When the Peabody Trust, one of the major registered social landlords in London, researched the needs of residents on local estates, it discovered that the most common experience was failure at school and consequently, low self-esteem. Overwhelmingly residents wanted to improve their skills and have access to new technology. An estate-based Digital Learning Ring was the outcome, made possible by funding from Europe and the Single Regeneration Budget, to provide online access to learning linking residents to the local college and university. Young people can use the new technology to complete homework while younger children and toddlers practise their skills by playing learning games on the computers. Local women who want to become childminders receive training and develop their skills using the new facilities. Barriers to learning are beginning to break down.

In April 2000 the Government announced a 10-year strategy, based on the detailed analysis of 18 cross-departmental policy action teams working under the Social Exclusion Unit, to turn round some of England's 3,000 poorest communities with funding to modernise homes, improve health, create jobs and fight crime. In January 2001, Prime Minister Tony Blair launched A New Commitment to Neighbourhood Renewal: the national strategy action plan and established a Neighbourhood Renewal Unit, based at the Department for the Environment, Transport and the Regions, but accountable to a cross-departmental group of ministers chaired by the Deputy Prime Minister.

Literacy and regeneration are inextricably linked and recognised in the strategy. Key priorities of the local Learning and Skills Councils, now responsible for all post-16 education and training, are "neighbourhood renewal and the expansion of community-based learning". The action plan also acknowledges the importance of the new adult and basic skills strategy, which targets a number of key groups including those who live in disadvantaged communities, young adults and families.

Without basic skills, it is increasingly difficult for young people and adults to find jobs. In supermarkets, which offer low-skilled work, employees still have to master computerised till systems, read off lists and numbers and communicate clearly with customers. Even those in jobs can be held back through lack of skills or confidence, and as a result, feel ill-equipped to take up opportunities to upgrade their skills or to apply for promotion. Very few people are completely illiterate: most can write their name and address and read and write simple sentences. A much greater number are held back by poor vocabulary, an inability to scan documents for relevant information or to understand complex forms or instructions. Poor spelling and an inability to write clearly and concisely hinders communication and can even cause health and safety problems if safety notices are ignored or misinterpreted.

Fear of repeating failure at school means it is difficult for many people, wherever they live, to admit to literacy problems. For those living in deprived neighbourhoods, poor basic skills may be only one of the many problems they face. Poverty, debt, temporary or crowded accommodation, stressed or sometimes violent personal relationships, coupled with a tranquilliser and drug culture or perceived racism, any one or a combination of these factors can get in the way of people needing help with literacy, even when that help is on the doorstep.

The critical question is how to persuade people with a multiplicity of problems to value literacy skills for them and for their children. Schools, as focal points of their communities, provide many untapped opportunities for engaging with parents and carers through literacy events, family literacy programmes as well as through the Excellence in Cities programme, aimed at addressing barriers to learning among young people and their families. But schools in these areas are already overstretched and need the capacity to make the best use of these initiatives.

There needs to be a dialogue too with those in housing and health so that they see the value in helping their clients tackle their literacy problems, not just for altruistic reasons, but also because it will improve their own service delivery.

Improving adult basic skills in deprived communities requires effective partnerships supported by appropriate funding mechanisms. There are major challenges, although there are many examples of successful practices. This was the context for the Literacy and Regeneration conference held by the National Literacy Trust in May 2001 when these issues were fully debated. Conference report

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