ABSTRACT
The first part of this book provided an introduction to the justifications for the adoption of a skills-recognizing curriculum. The second group of chapters provided illustration of (mostly) institutional initiatives undertaken at a wide range of higher education institutions in the United Kingdom, United States and Australia with respect to skills. This chapter moves the discussion on to provide a number of observations based on these earlier chapters and includes a concluding commentary which focuses on the process of skills policy implementation at the broad institution or departmental level. The final chapter which follows takes implementation a stage further by considering actions that might be taken by individual teachers within the modules and courses for which they are responsible.
