Functional Skills Generic Description

Functional Skills - Generic Description
Generic definition of functional skillsOne of QCA's first tasks is to define what functional skills are in more detail, and to establish the content of learning covered for each subject. In October and November, three working days were held to share initial thinking on functional skills and to begin to consider technical aspects relating to qualification development. A consultation on the content of the standards should take place in early 2006.Generic definition of functional skillsFunctional skills are those core elements of English, maths and ICT that provide an individual with the essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life and at work. Individuals of whatever age who possess these skills will be able to participate and progress in education, training and employment as well as develop and secure the broader range of aptitudes, attitudes and behaviours that will enable them to make a positive contribution to the communities in which they live and work.In the case of English this means that: each individual is confident and capable when using the skills of speaking, listening, reading and writing and is able to communicate effectively, adapting to a range of audiences and contexts. This will include being able to explain information clearly and succinctly in speech and writing, expressing a point of view reasonably and persuasively and using ICT to communicate effectively. in life and work each individual will be able to read and understand information and instructions, then use this understanding to act appropriately and to analyse how ideas and information are presented, evaluating their usefulness, for example in solving a problem. They will be able to make an oral presentation or report, contribute to discussions and use speech to work collaboratively in teams to agree actions and conclusions.In the case of maths this means that: each individual has sufficient understanding of a range of mathematical concepts and is able to know how and when to use them. For example, they will have the confidence and capability to use maths to solve problems embedded in increasingly complex settings and to use a range of tools, including ICT as appropriate. In life and work, each individual will develop the analytical and reasoning skills to draw conclusions, justify how they are reached and identify errors or inconsistencies. They will also be able to validate and interpret results, to judge the limits of their validity and use them effectively and efficiently.In the case of ICT this means that: each individual is confident and capable when using ICT systems and tools to meet a variety of needs in a range of contexts. For example they will use ICT to find, select and bring together relevant information and use ICT to develop, interpret and exchange information, for a purpose. In life and work each individual will be able to apply ICT safely to enhance their learning and the quality of their work.(Functional Skills Update 2, QCA, December 2005)
QCA developing functional skillsThe Qualifications and Curriculum Authority has begun work to develop functional skills qualifications, led by Paddy O'Hagan of Skills for Life and Work Team. Functional skills are seen as fundamental skills that need to be developed and built into programmes of learning and development for young people and adults to prepare them for participation in life and work. They will be a set of qualifications in their own right, but will also underpin and support other qualifications such as GCSEs.Two recent White Papers mentioned functional skills; the 14-19 Education and Skills White Paper (March 2005) and the Skills White Paper (March 2005). The three areas of functional skills as defined in the White Papers are functional maths, functional English and functional ICT. The functional skills will build upon the existing key and basic skills and GCSEs and also contribute to ensuring that more young people achieve and progress to level 3 and beyond.QCA's remit asks that the new skills be developed in ways that will ensure that young people and adults can engage purposefully as citizens and in employment. They should be suitable therefore for a wide range of candidates, young people involved in GCSEs at school, and adults involved in learning programmes to prepare them for work. QCA has refocused the work originally planned for the Convergence Project (the convergence of basic and key skills qualifications into one set of qualifications) to progress this work.A first draft of standards will start with levels 1 and 2 in each of the three subjects. 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.(Functional Skills Update 1, QCA, Autumn 2005)