9 Conclusion
Good quality provision is expensive but it
is a worthwhile investment because it will help to address gaps
between rich and poor and the attainment gaps that have a negative
impact on the UK's workforce. Ignorance is always much more expensive
than knowledge.
[Lyn Tett][132]
84. This quotation is from Lyn Tett, who submitted
evidence in a personal capacity, and who led the team that produced
the Adult Literacy and Numeracy Curriculum Framework in Scotland.
The quote highlights the main thrust of our Report—that
adults with low levels of literacy and numeracy have difficulties
in navigating through their lives, and this has an economic impact
on both their lives and on the economy as a whole, putting a strain
on the benefits system, and perpetuating a cycle of under-achievement.
85. There is no silver bullet to solve the issue
of adult literacy and numeracy; it is a complicated problem because
of the diverse range of people involved, young and old, in or
out of work, who have very different experiences and needs—and
who may not admit to needing help, be willing to seek help, or
know where to find help. There are many effective programmes that
help adults to gain better reading, writing and maths skills,
set in a variety of contexts: in the workplace; with homeless
people; in colleges; and in the community. The earlier the intervention,
the better, and we therefore recommend that family learning—where
parents learn, and encourage their children to learn—and
schemes for young people (who, for whatever reasons, have not
attained necessary skills at school) are both made a high priority
for the Government to invest in and to promote. Also, there needs
to be better assessment of the skills that adults have, when they
claim unemployment benefit. That is an ideal opportunity to ensure
that claimants are assessed for the skills they need to get a
job rather than merely their eligibility for benefits.
86. We reject the blanket acceptance that GCSEs in
English and Maths are the gold standard by which schemes and attainment
are measured. GCSEs are not always the most appropriate qualification
for adults to work towards, and we look to the Government to give
employers, colleges and adults themselves the flexibility to choose
the type of learning that best suits those adults. In the workplace,
organisations such as Unionlearn has achieved outstanding results
at a fraction of the cost of full-time formal education, by introducing
literacy and numeracy skills to apprentices and other workers,
presented within the context of the jobs they are doing or the
vocational skills they are learning. The Army uses functional
skills, and the teaching of literacy and numeracy within the context
of learning skills out in the field, which have been proved to
be an effective way of teaching. In the prison system, improvement
of English and maths skills can be a major component of rehabilitation,
but courses and funding need to be flexible and portable enough
to ensure that prisoners take their accredited hours of literacy
and numeracy work with them, when they are moved within the system
or leave it, so they can continue to develop their skills.
87. We are encouraged by the deep commitment and
achievements of those engaged in adult learning, but are disturbed
by the examples of reductions in Government funding for various
schemes, which has caused concern and instability for learners
and learning providers alike. This is a short-sighted financial
saving which will result in long term costs, as any reduction
in provision can only make it harder for adults with limited literacy
and numeracy skills to gain employment.
88. That said, we were heartened by the enthusiasm
and support given by Matthew Hancock, the Minister of State for
Skills and Enterprise, and hope that his commitment will be matched
by his successor, the Minister for Skills and Equalities, Nick
Boles MP. This commitment needs to be matched with significant
financial support from the Government, and with cross-Departmental
support. The Government must make best use of limited funds, and
so we urge them to undertake long-term, joined-up planning, concentrating
resources on a core of effective, established, proven schemes,
rather than being diverted by a proliferation of short-lived pilots
across various Departments. First and foremost, the Government
must get the message across to those adults with limited English
and maths skills that help is available, with a national campaign
that advertises the fact that there is free training and tuition
for any adult who wants to study English and maths up to GCSE
level.
132 Lyn Tett, Emeritus Professor, University of Edinburgh
(ALE 53) para 5.2 Back
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