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Page �LSU is part of the London Centre for Leadership in Learning
at the Institute of Education
e-briefingBriefing 14
Embedded Literacy, Language
and Numeracy (LLN)
This briefing aims to:
• give an overview of current
thinking and practice
on embedded Literacy,
Language and Numeracy
• signpost practitioners
from all contexts to what’s
out there and available to
help you.
This briefing was prepared in
December 2007.
In this fast-moving area it is
essential to keep up to date with
new developments. These are widely
promoted and publicised through the
organisations and websites referred to
in each section.
Embedded Literacy, Language and Numeracy Extending and developing Embedded LLN approaches is a development priority
for education and training providers across the post-�6 sector. This briefing aims
to provide an up-to-date overview of current information so that key staff in all
contexts know what’s available and are able to access it easily. Each section starts
with a brief introduction, followed by details of specific sources of information under
the headings of:
A. Definitions and starting points Page 2
B. ‘How to’ guides and case studies Page 3
C. Teaching resources Page 5
D. Sources of help and support Page 7
E. Professional development routes and resources Page 9
F. Research Page 11
G. The policy context Page 13
H. Planning, accreditation and funding issues Page 15
I. Glossary of acronyms Page 18
Choose your own starting point. The information will be of relevance to:
• Frontline and support staff working with actual or potential learners
• Teachers and trainers in vocational and other subject areas
• Skills for Life teachers and trainers
• Team leaders, supervisors and managers in education, training and the
workplace
• Leaders and managers
• Human Resource staff, staff development managers, teacher trainers and
trainee teachers
in adult and community learning, workplace, work-based training, voluntary and
community, offender learning and further education settings across the region.
You can access this e-briefing on-line on
www.talent.ac.uk/content.asp?CategoryID=�847
If you have further information you think should be included please contact
A note on terminology
Current terminology has been used throughout, with acronyms (eg LLN) written in
full at first usage. Click on any acronym for a direct link to the glossary. Live links throughout this e-briefing are underscored. To
access them please double click.
Page 2 e-briefing
A. Definitions and starting pointsAdult literacy, language and numeracy are defined as:
The ability to read, write and speak in English and to use mathematics at a
level necessary to function and progress at work and in society in general
Skills for Life Strategy, Department for Education and Skills (DfES) 2001
Since 200�, literacy, language and numeracy have been brought together as ‘Skills
for Life’ in the government’s national Skills for Life strategy. The strategy emphasises
that people want and need to improve their skills in a context and for a purpose
– whether it’s to help children at school, to be able to manage personal finances, or
to cope and progress at work.
Embedded literacy, language and numeracy (LLN) puts this thinking into practice:
‘Embedded teaching and learning combines the development of literacy,
language and numeracy with vocational and other skills. The skills acquired
provide learners with the confidence, competence and motivation necessary
for them to succeed in qualifications, in life and in work.’
Skills for Life Strategy Unit, (DfES) 2003
Recent research� shows that embedded LLN is most effective where vocational or
other subject practitioners work in partnership with language, literacy and numeracy
practitioners in unified programmes which:
• Present an integrated whole to learners
• Have two or more learning aims within a single programme, including LLN
• Integrate LLN teaching in a variety of ways.
This results in:
• Higher retention and success rates overall
• Much higher achievements in language, literacy and numeracy.
This perspective on embedding has now supplanted earlier approaches. As a rule
of thumb, if a learner experiences a programme as a whole including LLN, it is
successfully embedded. This applies also to staff:
‘Things are done differently – instead of vocational AND key skills I feel I am
part of a team of engineering teachers.’
LLN Practitioner
While government priorities mean that the main focus of embedded LLN at present
is on vocational training, delivered in the workplace or in preparation for work,
embedded LLN approaches are equally relevant and successful across the full range
of post-school contexts for education and training, including community settings.
