Generic Skill Provision in Higher Education: A Malaysian Perspective

Dr Zalizan Jelas
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Concerns about poor levels of skill in the workforce and perceptions of a mismatch between the actual competencies of young graduates and those required by employers is an issue that has been widely discussed in the Malaysian media. There has been an increasing pressure on higher education to promote the development of core, transferable and employability skills into the heart of undergraduate learning experience. The purpose of this study is to identify the development of core and generic skills provisions in courses offered in a Malaysian university. I6 courses' content and process are analyzed based on a model of course provision developed by Bennett et. al. (1999). The 16 courses are randomly selected from four departments to represent a mix of professional and non professional disciplines. Six core skills in this study are identified and discussed against the background of disciplinary content and skills as well as workplace awareness and experience. The 'fit' of each course is described and mapped which can then be compared to identify the use of these skills and the different approaches employed by lecturers in their attempt to integrate core skills in their courses.

Keywords: Generic Skill, Core Skill, Higher Education, Employability
Stream: Curriculum and Pedagogy
Presentation Type: Paper Presentation in English
Paper: Generic Skills Provision in Higher Education

Dr Zalizan Jelas

Professor, Faculty of Education, Universiti Kebangsaan Malaysia

Zalizan is a Professor in the Faculty of Education, Universiti Kebangsaan Malaysia. She obtained her Doctorate in Education (Special Ed) from George Washington University. She served as UNESCO's consultant in special needs teacher education programs in Mongolia, Pakistan and Bangladesh. She has published in international and local journals and was a member of the International Review Panel of Educational Review. Her current research interests are in inclusive education, teacher education, teachers/parents views on inclusive practices, processes in teaching and learning and gender differences in education.

Ref: L05P0723