Chapter 9: Quality 9.1 Every bit as important as diversity of opportunity is that the standard of what is on offer is uniformly and dependably high. High-quality provision is a positive encouragement, not least to people who have experienced failure earlier in their educational lives. Poor quality of courses or teaching would be another discouragement. 9.2 It is evident from key sources, including the three inspection agencies, that there is much to improve in what is on offer. Nevertheless, evidence presented to us has provided valuable information on what is most effective in enabling adults to improve their basic skills. Some of this evidence is published separately by the Basic Skills Agency in "Effective Basic Skills Provision for Adults" which describes the elements of effective provision. In future, all basic skills teaching programmes funded from the public purse through Local Partnerships should include these elements. Some of the hallmarks of good quality teaching are programmes that: deliver clearly structured teaching in literacy and numeracy; provide for the acquisition of skills in a range of contexts that meet the motivation and interests of learners; have high expectations of learners' achievements; produce for each learner a learning plan that lists and provides activities and material to meet specified individual need; regularly assess and review learner progress, and adjust individual learning plans accordingly; enable learners to gain credit and accreditation for their learning and enable them to study further; adjust the length of programme according to the level of skills required. 9.4 In order to end the patchiness of the current position, a common framework of standards is required for all programmes, standards that will hold good across the range of programmes, funders and inspection regimes. Only through such a coherent framework can an effective and coordinated strategy be ensured. 9.5 We referred in Chapter 4 to the problems of the present inspection arrangements. It is crucial that the three inspection agencies work together on a common and strengthened inspection framework. This should be based on clear and transparent criteria, ensuring that everyone involved - the inspection agencies, colleges and indeed all providers - are clear about what is expected from them and what they will be inspected on. 9.6 The Basic Skills Agency Quality Mark for Post-16 Programmes is a good example of how basic skills programmes can become more effective. It is matched by a similar Quality Mark for primary schools and secondary schools. The post-16 Quality Mark is based on 10 elements. (i) A strategy, including a written action plan, to improve standards of basic skills (ii) An estimate of the scale of need for help with basic skills in the area covered by the programme (iii) Targets for the improvement in performance in basic skills (iv) A negotiated learning plan for each learner (v) A regular review of progress (vi) Access to the nationally recognised qualification in basic skills (vii) Teaching by trained and qualified staff (viii) The use of a range of teaching styles to improve basic skills (ix) The use of appropriate teaching and learning material to improve basic skills (x) An effective procedure for monitoring the action plan and assessing improvement in effectiveness 9.7 The Learning Age recognised the importance of quality in lifelong learning and proposed that 'the Basic Skills Agency, the FEFC Inspectorate and OFSTED work together, and with such others as the Training Standards Inspectorate, to improve literacy and numeracy provision. This will include the use of the Basic Skills Agency's Quality Mark, and the use of benchmarks, targets and performance indicators, as well as reviewing standards of teaching and the use of materials'. We support this proposal. Effective teachers 9.8 We are conscious of the devoted and effective work of many of those now teaching basic skills, including the many volunteers, yet the proposed strategy will need: far more well-trained teachers; an appropriate balance between full and part-time staff; specifically-trained staff who have regular opportunities for up-dating their knowledge and skills; trained teachers that can teach in a variety of contexts; a procedure for selecting, training and supporting volunteers. 9.9 We estimate that ultimately some 15,000 full-time equivalent teachers will be required, compared with under 4,000 at present. 9.10 The present balance of full-time and part-time staff is not appropriate. Currently less than 1 in 10 of the staff working on these adult programmes is full-time, and more than 1 in 3 are employed for less than 6 hours a week. Though the part played by part-time staff is vital, we need to find ways of bringing in a greater full-time teaching force. 9.11 In programmes operating with large numbers of part-time staff working 2-4 hours a week, the effectiveness of teaching is limited. There is almost bound to be a lack of consistency in teaching methods and the fact that part-time teachers receive little continuous professional development is an added disadvantage. 9.12 We propose that each Partnership should include in its Action Plan details of how it intends to move towards a better balance between full and part-time staff, including voluteers. Flexibility is important and we do not wish to recommend a precise balance. But nationally the aim should be that something like half of those teaching should be full-time. 9.13 Training is crucial. There is evidence that programmes using well-trained staff, who receive regular professional up-dating, achieve the best outcomes in terms of learner achievements . As we noted in an earlier chapter, the FEFC's recent report on Programme Area 10 has commented on this problem, suggesting that basic education staff frequently have no relevant qualification for the area in which they teach. 9.14 Staff working in specific contexts should be trained specifically for these contexts. For example, in programmes for unemployed people, a vocational focus is crucial. Staff must be able to analyse jobs into their component tasks, identifying the literacy and numeracy requirements. In the case of foundation training or dedicated provision, staff may need to acquire familiarity with a wide range of job tasks, in order to keep work and related literacy and numeracy demands at the centre. Similarly, staff providing training at the workplace require the skills needed to teach basic skills in that particular context. 