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e-briefing
� ‘You wouldn’t expect a maths teacher to teach plastering..’ Embedding literacy, language and numeracy in post-16 vocational programmes – the impact on learning and achievement. NRDC, November 2006
Page � e-briefing
B. ‘How to’ Guides and Case StudiesA number of paper- and web-based publications provide substantial overview
information as well as practical guidance on the planning and delivery of embedded
LLN. These are listed in chronological order, with the most recent first. A number of
useful case studies in a variety of contexts are also included.
Guides
1. Embedding: Developing Adult Teaching and Learning: practitioner guides,
Helen Casey, Mary Conway, Sue Grief and Desiree Lopez
Important new guide on putting the findings of the most recent National Research
and Development Centre (NRDC) research into practice. Produced as part of a series
of practitioner guides by the National Institute for Adult and Community Education
(NIACE) with NRDC with a planned publication date in early 2008, and available
free from www.niace.org.uk/publications or downloadable from www.nrdc.org.uk/
publications_list.asp?Keywords=practitioner+guide&CategoryID=&ContactID=&Sea
rchSubmit=�
2. Practical guidelines for embedding Skills for Life into vocational programmes,
Skills for Life Development Centre ‘Making Learning Work in Sussex’, March 2006
Outcomes of a Learning and Skills Council (LSC)/Council for British Teachers (CfBT)
funded project drawing on experience of a number of ‘trailblazer’ organisations with
input from a wide group of other experts and practitioners. Background information
on embedding followed by detailed guidance on planning, delivery and evaluation
and additional information.
Printed copies available at some events; whole publication downloadable from
www.sfldc.org/guidelines/home/
3. Practical guidance for embedding Skills for Life, Skills for Life Quality Initiative,
March 2006
Web-based publication covering most of the areas in this e-briefing and including
a helpful section on approaches to staffing embedded Skills for Life learning.
Downloadable from www.sflqi.org.uk/online/materials_2.htm under ‘Embedding
Skills for Life Guidance’ 2.�.
e-briefing
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4. Lifelines 21: Developing embedded literacy, language and numeracy:
supporting achievement, Jan Eldred, National Institute of Adult Continuing
Education (NIACE) 2005
Well-respected general introduction incorporating the outcomes of NIACE research
and development work in this area. ‘This practical guide offers different models
of delivery that can be adapted to suit both the learners and the programme of
study. It draws on examples developed by teachers and outlines the challenges and
complexities of this approach as well as the opportunities and advantages.’ NIACE
Publications Catalogue.
To order from www.niace.org.uk £7.95
5. Raising Standards Guide: Embedded Learning
One of a series of Raising Standards Guides written with inspection in mind, this
gives specific guidance on what needs to be in place to ensure quality in programmes
with embedded LLN against each of the five Common Inspection Framework
questions. A separate section looks at preparation for inspection.
www.dfes.gov.uk/readwriteplus/raisingstandards/embeddedlearning
Case Studies
1. Partnership teaching to embed literacy, language and numeracy into
vocational programmes at Northampton College and Working together to
develop embedded schemes of work
Examples of successful approaches to embedded LLN arising from the Skills for Life
Improvement Programme 2006-7.
Both freely downloadable from www.sflip.org.uk/casestudies.aspx
2. An integrated approach to teaching key skills in Construction – a case study
Detailed case study based on a video recording of a lesson showing how key skills are
integrated into construction-related programmes.
Published by the Key Skills Support Programme in 2006 and downloadable from
www.lsneducation.org.uk/user/order.aspx?code=062476&src=XOWEB
3. An integrated approach to teaching key skills in Business Studies and
Information Communication Technology (ICT) – case studies.
Detailed case studies based on video recordings of lessons showing how key skills are
integrated into Business Studies and ICT programmes.
