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Literacy and Workforce Capabilities

  • Marilyn Kell
  • Peter Kell
Chapter
  • 500 Downloads
Part of the Education in the Asia-Pacific Region: Issues, Concerns and Prospects book series (EDAP, volume 24)

Abstract

Ways to develop the soft skills and employability capabilities of students is a key question explored in this chapter. Using graduate attributes in Australian higher education, this chapter provides guidance on how systems can break the dependence on examinations and introduce more employment related assessment. Examples from Australia are documented and discussed and the capabilities, that provide the basis for soft skills are discussed. This chapter also provides a case study from Hong Kong where a secondary school has developed and utilised work-based learning to develop employability skills and provide alternative pathways to academic and traditional learning. The chapter concludes by suggesting that language and literacy needs to be situated within real life experience and active learning conducted in the workplace or the community.

Keywords

Vocational Education Generic Skill Soft Skill Employability Skill Generic Competency 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Brennan, J. (2004). Graduate employment: Issues for debate and enquiry. International Higher Education, 34(Winter), 12–14. Retrieved from http://oro.open.ac.uk/318/
  2. Charles Darwin University. (2007). Graduate attributes and employability skills. Retrieved from http://www.cdu.edu.au/graduateattributes/index.html. Accessed 23 Oct 2007.
  3. Kell, P. M. (1998). From billabong to the mainstream? A teacher’s guide to Australian training and literacy policy developments from 1974–1998. Brisbane, Australia: Language Australia.Google Scholar
  4. Kell, P. M. (2004). Schooling that works? New vocationalism, work and schooling in the 21st century. In J. Allen (Ed.), Sociology in education possibilities and practice (pp. 29–52). Sydney, Australia: Thomson.Google Scholar
  5. Kell, P. M. (2005, May 26). Skills shortages, skilled migration and the training system: Getting it working together. Keynote Address to Federation of Ethnic Community Councils of Australia (FECCA), Annual Conference Regional Australia the Way Forward. www.iecc.org.au/fecca_registration.html
  6. Kell, P. M., Ha, S., Maclean, R., Wong, F., So, B., & Wong, K. (2011a). Work based learning in a senior secondary school in Hong Kong. The International Journal of Learning, 18, 385–404.Google Scholar
  7. Kell, P. M., Ha, S., Maclean, R., Wong, F., So, B., & Wong, K. (2011b, April). Getting senior schooling to work: Work based learning in a senior secondary school in Hong Kong. In Annual conference proceedings at Australian Vocational Education and Training Research Association, Melbourne, Australia. http://avetra.org.au/publications/conference-archives/conference-archives-2011/2011-conference-papers
  8. Kell, P. M., & Vogl, G. (2007). Internationalisation, national development and markets: Key dilemmas for leadership in higher education in Australia. In P. M. Kell & G. Vogl (Eds.), Higher education in the Asia Pacific: Challenges of the future (pp. 12–29). Cambridge, UK: Cambridge Scholars.Google Scholar
  9. University of Melbourne. (2007). Attributes of the Melbourne graduate. http://www.unimelb.edu.au/about/attributes.html. Accessed 23 Oct 2007.
  10. University of Sydney. (2007). Graduate Attributes. http://www.econ.usyd.edu.au/grad_attributes/. Accessed 23 Oct 2007.
  11. University of Wollongong. (2007). Graduate Attributes. http://www.uow.edu.au/about/teaching/attributes/. Accessed 23 Oct 2007.

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  • Marilyn Kell
    • 1
  • Peter Kell
    • 2
  1. 1.Charles Darwin UniversityDarwinAustralia
  2. 2.School of EducationCharles Darwin UniversityDarwinAustralia

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