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The Importance of Developing Employability Skills

In the same way that we expect young people to build on knowledge and understanding in academic subjects, as they move through the phases and the stages, the Modern Baccalaureate accredits the application and development of the generic employability skills that are vital to economic success and personal well-being in adult life.

They are sometimes called “soft skills”; others call them personal “competences”; within the Diplomas, they were called “Personal Learning and Thinking Skills” (PLTS). Whatever way you choose to describe these skills for learning, for employment and for life, Modern Baccalaureate empowers schools to address skill development explicitly, so that it is not left to happenstance or chance.

Modern Baccalaureate also encourages a sense of progression in the use and application of these skills, and can link schools to a variety of organisations and providers who can supply high effective programmes, resources, awards and qualifications that can have significant collateral impact on academic progress and standards too!

 

Within the MiniBac and the MidBac programmes, schools are encouraged to give learners opportunities to identify their personal skills, such as working in teams, or developing a sense of reflection (“how can I do things better next time?”), self-management (such as not missing deadlines or simple personal targets) or creative thinking to overcome basic problems.

There are a number of partner organisations who work with the Modern Baccalaureate Foundation, who can support the introduction and development of a system that is right for your school community, such as:

ASDAN Education

Building Learning Power

RSA Opening Minds

Many schools have developed their own competence frameworks. The Modern Bacclaureate Foundation can help you map this to the accreditation framework.

 

Accrediting the  “Skills Passport” at ModBac Entry, Foundation, Intermediate and Advanced Level

At ModBac Entry to Advanced Level, learners should be given opportunities to identify, rehearse, apply and develop the transferrable skills that are most prized by commerce and industry, such as working with others, problem-solving and self-management, along with the use and application of literacy (communication skills), numeracy and digital technologies. Many schools will choose the vehicle of careers and work-related learning to deliver these skills, but opportunities should also be sought to grow competency in more formal and non-formal learning settings (in the classroom, and beyond it).

Again, there is considerable flexibility; the pupil transcript reports the basic and wider skills students have acquired. There are diverse and well developed methods for framing personal skill and competency development; schools and academy chains may well have formulated their own unique solutions. These will be welcomed into the Modbac framework.  Other, more “standard” examples, are given below:

  • ALAN tests (literacy and numeracy)
  • Other functional or key skills / wider key skills  tests and qualifications
  • ASDAN skills-centred qualifications (AoPE, CoPE, CVQ, Employability, etc.)
  • as well as other Awarding Organisations and programmes
  • RSA “Opening Minds” awards
  • PLTS passport
  • Building Learning Power
  • QCF competence based skills qualifications from Prince’s Trust, Edexcel and NCFE

 

The Modern Baccalaureate Foundation expects that learners should be given opportunities to apply personal skills at the level reflective of the overall award.

EXAMPLE: Team-working

 The Modern Baccalaureate Foundation can supply the necessary staff development and training packages to support your school’s requirements, or could broker training through other partner organisations.