Last year, the government asked the University of Nottingham to carry out research on the skills of university students. The findings confirm the disquiet of employers at the lack of basic skills they observe in some graduates. British universities have usually admitted only the best students, so it is surprising to read about these findings.
The research showed that less than one university student in five achieves the levels expected of bright 18-year-olds in all three of the key skills of communication, the application of number, and information technology (IT).
Some have argued that there are two other key skill areas where students might be expected to show some ability-improving their own learning, and working with others. If we add in these skill areas, the research shows that only about a dozen students among nearly two hundred tested across ten universities scored top marks.
Not many universities focus on these general, basic skills. Indeed, many universities assume that their highly-qualified if incoming students have all these skills. But are they right to assume that? If they are not, then university educators may have to start paying more attention to developing such skills than they have in the past.
It is of course possible to get a good degree, even from a top class university, and not necessarily if have all-round skills necessary for operating in employment and everyday situations. Some graduates are not good at IT; others have difficulty in the application of number skills. Many are poor in communication skills in speech, or writing, or both. For example, many employers note that even highly-qualified graduates have difficulty in giving a clear explanation of something they understand to a group of people listening.
Achievement of these skills is not normally required in high school; however, one might expects students to be better in these skills than they are.
The results from the University of Nottingham survey need to-be treated with some care: the sample was small, and we only assessed students who could be present at certain times of the day; we were not able to assess every aspect of every skill. ( But even if we doubled the number of students tested who achieved level 3 on our tests- just below the minimum level required by employers--- two thirds of first year students would not nut achieve these minimum levels.
Each of the students took part in a two-and-a-half hour assessment session. During this session they completed pencil and paper tests. They also did a group exercise and presentation, during which they had to work with others, and then each in turn present an oral report. In addition, they were asked to complete a self-report questionnaire covering their knowledge and experience of IT.
Many would argue that being brilliant in any one or two of these skills is not enough, students should really have an all-round ability in all these skill areas. The story is much less encouraging when we look at success in a combination of skills. Only about five percent of those sampled achieved acceptable levels in all five skill areas.
The fact is that university courses vary a great deal. In some instances, they allow students to do very well at certain things that are highly valued within their academic fielD.However, these qualities may not transfer easily to other situations. Many employers go to particular institutions, and particular degree subjects hoping to find the kind of graduate they want. The government is now considering ways in which training in these skills can be built into every degree programmed offered.
This may strike fear into the hearts of many university lecturers, who are already having to cope with much greater demands on their teaching and research skills. However, there is reason to believe that some institutions are already dealing with the problem, and with some success. For example, the University of Loughborough (near Nottingham) has an excellent programme in study and IT skills, and the University checks on students' skills as they proceed through their courses. These universities now realize that basic skills not only help their students to learn more effectively, they also make them more employable once they have left the university.
1.What are the basic skills of the university graduates?
2.Some argued that other basic skills like（ ）are also expected.
3.Usually, achievement of these basic skills is not normally required in（ ）.
4.Why should the results from the University of Nottingham survey be treated with some care?
5.How much percent of the sampled achieved acceptable level in all five skills areas according to the passage?
