Parent term: Skills
2 definitions, 1 child term
A skill which is not specific to work in a particular occupation or industry, but is important for work, education and life generally, including communication skills, mathematical skills, organizational skills, computer literacy, interpersonal competence and analytical skills.
Source: NCVER 2013, Australia
|Organisation: || National Centre for Vocational Education Research (NCVER), Australia|
|Source: || Glossary of VET (2013 - online version continuously updated, Accessed in Jan. 2016)|
|Description: ||The language of vocational education and training (VET) is complex and particularly prone to jargon and acronyms. The aim of this glossary is to provide a single up-to-date reference source for definitions of Australian VET-related terms, acronyms and organisations.|
The glossary is based on 'A glossary of Australian vocational education and training terms' which was published by the National Centre for Vocational Education Research (NCVER) in 2000. New content, sourced from recent NCVER publications, the VOCED database, websites of key Australian VET organisations, other VET glossaries and suggestions from NCVER staff, has been added. Website
Transferable skills which can be used across occupational groups (Hillage, J, Uden, T, Aldridge, F. and Eccles, J (2000) Adult Learning in England: a review. Leicester: NIACE.)
Generic hard skills
Technical and job-specific abilities, which can be applied effectively in almost all jobs in a majority of companies, occupations and sectors and in personal life and which are thus perceived as highly transferable.
Source: EU commission (Progress) 2011, Europe
|Organisation: || European Union Commission, Europe|
|Source: || Transferability of Skills across Economic Sectors (2011)|
|Description: ||The project analysed the role and importance of transferable skills with regard to the employability, adaptability and occupationamobility of people on the labour market. This analysis is based in the first instance on existing experience and available information, including the findings of 18 sector studies (see European Commission 2009a) to identify future skills.p. 7 (Executive summary) |
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