Published by the Key Skills Support Programme in 2006 and downloadable from
www.lsneducation.org.uk/user/order.aspx?code=062479&src=XOWEB
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4. Key Skills for employability, and A big rise in achievement through
integrating key skills
Case studies on implementing embedded key skills in offender learning settings
developed through the Key Skills Support Programme. Listed under ‘Guides’ and
downloadable from www.ksspforwork.org.uk/
5. unionlearn
unionlearn is currently developing case studies showing how LLN can be successfully
combined with National Vocational Qualification (NVQ) study in the workplace.
These will be posted on the unionlearn website in the near future. For more
information about unionlearn see D7 below or visit www.unionlearn.org.uk.
The case studies will be posted on the Skills for Work section of the site
www.unionlearn.org.uk/skills/learn-�587-f0.cfm
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C. Teaching ResourcesMany excellent and high quality resources developed to support embedded LLN in a
wide variety of contexts are available free to practitioners. This includes multi-media
packs, on-line resources and materials to download. There are also some widely-used
commercially-produced resources and tutor-collected materials. A helpful if slightly
out of date Resources Guide to support embedded Skills for Life programmes can be
downloaded from the Whole Organisational Approach (WOA) Pathfinder website:
this lists most of the resources below plus other useful support material.
http://excellence.qia.org.uk/page.aspx?o=WOAgoodpractice
1. Skills for Life – Materials for Embedded Learning
High quality packs in 28 vocational, employability, health and community contexts
including audio-visual materials and teachers’ notes. All are available to download
or order free via the website below. Interactive search facility; downloaded
materials can be customised. Currently available packs include: Trowel occupations;
Horticulture; Family health; Effective communication for international nurses;
Catering; Hospitality; Retail; Warehousing; Entry to Employment (E2E); Sports
leadership; Painting operations; Cleaning skills for construction; Food hygiene; Health
and safety (with manual handling); ICT; First aid; Early years; Hairdressing; Family
life: the growing child; Family life: focus on parenting; Transport; Get on in the
community; Social care.
www.dfes.gov.uk/readwriteplus/embeddedlearning
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2. Key Skills Support Programme Publications and Resources
A substantial library of teaching and learning materials supporting Key Skills
is available to download free from the website. These materials give learners
the opportunity to learn, practise and apply key skills, particularly Application
of Number, in the contexts of Administration; Care and childcare; Catering;
Construction; Hospitality, sport and travel; Engineering and motor vehicle; Retail
(including Hair and beauty); Sport and recreation.
www.ksspforwork.org.uk/about/
An up to date (2007) guide for practitioners in work-based learning on Using and
adapting resources for key skills and Skills for Life: Guide to good practice is also
available free to download from:
www.lsneducation.org.uk/user/order.aspx?code=060004&src=XOWEB
3. National Teaching and Learning Change Programme Resources
Subject-specific, multi-media resources developed as part of the Subject Learning
Coaches programme. They include many practical activities for use with learners
which can form part of an embedded programme, as well as ideas on new, exciting
approaches to teaching and learning. Subjects currently available: Business;
Construction; Entry to Employment (E2E); Health and social care; Information and
communication technology (ICT); Land-based studies; Mathematics; Science; Adult
learning; Engineering; Modern foreign languages, with Creative studies and Media
coming soon. Active and well-supported talk-board for participating organisations
with much sharing of ideas and resources – see D5 below.
All LSC-funded organisations delivering post-�6 education and training are entitled to
one resource pack per subject free of charge. For details and to order go to:
www.subjectlearningcoach.net/programme/resources
The resources can also be viewed or downloaded from the Excellence Gateway
on the Quality Improvement Agency website.
Go to http://teachingandlearning.qia.org.uk/
4. BBC Skillswise
Skillswise in the Workplace has free ICT based modules on vocabulary for plumbing,
carpentry, electrics, childcare, plastering and decorating.
www.bbc.co.uk/skillswise
5. Target Skills for Work
Tribal/CTAD has developed a suite of commercially-marketed ICT-based materials,
workbooks and multimedia materials based on the skills for work needed in
the passenger transport, retail, care, manufacturing, hospitality, cleaning and
construction sectors.
www.ctad.co.uk/content/view/�00/�0�/
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6. The talent website
The talent website offers a wide range of support to teachers and trainers on all
aspects of LLN. This includes a section on teaching materials posted by site users.
