Linking Skill Programmes with Academic Programmes in Higher Education

Abstract

In many developed countries, skills within general education at both school and higher education levels are well developed; and vocational education and training (VET) is well developed and policy- ingrained. In the developing world, constant debate and articulation at policy level is a stark reality, though a number of countries have succeeded in developing a VET system vis-à-vis their national qualifications framework (NQF) (King, 2009). It is quite often discussed and debated that `skills' have been narrowly defined (which are generally employer-specified, and for low-level job); that there is separation between skills and power, and that skills are considered as substitute for redistribution of wealth in an economy (Allais, 2012). // In this monograph,skill development has been considered as essential at alllevels of education, and that this encompasses a broader framework comprising personal, social, professional, vocational, academic/cognitive skills, theoretical-practical knowledge, competencies, attitude and values so essential for an individual to comprehensively develop and contribute to individual progress and socio-economic-cultural development of a country.