Reconceptualising core skills

Abstract

The paper provides an analysis of Core Skill policy and practice in the UK. The author presents a conceptual basis for re‐thinking generic Core Skills within educational approaches in teaching and learning. The discussion looks at whether universal notions of generic skills are appropriate when considering post‐compulsory pedagogic approaches to the design of the curriculum. The arguments are framed within wider cross‐disciplinary debates in linguistics, the psychology of work and education.