Search for embedded materials.
www.talent.ac.uk
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D. Sources of help and supportA number of government-funded and supported programmes provide free support
on developing and improving embedded LLN programmes. This support ranges
from helpful examples and advice on websites to direct consultancy support for
organisations. Most form part of the Quality Improvement Agency (QIA) portfolio
of programmes, the content of which is reviewed annually. In April 2008 the QIA
merges with the Centre for Excellence in Leadership: it is likely that this will lead to a
more radical review of the support offer.
1. Skills for Life Improvement Programme
Support for embedding literacy, language and numeracy continues to be a priority
for the Skills for Life Improvement Programme in 2007-8. Providers developing or
improving their approach to embedding were invited to apply for a package of in-
house support linked to regional network meetings.
www.sflip.org.uk/apply
2. Key Skills Support Programme
Well-established and highly regarded support for organisations delivering key skills,
including embedded approaches by the Learning and Skills Network (LSN). Offer
includes centre-based consultancy and training as well as regional and national
events and a very helpful website. Requests for centre-based support should
be made to the Regional Support Co-ordinator for London, Lorna Jackson, on
[email protected] or [email protected]
www.keyskillssupport.net/
3. unionlearn and Skills for Work
unionlearn is the Trade Union Congress’s (TUC) workplace learning arm, aiming
to ‘increase workers’ life chances and strengthen their voice at the workplace
through high quality union learning.’ It also organises the work of Union Learning
Representatives (ULRs), who promote learning and support learners in the
workplace. Unionlearn is actively supporting Skills for Work, the government’s
initiative promoting LLN alongside employees’ first Level 2 or � National Vocational
Qualification (NVQ). They are powerful allies for anyone trying to develop embedded
LLN in a workplace context. At minimum, ULRs seek to ensure that learners going on
their first NVQ 2 or � have a chance to get a Skills for Life assessment alongside a
vocational one.
www.unionlearn.org.uk
Skills for Work information on www.unionlearn.org.uk/skills/learn-�587-f0.cfm
Page 8 e-briefing
4. Quality Improvement Agency’s Excellence Gateway
Web-based support for all aspects of teaching and learning including embedded
approaches. An essential searchable resource base, including the outcomes of earlier
initiatives.
http://excellence.qia.org.uk/
5. Whole Organisational Approach Pathfinders
The Whole Organisational Approach Pathfinders were three year projects to develop
effective whole organisational approaches to Skills for Life, including developing
embedded approaches. Practical advice and guidance developed through the projects
is still accessible from the website via the link below. The London Pathfinder in
Ealing, Hammersmith and West London College was particularly successful in
developing a strategy and delivery model for embedded LLN.
http://excellence.qia.org.uk/page.aspx?o=WOAgoodpractice
6. The QIA National Teaching and Learning Change Programme
Staff teams involved in developing embedded approaches will find the ideas and
approaches developed for this programme very helpful, and may choose to involve
existing Subject Learning Coaches or sign up to join. Subject Learning Coaches are
trained to work with colleagues in-house to raise standards of teaching and learning
and meet together on a regional basis in a supportive network. Subjects currently
available: Business; Construction; Entry to Employment (E2E); Health and social care;
Information and communication technology (ICT); Land-based studies; Mathematics;
Science; Adult learning; Engineering; Modern foreign languages, with Creative studies
and Media coming soon. Active and well-supported talk-board with much sharing of
ideas and resources open to participating organisations.
