The Moser Report
Findings of the report
Since 1997, the Government has focused first on schools (with the national literacy and numeracy strategies) and then on adult learning, particularly basic literacy and numeracy. In 1998 it asked Sir Claus Moser, chairman of the Basic Skills Agency, to produce a report on how "to tackle the vast basic skills problem in this country". A Fresh Start - improving literacy and numeracy (DfEE 1999, ref: CMBS 1), known as the Moser Report, stated that up to 7 million adults in England have difficulties with literacy and numeracy - a bigger proportion than in any other western country apart from Poland and Ireland. One in five adults, it stated, are functionally illiterate - that is, if given the Yellow Pages they cannot find the page for plumbers.
The report recognised that there could be no quick fix and that a long-term national strategy was necessary. The challenge was to address issues of both supply and demand so that there would be an improvement in the quality of provision on offer and an increase in the number of adults coming forward to take up this provision. The report suggested that the Government would need to be spending about £680 million a year by the year 2005 if it was to achieve the recommended target of halving the number of people considered functionally illiterate by 2010.
Below are the key recommendations from the report. For the full report, visit the Lifelong Learning website: www.lifelonglearning.co.uk/mosergroup.
Recommendations:
Key recommendations of the Moser Report and their implementation
| Recommendations |
Action |
|
Set up a strategy and a unit to oversee its implementation |
Adult Basic Skills Strategy Unit (now NIACE) established under the leadership of Susan Pember. Skills for Life - the national strategy for improving adults' literacy and numeracy - was launched in March 2001. |
|
Set national target for improving basic skills and increase participation |
The target set by Skills for Life specified that by 2004, 750,000 individual learners must improve their literacy, numeracy skills and/or language skills. By spring 2002, 124,000 learners had done so. Between April and December 2001, over 1 million learning opportunities were provided to 696,000 learners. |
|
Create a new national curriculum, teaching standards and national tests |
The Qualifications and Curriculum Authority and the Basic Skills Agency developed these, starting from Autumn 2001. The adult basic skills curricula for literacy and numeracy were first published in February 2001, based on the national standards developed by the QCA. For more details visit www.niace.org.uk |
|
Provide support for those for whom English is an additional language |
Breaking the Language barrier is a report of the working group on English for speakers of other languages (ESOL), October 2000. The Adult ESOL Core Curriculum was launched in May 2002 to ensure consistent standards in English teaching for ESOL learners. Contact the Basic Skills Agency for copies, as above. |
|
Develop intensive training programme for basic skills teachers - literacy, numeracy and ESOL (English for Speakers of Other Languages) |
Lifelong Learning UK, formerly the Further Education National Training Organisation (FENTO), has produced subject specifications for teachers of literacy and numeracy at Levels 3 and 4. The first of these new qualifications was introduced in September 2002. www.lifelonglearninguk.org Subject specifications for teachers of ESOL were developed by the London Language and Literacy Unit. |
|
Establish a new system of inspection |
The Adult Learning Inspectorate has been created and, along with Ofsted, given a clear remit by the Government to separately inspect and report on adult literacy, numeracy and ESOL. Inspections began in January 2002. Specific guidance on inspecting adult literacy, numeracy and ESOL has also been produced by each inspectorate. |
|
Establish a research programme to support the strategy |
A National Research and Development Centre for Adult Literacy, Numeracy and ESOL was established in February 2002, led by the Institute of Education at the University of London, in partnership with the universities of Sheffield, Lancaster and Nottingham. www.nrdc.org.uk |
|
Invest in workplace skills |
Workplace Basic Skills Network piloted 32 demonstration projects, and developed a training and information network. A toolkit has been developed to help employers to identify and address the needs of their employees. |
|
Continue and develop community literacy, and family literacy. |
The Adult and Community Learning Fund was set up to promote community-based learning and runs until March 2004. Basic Skills Agency family literacy/numeracy programmes extended. Programmes were embedded in the Learning and Skills Council's funding regime from April 2002. |
|
Provide support to adults with learning difficulties and / or disabilities |
Freedom to Learn report published May 2000. The Pre-entry Curriculum Framework and Access for All, guidance on making the adult literacy and numeracy core curricula accessible, were launched in May 2002. They were accompanied by a national training programme on using the guidance alongside the literacy and numeracy curricula. For more details visit www.niace.org.uk. |
