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Key Skills open doors ... for life, learning and employment
Key
Skills in the education and training frameworks
of
Germany, Greece, Sweden and UK
|
Age
|
General
education
|
Key
Skills
|
Job-specific
Skills
|
Issues
of
employment |
|
Basic
Primary phase of education. School start and transfer
to Secondary phase varies: |
All countries deliver education through a 'single subject' based system, supplemented by a programme of 'themes' based strategies |
Key
Skills are present in some form in all countries, usually
as numeracy, literacy and IT. Some variations in Germany,
writing; Sweden group projects.
|
Limited,
becoming more common with age. Germany and Greece have
little up to 14. Sweden uses visits to parents' workplace
and, the UK, the beginning of 'work-related education.'
|
All
countries have schemes to raise the issue of 'employment'.
Greece: simplified issues raised in textbooks. Sweden
encourages the beginnings of a positive attitude to 'world
of work'. UK: the issue raised in PSE (Personal and Social
Education) programmes.
|
|
Secondary
phase. Ages vary:
Germany 14-19 Greece 12- 15 Sweden 13-16 UK 11-16 |
Major
differences between countries. Range from a system that
targets the most able in Germany, through group project
strategies in Sweden, to a distinct single subject approach
in Greece and UK.
|
Major
differences between countries. In Germany, Greece and
Sweden basic key skills are being used to permeate the
system. In UK the key skills must appear in all counts
|
Little
or none in Greece or the UK. Some through main courses
in Germany. In Sweden, use made of visits by industrialists
to schools, and vocational work
|
Not
a central feature in any country. In Greece, it appears
in the framework of a 'career--orientation' activity.
Sweden utilises a programme of industrial training and
educational visits to industrial companies.
|
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Post-compulsory
phase. Usually post-16 to 19+/20.Germany 16-19Greece 15+-20+Sweden
16+-20+UK 16+-20+
|
In
all countries greater emphasis on development of research
skills, individual learning and occupationally directed
programmes. Vocationalism
|
Both
Germany and the UK focus on a Key Skills Qualification.
In Greece, focus on Technology and IT. In Sweden an emphasis
on IT and Working With Others.
|
In
all countries the use of specific skills training depending
on the chosen trade, profession or career.
|
Varies
by country. Generally either off the job training (in
a college or with training provider). In Greece, idea
of an ''work environment' subject. Sweden - linked to
Employment office.
|
|
Post
mid-20s. Issues of women and families; de-skilling; technological
and economic change.
|
In
Greece or UK, limited. In Germany still emphasis upon
good quality general education. In Sweden a programme
to raise skills levels and use of teamwork
|
Limited
in Greece and the UK. In Germany a continuation of high
quality basic and professional skills. In Sweden. Key
Skills continue through work training.
|
Largely
dependent on the company. Growing use of IT training.
Communication.
|
Formal
programmes are limited. They usually concentrate upon
IT in relation to the company.
|
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WJEC NREC |
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| Produced
by: UK: WJEC, NREC Germany: BILSE (Institute for Education and Research), Economic Development Company Greece: PRISMA Sweden: Swedish University Agricultural Department, Hogsby Municipality, Sweden |
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Project carried out with the support of the European Community within the framework of the Leonardo da Vinci Programme. This document does not necessarily represent the Commission's official position. |
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