Soft skills refer to all aspects of generic skills that include the cognitive elements associated with non-academic skills. Soft skills are identified as the most 
critical skills in the current global job market especially in a fast-moving era of technology. The reorientation of education which is one trust of education for sustainability also relates the importance of these so-called soft skills. The term soft skills is being used to describe skills that managers and leaders use that are subjective in nature, such as creative thinking, dealing with people issues, coaching for performance, and so on.
According to the psychologist Daniel Goleman, soft skills contribute to a person’s ability to manage him or herself and relate to other people – skills which matter twice as much as IQ or technical skills in job success.
Based on the research , seven soft skills have been identified and chosen to be implemented. They are:
i. Communicative skills
ii. Thinking and problem solving skills
iii. Teamwork dynamics
iv Life-long learning and information management
v. Entrepreneurship skills
vi. Ethics and professionalism
vii. Leadership skills
Each of the above soft skills is comprised of several sub-skills. These sub-skills are divided into two categories of implementation. The first category delineates the soft skills that every individual must have and the second category represents soft skills that are good to have. Despite the emphasis being put on the soft skills that must be present (must-have), it is also desirable to inculcate the soft skills that are good-to-have. All elements of soft skills must be acquired by each individual student and evaluated effectively and comprehensively. Table 1 shows the seven soft skills and the two categories of sub-skills respectively.
The must-have soft skills must be acquired by each and every individual in the institutions of higher learning without which, the student is regarded as incompetent in the above skill. The good-to-have soft skills can be regarded as the additional generic skills and a bonus to the student.
It can be observed that education is an essential tool for achieving sustainability. We all realize that the current economic development trends are not sustainable and that public awareness, education and training are the key elements to move our society towards sustainability. Only quality future human capital can envision development of its nation to meet the needs of the present without compromising the ability of future generations to meet their own needs. Therefore, the inculcation of soft skills among the students will be two-pronged: to produce quality human capital and to develop their knowledge, understanding, values and skills as well.
Here there is a detailed list and description of the different categories of implementation for each of the sub-skills for the respective seven soft skills.
Soft Skill 1. Communicative Skills
Must Have Elements (Sub-Skill)
Ability to deliver ideas clearly, effectively and with confidence, either orally or in writing; ability to practice active listening skill and respond; ability to present clearly and confidently to the audience.
Good to Have Elements (Sub-Skill)
Ability to use technology during presentations; ability to discuss and arrive at a consensus; ability to communicate with individuals from a different cultural backgrounds; ability to expand one’s own communicative skill; ability to use non-oral skills.
Soft Skill 2. Critical Thinking and Problem Solving Skills
Must Have Elements (Sub-Skill)
Ability to identify and analyze problems in difficult situation and make justifiable evaluation.
Good to Have Elements (Sub-Skill)
Ability to think beyond. Ability to make conclusion based on valid proof.
Soft Skill 3. Team Work
Must Have Elements (Sub-Skill)
Ability to build a good rapport , interact and work effectively with others.
Good to Have Elements (Sub-Skill)
Ability to give contribution to the planning and coordinate group work.
Soft Skill. 4. Life-Long Learning & Information Management Skill
Must Have Elements (Sub-Skill)
Ability to find and manage relevant information from various sources; ability to receive new ideas and perform autonomous learning.
Good to Have Elements (Sub-Skill)
Ability to develop an inquiring mind and seek knowledge.
5. Entrepreneurship skill
Must Have Elements (Sub-Skill)
Ability to identify job opportunities.
Good to Have Elements (Sub-Skill)
Ability to propose business opportunities; ability to build, explore and seek business opportunities and jobs; ability to be self-employed.
Soft Skill. 6. Ethics, Moral & Professional
Must Have Elements (Sub-Skill)
Ability to understand the economic crisis, environmental, social and cultural aspects of life professionally. Ability to analyze make problem solving decisions related to ethics.
Good to Have Elements (Sub-Skill)
Ability to practice ethical attitudes in addition to having the responsibility towards society.
Soft Skill. 7. Leadership skill
Must Have Elements (Sub-Skill)
Knowledge of the basic theories of leadership; ability to lead a project.
Good to Have Elements (Sub-Skill)
Ability to understand and take turns as a leader and follower alternatively; ability to supervise members of a group.
What is the relation between hard skills and soft skills? What are the implications of such differences? Click here to read more about it.
Implementation
In general, the development of soft skills among students via formal teaching and learning activities takes two models: (1) stand alone and (2) embedded.
