The value of key skills

The value of key skills to learners lies in their transferability and their impact on the learner's achievement across the whole programme of study. The key skills units develop the learner in a holistic way to be more effective in life, work and study.

Critical success factor 1

Promoting a positive agenda

Promoting a positive agenda for key skills is everybody’s role within an institution in order to create a ‘whole organisation approach’. It must, however, have the support of senior management, whose leadership and support have emerged as the single most important factor influencing effective practice in implementing key skills.

Managers can only promote a truly positive agenda if they believe in the value of key skills. This belief is found in the most effective centres, characterised by an innovative management style and a senior management team that believes in the intrinsic value of key skills for young people while they are studying and in their later lives; for enhancing the quality of teaching and learning; and for improving achievement.

Effective centres have found that a positive agenda at all levels of management is essential – it influences the attitudes of staff and students; it underpins policy and the management decisions needed to embed key skills effectively in the centre; and it provides the continuity of support needed by those charged with the implementation of key skills over a period of time. Until key skills are embedded as a normal part of centre operations they will need senior management attention to organisational structures, resources, roles, quality assurance and staff development. As managers, you will want to review progress against these areas and continue to plan for the positive development of key skills in your centre.

Questions for review and development

1. Is the senior management team seen to value key skills?

How do managers convey their belief in the value of key skills to staff and students?
What development plans have we for embedding and improving key skills?
Are all staff aware of the plans and the timescale to achieve the aims and objectives?
How innovative and supportive is the culture in our centre to continue the development of key skills?
Are key skills promoted at our regular staff briefings?

2. How effective is our key skills policy?

Does our policy reflect our belief in the value of key skills and is it understood and shared by all staff?
How effectively is our policy implemented and monitored?
How do staff contribute to the review and updating of the key skills policy?
Are our students consulted about the policy?
Is the policy for equal opportunities linked to the key skills policy?
Are key skills highlighted in the self-assessment report?

3. What are we doing to promote the value of key skills to higher education?

What opportunities have we taken to promote the benefits of key skills to HE partners? What more could we do?
Have we disseminated case studies of students who have had their key skills recognised by higher education?

4. How effectively have we explained the benefits of key skills to local employers and work placement providers?

What opportunities have we taken to develop key skills through students’ work placements?
Could we develop further links with employers to promote and develop key skills

5. How successful have we been in promoting key skills positively to students?

How do we know if our students value key skills and see benefits in them?
Are we using students who are successful in key skills as ambassadors for promoting the value of key skills to new and prospective students?
How effectively do the centre prospectus and induction information promote the value of key skills?
How effective is the information we provide for parents about key skills?

6. How successful have we been in promoting key skills positively to staff?

How are staff involved in continuing debates about the value of key skills and our policy?
Are staff promoting key skills positively to students at induction?
How are we ensuring that staff continue to reinforce the value of key skills in their teaching programmes?
What proportion of staff are positive role models for key skills through their tutorials with students?
Does our induction for new staff include the positive promotion of key skills?
How have we responded to the concerns staff have had about key skills?

7. How do we champion success in key skills teaching and in student achievement?

How do we spread good news about key skills internally and to external stakeholders?
Are our students encouraged to celebrate their achievements in key skills and are they given any public recognition?

For further information on the 10 critical success factors for key skills visit this section of our website.