INTRODUCTION
Delivering Functional Skills for all
2010 is a very important year for Functional
Functional learning: Functional Skills
Skills. This supplement looks at how these
fits into the secondary curriculum and
sits within the four core pathways of
14 to 19 education – GCSEs (but not A
new qualifications sit within the four learning
levels), Diplomas, Apprenticeships, and
Foundation Learning
pathways and the benefits they bring to students.
First, Emma Lee-Potter looks at the big picture
F
ollowing the three-year Functional Functional Skills are a key part of the
Skills pilot, the first non-pilot measures the government is taking to equip
Functional Skills qualifications in the UK with the skills it needs for the 21st
English, mathematics and ICT will be century. They are seen as “crucial to tackling
launched in September 2010. the skills gap” and are strongly backed
Throughout the pilot, the QCDA has been by employers, many of whom have been
working with awarding bodies to develop, and involved in their design and development.
refine the qualifications. This has ensured that The need for Functional Skills was
assessments which are suitable for all learners originally highlighted in the Tomlinson report
and learning styles are available. of 2004. This was followed two years later
Now, a growing number of training by the Leitch Review of Skills in England,
providers across England are getting ready which described Functional Skills as “the
to deliver them from September, either as cornerstone of young people’s education”.
standalone qualifications or as an integral part The Confederation of British Industry’s
of Diplomas, Apprenticeships and Foundation Working on the Three Rs report, published in
Learning. The aim is that no matter which 2006, threw its weight behind the need for
qualification pathway learners take, all of Functional Skills.
them will develop the Functional Skills they It said that weak Functional Skills were
need to succeed in life. associated with “higher unemployment,
Functional Skills are already being taught lower earnings, poorer chances of career
as part of the new key stage 3 curriculum and progression, and social exclusion” and
from September 2010 will be taught within concluded that “the time has come to
the revised key stage 4 programmes of study ensure that school-leavers in future have
for English, mathematics and ICT. the Functional Skills they need for work
Functional Skills are the core elements and daily life”. Since then, many influential
of English, mathematics and ICT that employers have given their backing to
equip individuals to operate “confidently, Functional Skills. They include Sir Alan
effectively and independently” in education, Jones, chairman emeritus of Toyota UK and
work and everyday life. From writing a letter chairman of Semta (the sector skills council
of application or getting to grips with a for science, engineering and manufacturing Hall, chief executive of the QCDA, has
computer software package, Functional Skills technologies), who features in a short film first-hand knowledge about the problems
are essential to all our lives. on the QCDA website, explaining why, in his employers face in recruiting people with the
Functional Skills are not just about view, they are so important. skills they need to compete in the global
knowledge in English, mathematics and ICT He says: “They support thinking and economy. His experience in the engineering
either. They help individuals to know when personal skills, such as problem-solving, sector has made him all the more determined
and how to apply their knowledge and skills teamwork, self-management and enterprise, to help address the skills shortage.
to real-life situations and also reinforce skills and give young people the confidence and “Functional Skills are central to the
in communication, problem-solving, listening capability to undertake work-related learning, work we do at the QCDA, informing the
and time-management. So as students make the right career choices, and continue development of the curriculum and our range
develop Functional Skills, they learn to adapt to learn throughout their lives.” of qualifications. Employers often tell us that
and apply what they have learned to suit As a former industrialist himself, Andrew they want their workforce to have a good
different contexts.
The new Functional Skills qualifications,
available to people of all ages in England
from September 2010, will encourage
individuals to become skilled and
independent learners and help them to
achieve better across all subjects. Not only
that, youngsters with Functional Skills
qualifications will be more equipped to take
on the challenges they will face during their
future careers.
As well as being central to the
government’s reform of 14 to 19 education,
‘
The teaching and learning of Functional
Skills encourages and develops what young
people need to succeed in the workplace and
everyday life. They also provide a good basis for
those going on to further and higher education
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