There are fundamental differences in approaches to adult literacy in Scotland, compared with other parts of the UK. Fiona Macdonald, Learning Connections development coordinator at Communities Scotland, looks at recent developments.

In June 2000, the Scottish Executive announced new political commitment and financial support for adult literacy and numeracy - the first significant investment in over 20 years. Learning Connections, based at Communities Scotland, is the first national agency to support developments in adult literacy and numeracy in Scotland since the 1980s.

The new adult literacy team started by: auditing existing provision; establishing levels of need; identifying key issues requiring action; and recommending targets to drive improvements forward. The team found that Scottish-based adult literacy research was virtually non-existent and commissioned further analysis of the Scottish cohort of the International Adult Literacy Study, as well as workforce and employer surveys. These informed the 2001 policy and strategy document, Adult Literacy and Numeracy in Scotland.

The document proposed a working definition of literacy: "The ability to read, write and use numeracy, to handle information, to express ideas and opinions, to make decisions and solve problems, as family members, workers, citizens and lifelong learners." This new Scottish definition aims to recognise that "being literate" in society is dependent on the social, cultural, economic and political context of the learner. It strives to promote a social practices approach, recognising the multiplicity of "adult literacies". The ways and situations in which learners use literacy and numeracy are key within this way of working.

For some practitioners this approach was unproblematic, as many already operated in this way. However, some did not have the specialist language to describe these practices. Training opportunities had been rare, often unaccredited and with few routes for progression. There were few, if any, occasions to gather together with other tutors to share practice. Most staff worked on a sessional or part-time basis and as a result, in very isolated contexts.

Adult Literacy and Numeracy in Scotland proposed a strategic approach to improving the quality and capacity of adult literacies provision, based around cross-sector partnerships by providers in voluntary organisations, training organisations, enterprise networks, further education, local authorities and the prison education sector. It established four national goals: national leadership and effective local action; quality learning experience; a system that learns; and promoting awareness.

These goals were substantially different from those identified by the Moser Report, which led to England's adult literacy and numeracy strategy. Moser designed a strategy that would complement the school process and mirror the educational processes used with children in school settings. The same report, however, directly attributes poor schooling as the reason for these poor basic skills in adults.

In contrast, the Scottish strategy uses research and consultation to ascertain the demand for support and the capacity to respond to these demands. Importantly, it offers reasons, apart from poor schooling, that impact on adults' literacy and numeracy. Learning Connections is encouraging practitioner-led research and is working closely with the Universities of Glasgow and Edinburgh and the Scottish Centre for Research and Education. There are also moves to formalise links with other universities in Scotland and the National Research and Development Centre for adult literacy and numeracy in England.

The first national qualification for adult literacies tutor assistants has been developed in conjunction with the Scottish Qualifications Agency (SQA). A qualification for tutors of English for speakers of other languages, focusing on literacies, has also been developed and a higher education qualification for adult literacies tutors in Scotland is currently underway.

Concurrently, Learning Connections is finalising a curriculum framework, which focuses on underpinning principles, values and processes of learning rather than on skills-based approaches. Central to the framework is the Individual Learning Planning Process, including learning plans that learners and tutors negotiate. This approach does not include blanket testing and avoids the dipstick approach to adult literacy and numeracy, which seeks to ascertain how much literacy an individual has. The Big Plus campaign is using television and radio advertising to raise awareness of this new approach.

There has been a huge commitment to the strategy, from partners including the Scottish Adult Learning Partnership, Youth Link, SQA, QAA, further and higher education and HM Prison Service. Managers and practitioners have been ensuring that the new services are developed, learners have been made aware, qualifications have been rolled out, quality procedures are followed and staff development opportunities have been provided. Many managers and practitioners have also ensured that the time-consuming and often unrecognised work that underpins effective partnership working has taken place.

We are at the beginning of a journey; there is still a great deal of ground to be uncovered and explored. The greatest challenge will be in measuring the achievements of adult literacies learners in a way that is acceptable to policy makers, managers, practitioners and learners. At the moment we are steering a steady course. The greatest challenge is sustaining it.

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