ISBN
:
978-602-97249-0-5
International Seminar on Vocational Education and Training
30
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Figure 5: Framework for Implementing Soft Skills From our opinion, soft skills could be developed in the teaching learning process
through two models –the embedded or infusion model and the standalone or diffusion model. In the embedded or infusion model, soft skills are integrated into the content
subject and these skills become an integral part of the teaching-learning objectives. This approach is also known the “curriculum integrated approach” Bennett, Dunne and
Carre, 2000 since the development of soft skills is integrated into the curriculum.
1. Infusion or Embedded Model
In the embedded or infusion model, soft skills are integrated into the content subject and these skills become an integral part of the teaching-learning objectives. This approach is
also known the “curriculum integrated approach” Bennett, Dunne and Carre, 2000 since the development of soft skills is integrated into the curriculum. The curriculum-
integrated approach would enable students to develop soft skills within the context of their discipline.
In this model, the concepts of soft skills are injected into the various conventional disciplines and subjects without introducing new subjects such as in the example of
thinking education in Figure 6. DEVELOPMENT OF SOFT
SKILLS AMONG STUDENTS OF HIGHER INSTITUTIONS
INFUSSION MODEL
DIFFUSION MODEL
Development of Soft Skills Based On Formal Teaching Learning
Activities Development of Soft Skills
Based On Support Programs
Development of Soft Skills Based On Campus Life
ACADEMIC FOCUSED
PROGRAM NON-
ACADEMIC CO- CURRICULUM
UNIVERSITY RESIDENCES
CAMPUS SURROUNDINGS
ISBN
:
978-602-97249-0-5
International Seminar on Vocational Education and Training
31
Figure 6: Infusion Model in Curriculum on Thinking Skills The main issues with this approach are that soft skills cut across the range of subjects
and are to be integrated into all of the subjects. Integration of soft skills in the subject area is generally difficult to design and implement. It means therefore that teachers of
different subject areas and from different levels must be in regular dialogue with each other to validate and confirm whether or not the soft skills are still attuned with the
times and disciplines. However, in the opinion of the author the best way to integrate generic skills in the
TVET curriculum is by combining the both the model through Hybrid approaches. We need to offer both the separate discipline on generic skills as well as the integration of
the same in different subject contents depending on the requirement of the TVET curriculum.
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ISBN
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978-602-97249-0-5
International Seminar on Vocational Education and Training
32
2. Diffusion Model or Stand Alone Development Model
