• Privacy
  • Disclaimer
  • About
  • Contact

Teaching Adults

  • Home
  • English Grammar
    • Personal Pronouns
      • I and Me
    • Verbs
      • Linking Verbs
  • Practitioners
    • Digital Literacy

What are Functional Skills?

October 5, 2014

What are Functional Skills?

What are Functional Skills?

Functional skills play a daily role in the lives of adults and young people. Basic levels of literacy and numeracy skills are fundamental in securing employment, living a fulfilling life and also contributing positively in the community. Indeed, in this technology driven era of the 21st century, the days when millions of jobs were unskilled or semi-skilled are long gone. Thus, it could be argued that the demand for essential skills is now far greater, than it ever has been in the past. Even undertaking the most menial of jobs can be riddled with form filling and record keeping.

Functional Skills Definition

Functional skills, also know as key skills, core skills (Scotland) and essential skills (Wales), can be defined as;

‘The ability to read, write and speak in English, and use mathematics at a level necessary to function and progress at work and in society in general. This definition equates to a robust level 1 in literacy (including English for Speakers of Other Languages (ESOL)) and numeracy.’

The above definition has latterly been extended to include ICT skills also. Level 1 standard is broadly equivalent to D-G grade GCSEs.

In 1999, a working group headed by Sir Claus Moser1 estimated that 20 percent of adults, possibly as many as seven million people, had severe problems with ‘functional literacy’ and ‘functional numeracy’ skills. The working group was tasked with delivering a set of recommendations for reducing the number of adults with low levels of basic skills. The report also identified the need to establish a standards framework, for literacy and numeracy, in order to better describe the differing levels of individual ability. These were referred to as Level Entry 1, Level Entry 2, Level Entry 3, Level 1 and Level 2.

Whilst individuals may be assessed as being at a specific level overall, it should also be borne in mind that ability levels may fluctuate, across the different aspects of the discipline. For example, a learner may be proficient in his or her speaking and listening skills, but not in reading and writing. This is commonly referred to as a ‘spiky’ profile. This is why essential skills practitioners should rely upon the initial assessment as a guide only. Furthermore, diagnostic tests, are typically needed to ascertain a learner’s ability in the differing areas.

The findings of Moser’s report resulted in a series of national strategies being launched, across England, Wales, Scotland and Northern Ireland. These initiatives were designed to ensure that adults and young people were given opportunities to acquire the necessary functional skills, to secure and maintain employment, as well as being able to participate fully in society.

Central to the national strategy, core curriculums were produced for both literacy and numeracy.

Literacy covered the ability to:
• speak, listen and respond
• read and comprehend
• write to communicate.

Numeracy covered the ability to:
• understand and use mathematical information
• calculate and manipulate mathematical information
• interpret results and communicate mathematical information

Immigration Impact on Functional Skills

Furthermore, due to the significant increase in immigration from Eastern European countries, to the UK, over the past decade or so, English for Speakers of Other Languages (ESOL) is also posing additional literacy challenges. The 2011 Census for England and Wales2 identified 4.2 million usual residents, aged 3 years and over, whose first language was not English. Of those, 138,000 could not speak English at all. A further 726,000 could speak English, but not well.

Possible Consequences of Functional Skills Needs

For adults and young people, having essential skills needs can present serious disadvantages in life. It frequently results in unemployment and inevitably restricts much of what life has to offer. It reduces job opportunities and potentially results in a lifetime of unemployment. For some, it leads to a life of crime. As Natale3 (2010, p.2) states, ‘There is a proven correlation between illiteracy, innumeracy and offending.’ She supports this statement with some disturbing statistics:

• 48% of prisoners have literacy skills at or below Level 1
• 65% of prisoners have numeracy skills at or below Level 1
• 67% of offenders were unemployed at the time of imprisonment

Impact of Poor Key Skills

In his report, Moser1 (1999) identified the impact that poor essential skills has upon families, society and the economy. Of particular concern, he highlighted the ‘inter-generational’ effect of essential skills needs. Children of parents with poor literacy and/or numeracy skills are placed at a disadvantage in school, by virtue of their parents’ needs. Unless broken, this cycle is prone to repeat itself, again and again.

The Moser Report1 (1999, 3.9) also identified some worrying statistics about adults and young people with essential skills needs, for communities and society in general. Compared with those with adequate essential skills, adults with poor essential skills are:
• Up to 5 times more likely to be unemployed
• More likely to live in a household where both partners are not in paid employment
• More likely to have children at an earlier age, and to have more children
• More likely to have children who also struggle with essential
• Less likely to own their own home
• Less likely to be in good health
• Less likely to be involved in public life, a community organisation or to vote
• More likely to be homeless
• Over-represented in prisons and young offenders institutions
For adults and young people whose first language is not English, it is far more difficult to integrate in the community, if they are unable to communicate effectively in English. Ultimately, this will lead to segregation and also has the potential to generate tension and unrest, thus damaging local communities.

Essential Skills and the UK Economy

A society of adults and young people with essential skills needs also has an adverse effect upon the country’s economy. Unskilled and semi-skilled jobs are decreasing due to competition from developing countries. Consequently, the United Kingdom is having to adjust. This means that an increasing number of job opportunities are in highly skilled sectors, such as Information Technology. These require a higher degree of literacy and numeracy skills. An unskilled labour workforce will be unable to meet these challenges and will therefore, be detrimental to the county’s productivity and economy.
Overall, a lack of functional skills can inhibit adults and young people from reaching their full potential and leading a rewarding and fulfilling life. It can lead to unemployment, poverty, homelessness, poor health and potentially, criminal or anti-social behaviour. It also has far reaching consequences for the economy, community and society.

References:
1. Moser, C. (1999) The Moser Report – A Fresh Start [online], London: DfEE. Available from <http://www.lifelonglearning.co.uk/mosergroup/>

2. Office for National Statistics (2013) 2011 Census: Quick Statistics for England and Wales, March 2011 [online] p. 6. Available from <http://www.ons.gov.uk/ons/dcp171778_297002.pdf>

3. Natale, L. (2010) Factsheet – Education in Prisons [online] p. 2, London: Civitas Institute for the Study of Civil Society. Available from <http://www.civitas.org.uk/crime/factsheet-EducationinPrisons.pdf>

Filed Under: Teaching Adults Blog, Teaching Adults UK Tagged With: core skills, essential skills, functional skills, key skills, what are functional skills

Recent Posts

  • Stationary vs Stationery
  • Their vs There vs They’re
  • Accept vs Except
  • It’s vs Its
  • What Are Contractions?
  • Who’s vs Whose
  • Affect vs Effect
  • Wether vs Weather vs Whether

Compensation Disclosure

Teaching Adults is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to Amazon.com.

As an Amazon Associate I earn from qualifying purchases.

This means that compensation may be received for some or all of the products reviewed on this site. This does not affect the price you pay for any qualifying goods and services you may purchase.

Accuracy Disclosure

There is no guarantee that the Site Owner has directly tested any of the products included on this site. However, research has been conducted into the alleged results of other users who claim to have used the products. To this extent, the accuracy of both the publisher's research and alleged user results cannot be guaranteed.

Disclaimer

Please note that this site is not intended for use as a source of professional, psychological or medical advice but is provided solely for informational purposes. Readers are advised to seek the services of competent professionals in these fields, if so required. Further information can be found at: Site Disclaimer     
Copyright ©     Teaching Adults UK - All Rights Reserved
We use cookies to ensure that we give you the best experience on our website. If you continue to use this site we will assume that you are happy with it.OKPrivacy policy