www.subjectlearningcoaches.net
and to get involved: www.subjectlearningcoaches.net/nominate/involved/
7. Move On Up
Move On Up takes the successful Move On approach into the workplace through
negotiated programmes with employers under the general heading of ‘Get on at
Work.’ Key elements of the ‘Get on at Work approach’ are:
• A briefing session for key personnel including HR staff, line managers and union
learning representatives
• An introductory session for learners to assess whether Get on at Work is the
right course for them
• A short brush-up course in LLN developing individual skills leading to testing at
Level � or 2
The approach is supported by a package of support in the form of guidance, case
studies and resources through the Move On website.
www.move-on.org.uk
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8. TOTALLY SKILLED: Embedding Skills for Life in Vocational Qualifications
This DfES-funded Qualifications and Curriculum Authority (QCA) led project ran
from 2004 to end March 2007. The project aimed to:
• Support awarding bodies to work with centres to develop embedded delivery
• Help the then new Sector Skills Councils to make LLN explicit in their vocational
standards as they developed them.
Working with �2 Awarding Bodies and 4 Sector Skills Councils, a range of models
and guidance materials were developed for each context with initial assessment
as the common starting point. DIUS is planning a second phase of this project to
start in 2008, involving additional Sector Skills Councils and Awarding Bodies and
expanding the range of models. No details are available to date, but all the models
and materials developed in the first stage are freely downloadable from the website.
www.totallyskilled.org.uk
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E. Professional Development Routes and Resources This section summarises the ways practitioners in all roles and in all contexts can
access training in approaches to embedded LLN. This includes:
- accredited training undertaken either as part of initial teacher training (ITT) or
through continuing professional development (CPD) programmes as part of the
new professional development framework.
- non-accredited CPD routes and resources. These range from awareness-raising
materials to packages offering practical guides to implementation. Most are
linked to specific initiatives and have been promoted and disseminated by this
route. Many are freely available for use in-house, or can be delivered through
Professional Development Centres and other initial teacher training providers.
For up to date information on current staff training opportunities in London, and for
more information on local Professional Development Centres, see the talent website
www.talent.ac.uk/
1. Initial Teacher Training
All initial teacher training courses include a ‘minimum core’ of LLN, including
approaches to embedding. This needs to be covered during the first year of training.
All new teachers also need to show in their application for professional status that
they have personal skills in English and maths at Level 2 – equivalent to an English
and maths GCSE A-C.
Two further optional units on Embedded LLN for teachers of other specialisms are
currently available as part of initial teacher training.
www.lifelonglearninguk.org/nrp/teachersofos/toaos_page�.html
Page �0 e-briefing
2. Accredited CPD
a. A new ‘Developing Embedded Approaches to LLN’ certificate at Level 5 has been
developed for qualified teachers of any subject who already have personal skills in
English and Maths at level 2. Pathways within the qualification for language, literacy
and numeracy teachers will need higher levels of English or maths skills according
to their subject specialism. A key focus of the module is on how literacy, language
and numeracy teachers can work with teachers of other specialisms. Guidance
for awarding bodies on developing this qualification is available from the Lifelong
Learning UK (LLUK) website:
www.lluk.org.uk/documents/nrp/embedded_approaches_ai_guidance_v�a.pdf
b. The Key Skills Support Programme (KSSP) has developed a Level 4 professional
development module in Key Skills Teaching and Learning which will be delivered
through a network of �2 hub centres during 2007-8. Participants on the course can
also follow a non-accredited route. More information from the Key Skills Support
Programme website:
www.keyskillssupport.net/cpda/
Additionally, KSSP has developed ‘Level Crossing’ resources which recognise the
cross-over between Key Skills and LLN and address this through resources and
national events. This has included support for different levels within groups, including
tracking issues:
www.keyskillssupport.net/teacandlearkeya/levecros/
c. LLU+ at London South Bank University in partnership with LSU is piloting a Peer
Coaching for Embedding Language, Literacy and Numeracy programme, with two
intakes in October 2007 and January 2008. This includes a 4-day Open College
Network (OCN) accredited course at Level � as well as membership of a pan-London
coaching network and access to an on-line coaching forum.
