Factors affecting Key Skills Achievements in Further Education Essay

Factors affecting Key Skills Achievements in Further Education - strain ExampleDuring the last years the attention is remunerative to the key skills development though they be not considered to be popular. Indeed, it was pressure from employers that resulted in the Key Skills standards being revised in QCAs Phase 1 comprehend, and recommendations were made in September 2001. The research showed that almosttimes the Key Skills are even more potent than the professional ones. That is the modestness for Key Skills to be an integral part of the educational programmes.There are some different views as to key skills, but The Qualifications and Curriculum Authority (QCA) has stated some number of skills which are considered to be key. These are such skills asproblem solving (defining the problems, choosing the alternative solutions to the problem, planning the actions to be taken). The most important of them are communication, application of number, and information technology.Nowaday s a great attention is paid to such a notion as functional illiteracy. But this notion should not be confused with the notion of ignorance. In todays changing environment employers are demanding different skills from their employees. The Moser Report A Fresh Start, improving Literacy and Numeracy (1999), opened with the statement Something like one in five adults in this country is not functionally literate and far more have problems with numeracy and one of the reasons for relatively first productivity in our economy. This suggests that individuals do not have the functional skills and may be the reason why QCAs current project may result in a name mixture from Key Skills to Functional Skills According to Alexander Alexanders (1999 p117) the statistics of the U.N.O. shows that 99 per cent of citizens of the USA, Germany, Great Britain and opposite European countries are literate people. The problem of functional