9.15 Some community-based programmes have been successful in training staff to teach basic skills in the specific context of their client group. For example, London Connection, a project working with homeless young people, has provided training for a number of members of existing staff so that they are able to identify and support basic skills needs if they arise, and are able to do so within the context of the individual's wider needs. 9.16 Progress has been made in developing appropriate qualifications for teachers of basic skills to adults. The Basic Skills Agency introduced initial accredited training in 1991 and more demanding in-service training in 1993. Before that, little teacher accreditation existed. However, more demanding accreditation is required. 9.17 The solution is to develop more demanding initial training as a compulsory preparation for new staff and volunteers in adult programmes. The BSA and the new Further Education National Training Organisation [FENTO] should work together to produce such qualifications, in collaboration with the national awarding bodies. We would also like to see diploma courses established in University Education Departments. 9.18 Such developments need careful preparation and will take time to become reality. Yet, given the importance of improvement, we want to follow the model of the National Literacy Strategy, and propose that intensive courses be introduced urgently for key staff to help in implementing the new core curriculum. Effective teaching 9.19 The quality of teaching is one of the most important factors in influencing whether someone learns well and effectively. There is no single effective teaching style suitable for all learners, and we would expect to see a range of approaches in use, including whole class teaching, small group work and individual instruction. 9.20 Every learner in a basic skills programme should have a written study plan, agreed with tutors and teachers. Such a plan should: be negotiated and agreed between the programme and the learner; include specific targets and learning goals; contain an outline of the steps needed to reach a particular goal; include details of the skills and knowledge being developed; be reviewed and revised regularly. 9.21 It is important to ensure that there is an appropriate staff/learner ratio in teaching groups, hopefully allowing for some individual attention. Otherwise drop-out rates will go up and learners may make little progress. 9.22 It is more difficult to establish ratios for learning support where learners attend a workshop or centre, have a large element of self-study and make use of new technology. However, what is important in these circumstances is for learners to have individual specialist advice and support from staff. 9.23 Teaching always needs to take account of the context for learning. So, for example, teaching on workplace courses or on family literacy programmes needs to relate to the main purpose a learner has for wanting to improve basic skills. 9.24 All learners should have access to appropriate learning material; material that is varied, helpful in improving specific skills and knowledge and is relevant to the learners' age, interests and abilities. Material should: be appropriate for specific age groups; provide an adequate level of guidance as to how they are used and for what purpose, to teach which specific skills, within a range of activities; give regular test, assessment and feedback information, both to the teacher and the learner; be structured to ensure clear progression in levels within texts; be contextualised, while retaining clear focus on underpinning skills. 9.25 Very little existing material is targeted at workplace learning. Effective workplace programmes have used generic material for the teaching of these skills. However, applying these skills to the context of work, and providing the contextualised practice material that both employees and employers value, requires vocationally specific material. This is a gap that needs to be filled. The benefits of new technology 9.26 At the heart of improved quality in delivery and materials must be increased use of Information and Communication Technologies (ICT) to improve basic skills. There are a number of reasons why this is an important element for the future. 9.27 Firstly, ICT provides a powerful motivation for adults with poor basic skills. Few will have used computers or related technology at school. It does not therefore evoke the memories of struggle and failure that paper, pencil and books often recall. A computer can also enable a learner to be a more successful writer, more quickly: to produce letters and other writing that looks good, without crossings out, poor handwriting or a number of paper drafts. 9.28 Secondly, learners who use ICT for basic skills increase the value of their study time. They acquire keyboard and other computing skills as they improve their reading, writing or maths. Open Learning Centres used this twin track approach effectively, drawing new groups of adults into programmes that enabled them to gain qualifications in using computers, as well as in basic skills. 9.29 Thirdly, the power of the new technologies can enable teachers to provide methods of learning less possible with print materials. For example: the availability of sound is an important empowering tool: it enables learners to check the accuracy of their reading independently; text-to-speech and speech-to-text technologies speed the process of comprehension and composition; multimedia programmes have the flexibility to produce material that is quickly made useful for the individual learner, for example to a specific work context or industrial sector. 9.30 Fourthly, the World-Wide Web and digital television offer new ways to reach adults with poor basic skills and to encourage them to learn. They open up the prospect of providing learners with what they say that they want, high-quality home-supported programmes. 