that has to be learnt and on establishing students as competent learners and critical thinkers. The inclusion of key skills within a degree programme, however, still has its drawbacks. Issues of skills and confidence are vital for teachers as well as learners. Many institutions charged with encouraging lifelong learners have not addressed the staffing, cultural, cost and accommodation implications of the inevitable changing role of the institution and its staff.