摘要：This paper looks briefly at aspects of typical skills and employability policies for undergraduate attainment, to see what we can learn from them, and how they might be implemented. It then uses a published, ‘specific key skills’ statement, which lists seven basic skill attributes (such as numeracy, ICT etc) on a year-on-year approach (corresponding to entry level to university and at the end of each of three years on an ‘English’ university programme). Possible methods of modification for GEES subjects, by the addition of a further two attributes, are then outlined. An example for one year is presented as one of four yearly lists. Assessment is then linked with the skills associated with more specific elements that are included in these nine attributes. Together, skills and assessment might form part of an audit. Ways of explicitly embedding skills in a programme, using learning designs for activities and tasks and by the identification of ‘skill objects’, are then explored. Skill objects can be matched to one or several of the listed skill attributes or elements. Examples are given to show how this concept might be used at a departmental level.
