In 2005 the Qualifications and Curriculum Authority began
work on outlining "functional skills" as part
of the process to merge basic
skills and key skills.
For updates visit www.totallyskilled.co.uk.
One of QCA's first tasks is to define what functional skills
are in more detail, and to establish the content of learning
covered for each subject. In October and November, three working
days were held to share initial thinking on functional skills
and to begin to consider technical aspects relating to qualification
development. A consultation on the content of the standards
should take place in early 2006.
Generic definition of functional skills
Functional skills are those core elements of English, maths
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. Individuals of whatever age who possess these skills
will be able to participate and progress in education, training
and employment as well as develop and secure the broader
range of aptitudes, attitudes and behaviours that will enable
them to make a positive contribution to the communities
in which they live and work.
In the case of English this means that:
- each individual is confident and capable when using
the skills of speaking, listening, reading and writing
and is able to communicate effectively, adapting to
a range of audiences and contexts. This will include
being able to explain information clearly and succinctly
in speech and writing, expressing a point of view reasonably
and persuasively and using ICT to communicate effectively.
- in life and work each individual will be able to read
and understand information and instructions, then use
this understanding to act appropriately and to analyse
how ideas and information are presented, evaluating
their usefulness, for example in solving a problem.
They will be able to make an oral presentation or report,
contribute to discussions and use speech to work collaboratively
in teams to agree actions and conclusions.
In the case of maths this means that:
- each individual has sufficient understanding of a range
of mathematical concepts and is able to know how and when
to use them. For example, they will have the confidence
and capability to use maths to solve problems embedded
in increasingly complex settings and to use a range of
tools, including ICT as appropriate.
- In life and work, each individual will develop the analytical
and reasoning skills to draw conclusions, justify how
they are reached and identify errors or inconsistencies.
They will also be able to validate and interpret results,
to judge the limits of their validity and use them effectively
and efficiently.
In the case of ICT this means that:
- each individual is confident and capable when using
ICT systems and tools to meet a variety of needs in a
range of contexts. For example they will use ICT to find,
select and bring together relevant information and use
ICT to develop, interpret and exchange information, for
a purpose.
- In life and work each individual will be able to apply
ICT safely to enhance their learning and the quality of
their work.
(Functional Skills Update 2, QCA, December 2005)
The Qualifications and Curriculum Authority has begun work
to develop functional skills qualifications, led by Paddy
O'Hagan of Skills for Life and Work Team. Functional skills
are seen as fundamental skills that need to be developed
and built into programmes of learning and development for
young people and adults to prepare them for participation
in life and work. They will be a set of qualifications in
their own right, but will also underpin and support other
qualifications such as GCSEs.
Two recent White Papers mentioned functional skills; the
14-19 Education and Skills White Paper (March 2005) and
the Skills White Paper (March 2005). The three areas of
functional skills as defined in the White Papers are functional
maths, functional English and functional ICT. The functional
skills will build upon the existing key and basic skills
and GCSEs and also contribute to ensuring that more young
people achieve and progress to level 3 and beyond.
QCA's remit asks that the new skills be developed in ways
that will ensure that young people and adults can engage
purposefully as citizens and in employment. They should
be suitable therefore for a wide range of candidates, young
people involved in GCSEs at school, and adults involved
in learning programmes to prepare them for work. QCA has
refocused the work originally planned for the Convergence
Project (the convergence of basic and key skills qualifications
into one set of qualifications) to progress this work.
A first draft of standards will start with levels 1 and
2 in each of the three subjects. Once agreement has been
reached about the standards at entry level and levels 1
and 2, further work will be done on levels 3 and 4.
(Functional Skills Update 1, QCA, Autumn 2005)
80px.gif)
