Chapter 14: Further Research and Development 14.1 Despite much work in recent years, research about basic skills difficulties amongst adults is sparse. General information exists about the scale of the problem - although information about different levels and types of need is more difficult to come by - and the impact of poor basic skills has been well documented. The work of Professor John Bynner and his colleagues, now at the Centre for Longitudinal Studies at the Institute for Education (University of London), and research stemming from the International Adult Literacy Survey, are foremost among these. Within the next year, a research project conducted by the National Foundation for Educational Research for the Basic Skills Agency will throw light on the effectiveness of programmes. 14.2 However, there are major knowledge gaps, some of which have hampered our work. Little has been done to estimate the benefits gained from skills improvements, by individuals let alone the economy as a whole. Nor is much information available about whether improved basic skills are sustained and further developed over time. Too little is known about the relative cost effectiveness of different approaches. 14.3 The most complete evidence available to us related to the scale of need. It is particularly important to keep up research and survey work to gather such information, and to use it to inform the development of the National Strategy. 14.4 We propose that the Government should commission a baseline scale of need survey. The existing IALS survey is not entirely suitable for this purpose, since it does not deal effectively with numeracy skills, and does not allow one to differentiate between those with very low and low literacy skills. Any new survey should give greater emphasis to identifying low levels of skill, and should be the baseline from which the Technical Implementation Sub-Committee would set specific, realistic and demanding yet achievable targets for the future. However the survey should be formulated in such a way as to allow the results to be linked into the main international surveys, since it is vital that we are able to compare our progress against that of other countries. 14.5 There must be continued use of longitudinal studies, including the NCDS study that we have drawn on in this report. In this context, the work of Professor Bynner and his colleagues is particularly important. These studies provide the most effective information, based on a large number of adults, on levels of need and the impact of poor basic skills. We should ensure that future cohort sweeps continue to gather data on categories and types of need, and how they are changing in the light of new measures. In particular, questioning should be directed at issues such as: benefits obtained from improving basic skills and gaining qualifications later in adult life; basic skills components of social exclusion, including unemployment, health problems and crime and the means by which individuals and groups are able to overcome them; inter-generational continuities and discontinuities in basic skills and what affects them. 14.6 We recommend continued participation in the OECD International Adult Literacy Survey. Although reservations have been expressed about the size of the sample and some technical aspects, it provides the best comparative information about how we as a nation measure up alongside European and other international countries. We note that IALS is now being revised. 14.7 Past research has focused on problems with reading and to a lesser extent with numberwork, using specially designed tests to assess the extent of an individual's problems. Future work is required on such issues as: literacy and numeracy problems for second language speakers; writing difficulties and proficiency at all levels; oral communication skills; IT literacy and further extension to other key skills; relationships between literacy and numeracy and special learning difficulties. 14.8 Perhaps one reason why no country has yet discovered ready solutions for poor literacy, numeracy and language fluency is because there is little evidence of what teaching methods and assessment methods work best with adults who have problems. We propose that the DfEE and the Basic Skills Agency explore the potential for an international research project into this issue. 14.9 There are other research areas meriting attention in relation to basic skills issues. We would note in particular: research on special needs, including particularly issues for adults with dyslexia; research on assessment procedures; research on higher level literacy and numeracy needs in particular occupations. 14.10 We would also welcome an international study of how basic skills are tackled in various countries, and how well policies and initiatives work. Evaluation of the strategy 14.11 There should be a regular evaluation of the National Strategy, and especially of: the operation of local Partnerships, and their effectiveness in setting and reaching targets for improvement in the adult population; the effectiveness of promotion campaigns, and the numbers of adults joining and staying in programmes; the promotion, use, take-up and acquisition of new qualifications; progress in achieving participation in programmes, and consequent improvements in basic skills; the working of the various assessment arrangements. 14.12 The timescale for this research must mirror the timescale for the development and implementation of the National Strategy itself. Meanwhile, the first phase of research into the effectiveness of programmes should be completed by September 2000, so that partnerships can then use this information to develop their Action Plans. RECOMMENDATION 22 - Research The Department for Education and Employment should ensure that a research programme is set up to provide a systematic basis for the proposed strategy, including continuous monitoring of action plans. This should be done in collaboration with the Basic Skills Agency.

Back

Home