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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

Teaching Adults Functional Skills

December 14, 2013

Teaching Adults Functional Skills

Teaching Adults Functional Skills

In the United Kingdom there is an increasing demand for essential skills tutors who are able to teach basic literacy and numeracy skills to adults.  Teaching functional skills English and functional skills maths, can be extremely challenging, especially as there are relatively few suitable functional skills resources available. With increased immigration, there is also a need for specialist ESOL (English for Speakers of Other Languages) tutors. Teaching adults can be extremely rewarding. It is also an ideal career choice for more mature individuals who are looking to work part-time, or alternatively change career paths.

If you want to teach literacy or numeracy skills to adults then you will need to obtain a minimum Level 3 qualification in the relevant subject area.  You can study for a Level 3 Certificate in Essential Skills Practitioners  in the subject areas of  literacy, numeracy and ESOL. Most of these courses are run on a part-time basis for 3 hours per week. Although they typically last for between 24 to 30 weeks, depending upon your course provider, you should sensibly allow one year to achieve your qualification. This is because you need to obtain a minimum of 15 hours teaching practice, some of which will be observed. Don’t panic about this. Most local authorities will allow you to volunteer in their essential skills classes, subject to a satisfactory Disclosure and Barring Service Check (DSB) which replaced the Criminal Records Bureau Check (CRB).  It is important to point out at this stage that it is standard practice for an employer to obtain a DSB certificate, prior to allowing you to work with vulnerable adults and young children.

Additionally,  it is advantageous to obtain a Level 3 Preparing to Teach in the Lifelong Learning Sector (PTLLS) certificate which, at the time of writing, is being replaced by the Level 3 award in Education and Training.

Alternatively, you may already have a skill and want to teach that to adults. Adult education centres are usually on the look out for tutors. Popular courses include First Aid, Health and Safety and Food Hygiene.  Arts and crafts is popular as is martial arts classes. In recent years, the demand for sugarcraft classes has risen considerably with the rising popularity of elaborate cupcakes and cake decorating. In this case, you would also benefit from obtaining your PTLLS qualification as this provides an introduction to basic practical teaching skills, principles and theory. In this case, you would also benefit from obtaining your Level 3 PTLLS / Education and Training qualification, as this provides an introduction to basic practical teaching skills, principles and theory.

If you’re finding this all rather daunting then please, don’t be dissuaded from teaching adults. The acronyms and differing qualifications sound far more complicated than they really are. However, if you are considering a career tutoring  adults, then you may find “What is Teaching in the Lifelong Learning Sector?” by Ann Gravells, compelling reading. It provides an essential introduction for anyone contemplating a career in teaching in the lifelong learning sector.  It also provides advice on selecting what subjects to teach and how to become qualified.

Filed Under: Teaching Adults Blog, Teaching Adults UK Tagged With: basic skills, essential skills practitioner, functional skills, key skills, ptlls, teaching adults, teaching adults functional skills, teaching adults uk

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