1. Stand Alone Subject Model – This model uses the approach of training and providing opportunities to students to develop soft skills through specific courses that are carefully planned for this purpose. Usually, these subjects are offered as university courses (such as English language, entrepreneurship, etc) and elective courses (such as public speaking, critical thinking, etc). The courses in this category are often a part of the overall requirements that make up the program. The number of courses and credits in this category depends on the curriculum design and the requirements of the program. The stand alone subject model can also be initiated by encouraging students to sign up for several additional courses which can be credited to be a minor course which is different from the initial program. For example, a student who is pursuing an engineering program is encouraged to take minor courses in management or mass communication. However, such an approach will require an increase in the number of credits and time spent for the particular program.
2. Embedded Model – This model uses the approach of embedding the soft skills in the teaching and learning activities across the curriculum. It does not require the student to take special courses as in the stand alone subject model. Instead the students are trained to master the soft skills through various formal teaching and learning activities that are planned and carried out using specific strategies and methods. In this way, the content and learning outcomes to be achieved for the respective courses are maintained. Learning outcomes related to the soft skills will be integrated and be part of the learning outcomes of the respective courses. This is the suggested model to be implemented in all the courses for the different programs in institutions of higher learning. Each element of soft skills is spelled out in the learning outcomes and then translated into the instructional plan for the semester. This is followed by implementing several teaching and learning activities such as questioning, class discussion, brainstorming, team work, presentation, role play and simulation, task/project, field work and site visits.
In general, the development of soft skills using the embedded model requires the expertise of the lecturers to use various teaching strategies and methods that are entirely student-centered. It also involves active teaching and learning with students should actively participating. Some of the appropriate and practical strategies and methods include:
- (i) learning by questioning
- (ii) cooperative learning
- (iii) problem-based learning (PBL), and
- (iv) e-learning
Combination of Stand Alone Subject Model and Embedded Model
Each of the respective models described above has its weaknesses and strengths. From the framework, planning, implementing and assessment perspective, the stand alone model definitely has an advantage. This is because the course or subject is specially developed to assist students to acquire soft skills. However, this model lacked the opportunity for students to develop and acquire soft skills as integrated with other knowledge and skills in the major discipline studied. The existing number of credits for the respective program is also a constraint for students to sign-up for additional courses on soft skills.
On the other hand, the framework, planning, implementing and assessment of the embedded model are more challenging than the stand alone model. This model requires the lecturers to master specific teaching and learning skills and then apply these skills in teaching the respective core courses for the specific program. However, this model is more effective in developing and acquiring the soft skills integrated with other knowledge and skills when appropriate teaching and learning strategies are carefully planned and used. In addition, this model does not require any additional courses to the already existing courses of the respective program.
Based on the weaknesses and strengths discussed, higher education institutes are encouraged to use the embedded model rather than the stand alone model. This is because the embedded model focuses on student-centered learning, such experiential learning, problem-based learning and gives students practical experience.
Development of soft skills through support programs – This involves programs and activities that are created, developed and used to support soft skills either directly or indirectly. In general, the program and activity can be divided into two areas: (i) academic support programs and (ii) non-academic support programs. The academic support program helps students acquire soft skills that are associated with academic matters.
As for the non-academic support program, it assists students in acquiring soft skills that are not related to academic matters but more related to the personal and professional development of the students. Most of the programs are in the form of co-curricular and extra co-curricular activities.
The development of soft skills through campus life activities. – Most university students spend half of their academic life living in university residences on campus. As such, institutions of higher learning should use this golden opportunity to develop their soft skills. This can be done through carefully crafted programs and carrying them out in conducive campus grounds.
Brief and straightforward understanding: Here you are an interview on Soft Skills. The interviewee focuses on team work and its importance in the global village.
Conclusion
To live up to the challenge of globalization, which is in line with an era 
of an informational economy, the strength of a nation is strongly dependent on the ability of its citizen to be highly intellectual and skillful. Thus, the development of human capital is important and necessary since it drives the nation to crystallize its vision and mission. Without quality human capital, a nation will be weak with no human factor that is capable to embark on new initiatives and perspectives. Quality human capital comes from a quality education process. A carefully designed and well planned education system is critical to developing such human capital. Thus, institutions of higher learning play a very important role in producing human capital that is highly knowledgeable and skillful and can meet the demands and expectations of society. The teaching and learning processes in institutions of higher learning must be capable in providing such knowledge and skills to future graduates.
References
http://irlt.yorku.ca/blended/FAQanswer1.html
http://en.wikipedia.org/wiki/Education_for_Sustainable_Development
http://www.youtube.com/watch?v=sGtmCvcgfYw&feature=player_embedded
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