1. The past, present and future of skills?
David Horsburgh and Linda Glover

2. Refocusing convergence
. QCA has refocused and subsumed the work originally planned for the Convergence Project (the convergence of basic and key skills qualifications into one set of qualifications) to progress the development of Functional Skills

3. Functional Skills:
Development informed by recommendations coming from the post-14 Maths Inquiry as well as English 21
Will be a set of qualifications in their own right, but will also underpin and support other qualifications such as GCSEs

4. QCA’s first tasks
Define what Functional Skills are in more detail, and to establish the content of learning covered for each subject.
Establish a set of standards (content of knowledge and skills to be learnt).
Consult widely on this content, to ensure that it is suitable, from October to December 2005.
A first draft of standards will be produced by the end of this process, starting with levels 1 and 2 in each of the three subjects

5. Skills White Paper
5.10. We will work with employers and universities, as well as teachers and lecturers and subject specialists to describe clearly what is to be understood as functional skill and make sure that this definition is applied in all qualifications, covering all ages. The KS4 curriculum, the Key Skills qualifications and the Skills for Life standards and qualifications provide a good starting point.

6. GETTING ON IN BUSINESS, GETTING ON AT WORK White Paper
120. As the QCA’s proposed new Framework for Achievement is progressively rolled out, these units will also form part of that Framework, available to be integrated within wider training programmes. The work of SSCs in designing sector-based training programmes representing occupational competence in each sector should integrate those units. In these ways we can ensure that, over time, literacy, language and numeracy skills to Level 2 become more widely embedded in training for adults.

7. QCA’s remit
Asks that Functional Skills be developed in ways that will ensure that young people and adults can engage purposefully as citizens and in employment

8. Scope
Once agreement has been reached about the standards at Entry level and levels 1 and 2, further work will be done on levels 3 and 4.
As this work is based on an original project covering all six key skills areas, and all levels, eventually the products will include Functional Skills covering working with others, improving own learning and performance and problem solving at all levels as well as Maths, English and ICT.

9. Ways forward QCA will work in partnership Further stages
approaches to assessment
approaches to packaging

10. KSSP Research 2004
Colleges recognise the benefits of supporting skills development ‘seamlessly’ through literacy and numeracy to key skills – and in the context of main programmes
Colleges have issues when translating policy into practice
Colleges are responding to the SfL agenda and this is reflected in organisational structures
All colleges recognise the need for extensive CPD
Colleges are creating new titles, roles and posts to facilitate the continuum of skills development

11. Models of delivery Integrated delivery Embedding of skills
Embedding of staff
Team teaching
Central servicing – devolved responsibility with support
Discrete delivery

12. Practical strategies to facilitate integration of skills development
Re-branding
The key skills advisor
Link personnel
Key skills tracker
A Programme Manager for embedding cross college

13. Latest Findings
Whole organisational approach - where the strategic and operational management of skills issues is interactive and interdependent
Lots of opportunities for embedding but this will depend on willingness of vocational staff to teach the skills

14. Latest Findings
Support needed for lesson observation, staff coaching and mentoring
Guidance required on sustainable models of funding for small groups of learners
Clarification of funding and targets needed in light of new models

15. A Task
Current Strengths
Current Weaknesses
Required Developments

16. Key Skills - still significant?