Teaching and Assessing Soft Skills - MASS - Measuring and ...

Apart from the basic/fundamental skills, all the others belong to the category of “soft skills”.
This fact reveals the importance that the modern approaches give to the development and
assessment of soft skills.
Generic skills schemes have been developed in many countries. In some countries, more
than one scheme has been developed, either sponsored by different organizations or
because the original scheme has been modified as a result of experience.
These schemes represent taxonomies of skills, to varying levels of complexity, and as
taxonomies, they are informative about the theoretical bases – most of which are tacit, that
formed the foundations for the development of these schemes.
Three approaches can be identified in the delineation of generic skills. First, skills have been
identified by employer organizations through interviews with and focus groups of employer
representatives and reviews of other schemes. Second, skills have been identified through
analyses of the skills enacted by practitioners in workplaces. Third, a discipline-based
approach has been taken in the DeSeCo Project in which academics from six discipline
groups were commissioned to propose lists of generic skills (Rychen & Salganik, 2000).
European Union
The European Reference Framework (European Communities, 2007) identifies and defines,
for the first time at the European level, the key competences that citizens require for their
personal fulfilment, social inclusion, active citizenship and employability in our knowledgebased
society.
According to the European Reference framework as globalization continues to confront the
European Union with new challenges, each citizen will need a wide range of key
competences to adapt flexibly to a rapidly changing and highly interconnected world.
Education in its dual role, both social and economic, has a key role to play in ensuring that
Europe’s citizens acquire the key competences needed to enable them to adapt flexibly to
such changes.
Competences are defined as a combination of knowledge, skills and attitudes appropriate to
the context. Key competences are those which all individuals need for personal fulfilment
and development, active citizenship, social inclusion and employment.
The Reference Framework sets out eight key competences, which are given below along
with their definitions.
1. Communication in the mother tongue - Communication in the mother tongue is the
ability to express and interpret concepts, thoughts, feelings, facts and opinions in
both oral and written form (listening, speaking, reading and writing), and to interact
linguistically in an appropriate and creative way in a full range of societal and
cultural contexts; in education and training, work, home and leisure.
2. Communication in foreign languages - Communication in foreign languages broadly
shares the main skill dimensions of communication in the mother tongue: it is based
on the ability to understand, express and interpret concepts, thoughts, feelings,
facts and opinions in both oral and written form (listening, speaking, reading and
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