通識教育的目的是經由培養學生廣博的知識與雅緻的生活能力，以達成完整人格的教育；有別於為培養特殊職業技能的專職教育。教育部一方面大力推廣通識教育提高通識學分數，又要求大學降低畢業總學分數，因此許多系被逼得減少專業科目。學生的專業訓練不足，輿論批評學生缺乏就業能力，導致大學生畢業薪資過低的窘境。甚至將經濟不振的責任指向錯誤的教育方向。因此教育部又再推動提升學生就業能力的構想！專業科目與通識課程的角力，讓各學校無所適從！本文嘗試跳脫通識與專業的競爭關係，試圖將就業能力融入通識教育之中。首先從基礎就業技能談起，接著援引美國的21 世紀夥伴聯盟 (The Partnership for 21st Century Skills) 的架構，轉換到臺灣的大學教育中，如何培育出21 世紀的公民所需的就業技能。接著以科學素養為例，談論科學素養課程如何融合通識教育與就業職能。

The main purpose of liberal education is whole-person education through cultivating students with broad knowledge and elegant life. This is quite different from the tranning for specific professional skills. The Minister of Education (MoE) had promoted liberal education by increasing the credit hours of liberal education courses, while reducing the total number of credit hours for graduation. Many departments were forced to reduce their required courses. It is generally believed that most college graduate are lack of the professional skills so employers are reluctant to pay high wages for those who are not ready for the job market. Some even attribute the responsibility of economic recess to the mis-led educational policy. Now, the MOE were forced to promote professional skills again, such ambiguity make many educators confuse again! This article tries to resolve the contradictions between liberal education and professional education by infusion of professional skills into liberal education courses. I first starts with fundamental question of professional skills, and then I will mention how to transform liberal education courses based on some conclusions from The Partnership for 21st Century Skills forum. Finally, I will use a specific course of science literacy to illustrate the infusion of professional skills into a a libral education courses.