CORE SKILLS AND TRANSFER - AIMING HIGH

Focusing particularly on the definition of 'skill transfer', this paper examines the relationship between research work on transfer and various curriculum initiatives designed to promote it. Competing theories and explanations of transfer are explored, and the paper suggests that many of the practical initiatives on core/transferable skills are under-theorised and require more thorough evaluation. The conclusion to the paper summarises the key components of evaluation work dedicated to this. An outline of the current development work on the NCVQ Core Skills Units is offered, alongside explorations of two important initiatives on the shape of learning programmes designed to enhance transfer (the Chelsea 'Cognitive Acceleration through Science Education' project, and innovations in medical education and training). It is argued that these initiatives provide an unusually coherent approach to structuring learning programmes devoted to the enhancement of transfer, and provide an important complement to assessment and certification of core skills.