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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.
Key skills are part of the raising standards agenda for 16-19
year olds but are also linked to the basic skills qualifications
framework used by adult literacy teachers and trainers. The
key skills programme was introduced in September 2000.
Key skills qualifications (levels 1-4) are available in
communication, application of number and information technology.
The assessment involves an internal (portfolio) and external
(test) component. Key skills achievements count towards the
targets for the Skills
for Life strategy. Also available are the wider key skills
units: working with others, improving own learning and performance,
and problem solving, which are assessed by portfolio alone.
The 14-19 Green Paper Extending opportunities, raising
standards (February 2002) recommends that 16-19 year olds
should be entitled to study maths, English - or the equivalent
key skills - and ICT until they have reached level 2. More
on the 14-19 Green Paper
For more information visit www.dfes.gov.uk/keyskills
or the key skills website support programme at www.keyskillssupport.net
The QCA key skills team can be contacted on 020 7509 5613
or email keyskills@qca.org.uk
Read more on basic skills
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The Key Skills in Context website aims to place the development
of key skills at level three into contexts which are meaningful
and realistic. The site is a thematically based, multi-media
resource, providing students with an opportunity, through
a series of tasks and activities, to collect evidence for
their key skills portfolio. It encourages them to:
- consider future career options
- gain an insight into particular industry sectors, and
the sorts of issues they face
- expand on interests outside current areas of study
- integrate key skills development within current areas
of study
- develop and evidence key skills within a realistic context.
The resource is divided into four themes: Europe and the World
of Work; Nutrition and a Healthy Lifestyle; Planning for the
Future; and News Media. Each of these themes provides a context
for developing key skills. The themes have been selected to
reflect interesting issues which impact on modern society, the
world of work, and existing curriculum areas.
See Key Skills in Context at www.keyskillsincontext.co.uk
The Department for Education and Skills and its partners are
exploring the potential for basic skills and key skill to
be merged in the future. The move is understood to be in response
to requests from the field. A new two-year project to plan
their convergence is one of seven new Skills for Life contracts
put out to tender by the Adult Basic Skills Strategy Unit
in April 2004.
Basic skills consists of adult literacy, numeracy and language
(English for speakers of other languages), with ICT now identified
as a further basic skill. Key skills consists of communication,
application of number, information and communication technology,
working with others, improving own learning and performance,
and problem solving.
The two programmes are based on common standards specifications
and share the same multiple choice national test at levels
1 and 2 (but key skills has additional elements of assessment
based on portfolio work and spoken and written communication).
The DfES has long stressed that basic skills is far more than
just a remedial programme concerned with adult literacy and
numeracy - and emphasise that it is the foundation for a continuum
of learning which supports the aim of level 2 qualifications
for all adults and can enable learners to progress to level
3 and beyond.
The project, led by Terry Smith of ABSSU, is described as
"designed to prepare the way for full convergence between
existing essential skills of basic and key skills."
(Basic Skills Bulletin, May 2004)
Nearly 60% of work-based training for young people is inadequate
according to inspectors in August 2002. Only 31% of foundation
modern apprentices (MAs), and 35% of advanced MAs, complete
the whole framework.
David Sherlock, chief inspector of the Adult Learning Inspectorate,
said he had to be "severe" in presenting his first annual
report. "It is impossible to gloss over these figures. There
are big problems causing serious concern."
A significant cause of poor achievement of MAs was the failure
by learners to gain key skills qualifications. Some employers
left them to the end of programmes or ditched them altogether.
He said the key skills were a barrier rather than a pathway
to success for young people. Their delivery should be reconsidered
and put "up front" in programmes provided at skills centres,
outside the apprenticeship framework. They should be funded
and taught separately, he said.
Mr Sherlock's report identified 24 providers which were world
class. He also said that grades for training in the New Deal
had improved steadily since inspections began in 1999, with
provision satisfactory or better in 90% of the gateway programmes.
(TES, 2 August 2002)
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