An+introduction+to+functional+skills

What are functional skills?
The DfES defined functional skills as: ‘//the core elements of English, mathematics and ICT that provide an individual with the essential knowledge, skills, and understanding that will enable them to operate confidently effectively and independently in life and at work.//’ 14-19 Education and Skills: Implementation Plan (DfES, 2005a)

The origins of functional skills lie in the Tomlinson report on 14-19 reform (DfES, 2004) and in the government’s response in the White Paper 14-19 Education and Skills (DfES, 2005b). Tomlinson argued that it was possible for young people to achieve grade C and above in GCSE English and mathematics without having a satisfactory standard of literacy or numeracy. In the White Paper, the government promised a //‘sharper focus on the basics’// and to ensure that learners have a sound grounding in //‘functional skills’//.

Functional skills qualifications are, therefore, being developed in English, mathematics and ICT. The intention is that, in due course, functional skills qualifications will provide a single ladder of achievement from Entry Level to Level 3 that is available to all learners aged 14+ in all sectors.

In essence, functional skills are:
 * applied skills
 * transferable
 * relevant to all contexts.

A successful learner will:
 * build on the full range of functional skills
 * practise applying those skills in a range of contexts
 * demonstrate ‘mastery’ in a range of contexts.

The implications for teaching and learning are significant but do not threaten aspects of existing good practice.

Why are functional skills needed?
The introduction of functional skills, both into the 14-19 curriculum and for adult learners, is being driven by a number of social, educational and economic concerns. For example: • Only 45% of school leavers achieve five A*-C GCSEs including English and mathematics. The ‘need to give every child a good command of English and maths’ is seen as ‘the way to overcome economic and social disadvantage and make equality of opportunity a reality’ for every child. //Higher Standards, Better Schools for All// (DfES, 2005c)

• Basic skill levels of those leaving school and seeking employment are inadequate. //Working on the Three Rs// (CBI, 2006) Functional skills are central to achieving the outcomes of ‘//Every Child Matters’// (DfES, 2003), particularly:
 * enjoy and achieve
 * make a positive contribution
 * achieve economic well-being.

The ‘//Leitch Report’// (2006) said: ‘In the 21st century, our natural resource is our people – and their potential is both untapped and vast. Skills will unlock that potential. The prize for our country will be enormous – higher productivity, the creation of wealth and social justice.’ Leitch identified the following skills as ‘applicable in most jobs’: and set targets to close the ‘skills gap’ by 2020.
 * literacy
 * numeracy
 * team working
 * communication

Functional Skills Standards
The QCA has produced a set of standards (technical documents) that define and differentiate the skill requirements for the functional skills pilot qualifications. These standards will remain as draft versions for the duration of the pilot. Draft standards have been produced for functional English, mathematics and ICT at Entry levels 1, 2 and 3, Level 1 and Level 2. QCA are now looking at developing standards for Level 3. It is important to recognise that the ‘//levelness//’ of a functional skill is determined by a combination of factors: The draft standards: The format and presentation of the standards differs slightly across English, mathematics and ICT. These differences are necessary for various reasons, including the disparate nature of these bodies of knowledge.
 * the //complexity// of the situation or problem the learner is tackling
 * the //familiarity// to the learner of the situation or problem
 * the //technical demand// of the skill required
 * the //independence// of the learner in identifying and selecting the skills they will need, and in tackling the situation or problem.
 * set out the expected knowledge, understanding and skills as well as their scope and level of demand
 * are not detailed curricula or schemes of work
 * do not set out models of assessment.

The full set of draft standards for English, maths and ICT can be found here [|QCA-functional-skills_standards.pdf]

The QCA functional skills pilot
The QCA is currently engaged in a three year functional skills pilot (2007-2010) with approximately 1000 centres taking part. The centres invited to join the pilot are part of successful Gateway consortia who will be offering Diplomas from September 2008.

The Secondary National Strategies have been given the remit to lead on CPD for the pilot and have trained their consultant workforce to cascade the training to colleagues in LAs. LA CPD has involved a 4 Day CPD event for 4 members of staff from each of the centres taking part. Further details regarding content of the training can be found by following this link.