This illustrates one of the tensions that exist and is one reason why we raised questions at the National Institute of Adults Continuing Education (NIACE)/ University College Union (UCU)/ RaPAL conference. Questions such as the following were raised:
In what meaningful ways do the terms English and maths match to literacy, ESOL and numeracy, and in what meaningful ways do they not?
Responses to the above were typical of the kaleidoscope of views on all of the questions. Some considered the terminology irrelevant:
· Whatever the name, it is the practices that we take part in that count · But it is what happens in teaching sessions, I don't think losing the name will lose the practice
Others were more concerned about the implications of the name:
· If we don't defend literacies as a field, new practitioners will see English as a set of skills · Terminology is tied up with policy messages, for example, are we given and giving messages that English and maths are more valuable? Policy is driving this
Others considered that this debate detracted from more pressing issues in provision: · Initial assessment and appropriate referrals are more issues than what provision is called. Both Sallie and I were drawn to the responses which examined the connotations of the terms we use.
· We don't want to lose the Adult from Adult Education. Provision is becoming school-ified. · I worry about the term English. Whose English is it anyway? Do we all know what we mean by English? For some this is GCSE only
We reflect on this terminology again later in this article. Others looked at the questions from the point of view of the learners:
· Stand-alone literacy classes did not attract learners but when we called them “Get Ahead with English” or even “Functional Skills” people came.
· For several groups of learners, English was the preferred term because it held no stigma, particularly in the workplace when needed for career progression.
· Learners and employers value GCSE because they understand what it is and it is needed for progression into education and jobs. SMEs are losing confidence in changes.
· One of the least popular terms with learners was Basic Skills · Literacy was seen as what children did and therefore not popular with adults, especially when the Literacy Hour was introduced in schools.
The Scottish perspective Responsibility for education in Scotland is devolved to the Scottish Government, so delegates from Scotland are working within a different policy context and therefore not impacted directly by Skills for Life and the Functional Skills English and Maths terminology. That is not to say that tensions do not exist, as they do, for example, between learners' long-term needs and the pressure to produce quick results. However there is a strong tradition and acceptance of the use of a social practice model, which is specifically referred to in the Adult Literacy and Numeracy Curriculum Framework for Scotland:
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