General transferable skills: summary of key points

(Transcript of a section of the General transferable skills report, 1998)

The report identifies the following as general transferable skills:

• communication: the ability to present an communicate in written and oral form and to use language appropriately in complex argument
• problem-solving: the ability to identify and analyse practical issues arising in a situation and to offer a practical solution making, effective use of time and resources available
• teamwork: the ability to establish working relations with others, to interact effectively, and to promote productive cooperation
• autonomy and personal skills: the ability to act independently, to deal with the unexpected, to reflect on one’s own actions and to accept and provide constructive feedback
• information technology: the ability to use IT tools and develop that use by integrating it into their own work
• numeracy: the ability to make use of numerical and statistical information as part of an argument or in a report
• intellectual skills: the ability to analyse, think critically, evaluate and synthesise information

The outcome statements offer statements of appropriate outcomes in relation to each skill. Two levels of achievement are identified, basic and advanced, and it is for a law school to decide which level is appropriate in relation to each skill for any particular stage of the study of law. For instance, it might decide that a basic level of achievement in information technology is sufficient for its LLB graduates.

The outcome statements also provide illustrations of the kinds of activity which might develop a particular skill and the kind of evidence which a student might present to demonstrate his or her achievement.

General transferable skills should be seen primarily as a language through which students are enabled to articulate aspects of their achievements in their law studies and beyond, which are appropriate both to legal practice and to other fields of employment. They are not an optional extra matter to be studied, but specific attention needs to be given to them so that students are able to recognise the skills they are developing and to articulate their achievements.

The ability to transfer such skills to new contexts is a distinctive attribute which needs to be fostered as well as the skills themselves, for example by exercises which encourage students to apply their skills to new situations.

The development of general transferable skills is on the national agenda. They are mentioned in the Dearing Report (1997) and in the DfEE’s 1998 consultation paper The learning age. ACLEC’s First report on legal education and training (1996) also emphasises the importance of such skills. Current employment patterns in law show that a majority of law graduates are likely to enter professions other than those of barrister and solicitor, and so law programmes ought to prepare students for a wider range of employment. General transferable skills also overlap with the essential study skills necessary in the modern university, which is promoting greater self-directed student learning.

From the survey undertaken law schools claim to provide a liberal education which gives students skills for a variety of career destinations. But much of this skills development is implicit; often students do not receive explicit support to develop skills, or feedback on performance or assessment.

A variety of exercises already undertaken in law schools can promote skills development explicitly (see the detailed summaries from 23 law schools). Some institutions provide students with certificates or other awards which record specifically their achievements in relation to general transferable skills. A wider sharing of practice can assist institutions to adopt the kinds of student learning activity which promote skills that are most suited to their mission and student body.

Recent graduates perceive that they require general transferable skills to be effective in their work, but they do not clearly associate their development of skills with their university law courses. This is particularly true of those entering non-legal careers (see the graduate questionnaire and focus groups report for further information on this).

There are three possible objectives for developing general transferable skills, and law schools need to be clear which is their particular approach. The objectives are:

1. That students achieve a specified standard in relation to each particular skill.
2. That students should be exposed to a range of achievements which enable them to enhance their skills.
3. That students should be able to articulate their achievements in the language of general transferable skills.

Each approach has a distinct rationale, and would lead to different patterns of assessment. The notion of the reflective lifelong learner offers a bridge between the internal imperatives of higher education in enhancing study skills and the requirements of the world of work that students should possess general transferable skills.

There are different views about whether skills should be developed and assessed as part of a law module or as a distinct activity in the law curriculum. Most law schools typically integrate skills development and learning a subject. Whatever approach is adopted it is important that students are specifically conscious of their skills development. Transferability may need to be promoted by specific exercises.

A variety of learning methods and forms of assessment are being tried or suggested in the sector. Among these, the process whereby students record and review their achievements and then make use of this material in future job applications is one much used, and is close to the progress file recommended by the Dearing Report. Staff are involved in supporting this reflection by students, but they do not give specific marks for performance in each skill. Sharing of practice in these sorts of exercise is the best way for institutions to decide what fits their context best.

Any more explicit development of general transferable skills and their transferability requires investment in preparing learning activities and in providing appropriate support to students. For most institutions, this will require significant staff development to enable academics who see themselves essentially as experts in particular branches of knowledge to be comfortable in supporting the development of particular skills.

Of course not every skill is developed by the same learning exercise, so there is scope for letting staff make use of their strengths in their contribution to the overall development of students’ skills.

Last Modified: 4 June 2010