9.31 Fifthly, ICT has been a key factor in convincing employers to invest in basic skills training. The introduction of ICT into the workplace has often provided the spark for identifying employees' basic skills needs, and calling in experts to provide training. 9.32 Recent Australian research found that the use of ICT led to 'increased output, a greater understanding of what producing written text involves, increased participation by learners and higher levels of enthusiasm and interest'. We were also impressed to learn about initiatives in the USA to develop the use of technology to improve basic skills. 9.33 So ICT should increasingly be part of all basic skills teaching and study programmes. However, there are key issues that must be resolved: basic skills learners need ready access to modern computers and other technology, including the Web; there must be an improved range of software programs suitable for adult basic skills users, with clear quality criteria for their content and use; programmes need staff skilled and knowledgeable in the best use of ICT. 9.34 Recent surveys have identified a need for a greater number and higher capacity computers for use in basic skills programmes. If we are to see a substantial improvement in the quality of programmes the upgrade and increase of computers available to basic skills students should be a high priority for colleges and other basic skills providers. We welcome the recent initiative by the DfEE of making available over £4 million worth of high quality hardware to adult education and community based programmes. This is an important first step. 9.35 Elsewhere we describe the important role that the University for Industry (UfI) can play in attracting new basic skills learners. The UfI must also ensure that there is an adequate range of learning styles using the new technologies. This will include on-line learning in traditional programmes, the choice to learn in new UfI learning centres, and learning at home. 9.36 But other players must be drawn in. The new National Grid for Learning (NGFL) provides a powerful resource. It is the information highway that connects schools across the country, and will be the source for new materials and new ways of learning. Already it supports the Literacy and Numeracy Strategies for Schools. But we believe that the NGFL can be harnessed to support adult basic skills learning, through out of school hours programmes that involve parents and other adults. 9.37 There are a small number of good software programs that have been produced for adult basic skills teaching. Recent multimedia CD-ROMs have improved the quality of what learners can use, in addition to generic word-processing, spreadsheet and database packages. However, there must be more, including: on-line initial and ongoing assessment; programs that make use of the technology available to develop a range of reading, writing, spelling and numeracy skills; language fluency programs; distance teacher support. 9.38 Schools and FE colleges are making increasing use of new learning programmes, such as Integrated Learning Systems (ILS). These products provide a course of instruction in literacy and numeracy, practice on what has been learnt and assessment of performance through tests. Despite the inconclusive results of research by the British Educational and Communications Technology Agency (BECTa) into the effectiveness of ILS, it is nevertheless a tool that must be further explored for its relevance to adults. 9.39 Digital TV is a new medium. Few households have the televisions or set-top boxes to access digital TV. However, usage is growing rapidly. And perhaps more significantly, digital TV sales are reported to be greater amongst social groups and classes where basic skills needs are greater. Led by sport, home movies and home shopping, digital TV is set to achieve the kind of reach that we believe is necessary to get home learning of basic skills established. Digital teletext, introduced later in 1999, offers the prime medium for this development. Early development of basic skills digital material is under way, led by the Basic Skills Agency and partners in the Upgrade ESF project, and the Digital College in Wales. 9.40 As the usage of ICT in basic skills provision increases, so will the need for well-trained staff who know how to use it. Previous evaluation of computer-based initiatives have pointed to the lack of confidence of staff as a barrier to effective use. We believe, therefore, that training in this area is a priority for basic skills staff. 9.41 As for Information Technology as a basic skill in itself, we welcome the intention of the National Skills Task Force to examine the question of IT literacy in its work on key skills and employability. RECOMMENDATION 12 -Quality Assurance By 2002 all basic skills programmes should be required to meet a new nationally determined framework of standards in order to qualify for funding. RECOMMENDATION 13 - Inspection The three inspection agencies, FEFC, OFSTED and TSC, should work together on a common inspection framework based on clear and transparent standards and consistent with the proposed national quality framework. RECOMMENDATION 14 - Teacher Training (i) All new staff and volunteers should undertake recognised initial training in teaching literacy and numeracy to adults. (ii) The BSA, the new Further Education National Training Organisation [FENTO] and others should work together to produce new qualifications for teaching basic skills to adults. (iii) By 2005 all teachers of basic skills should have this qualification or an equivalent. (iv) Diploma courses in teaching basic skills to adults should be established in University Education Departments. (v) Intensive courses for teachers to become familiar with the new curriculum should be mounted. RECOMMENDATION 15 - Use of Information and Communication Technologies In view of the importance of Information and Communication Technology in basic skill learning programmes, the DfEE should ensure, in collaboration with relevant bodies, that such programmes receive all the necessary advice and support.

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