Contact Julia McGerty on [email protected] or follow this link:
www.lsbu.ac.uk/lluplus/training/generic.shtml#�
3. Non-accredited CPD
a. Skills for Life Improvement Programme 2007-8
• The package of support offered to providers developing or improving their
approach to embedding includes a bespoke training package linked to regional
network meetings. See D� above, or read more on the website.
www.sflip.org.uk/apply
• One day courses on aspects of embedded learning are offered to providers
working in the priority settings of Work-based learning, E2E, Train to Gain, Job
Centreplus, voluntary and community learning and offender learning.
For further information and to apply contact Clarre Thomas at LLU+ on
020 78�5 6272 or email [email protected]
• One-day training packages on embedded LLN are available to download, adapt
and use. They address a wide range of training needs. Examples are Planning
to embed, Approaches to Skills for Life for vocational teachers, Working in
partnership.
www.sflqi.org.uk/online/materials_2.htm
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b. Key Skills Support Programme
Materials from the 2006 – 2007 Key Skills CPD module are available for download
from the website. While not explicitly focusing on embedded approaches to LLN,
this is implicit in the Key Skills approach. Scroll down from this link to see archive of
materials for 2006-2007.
www.keyskillssupport.net/cpda/
c. The National Teaching and Learning Change Programme
The resources developed as part of the Subject Learning Coaches programme, see
C� and D5 above, include staff development material useful to teams developing
embedded LLN approaches.
The resources can be viewed or downloaded from the Excellence Gateway on the
Quality Improvement Agency website. Go to http://teachingandlearning.qia.org.uk/
d. Better Teaching Partnership staff development materials
The Better Teaching Partnership is a Basic Skills Agency @ NIACE programme
offering a package of support for organisations hoping to improve their inspection
grades. Module 5 of the Tools for Staff Development on ‘Integrating LLN into a range
of contexts’ is available at £40.00 from BSA@NIACE.
www.basic-skills.co.uk/resources/resourcessearchresults/detail.php?ResourceID=��7897026
Changes in Professional Development from September 2007
For more information on the new professional development framework and what it
means for you and your organisation visit the LLUK website www.lifelonglearninguk.
org or call LLUK’s free information and advice service on 020 79�6 5798.
From this date, all qualified teachers need to register with the Institute for Learning
IfL and demonstrate that they are involved with a minimum of �0 hours CPD a year.
If embedded LLN is a priority for you or your organisation, this should be part of your
personal or organisational CPD plan. For further information on the CPD entitlement,
go to www.ifl.ac.uk/services/p_wwv_page?id=�40
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F. ResearchSubstantial research on approaches to Embedded LLN has been carried out by the
National Research and Development Centre (NRDC) since 200�. Current policy
and practice stems from the new perspectives identified in the NRDC November
06 study ‘You wouldn’t expect a maths teacher to teach plastering.’ This and two
other recent studies are summarised below, along with current work. Information on
current projects, and copies of completed studies are available free to download or
order from www.nrdc.org.uk
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1. ‘You wouldn’t expect a maths teacher to teach plastering...’ Embedding
literacy, language and numeracy in post-16 vocational programmes – the impact
on learning and achievement. NRDC, November 2006
Important study whose findings show that embedded LLN provision is correlated
with higher levels of motivation, attendance, retention and achievement where
vocational/subject staff work in partnership with LLN specialists. The research
identified four key success criteria: organisational structures; team work; staff
attitudes and beliefs; and features of teaching and learning, curriculum and materials.
www.nrdc.org.uk/publications_details.asp?ID=7�
2. Embedded teaching and learning of adult literacy, numeracy and ESOL: 7 Case
Studies, NRDC, August 2005
Study exploring the characteristics of embedded LLN, with detailed case studies in a
range of different contexts.
www.nrdc.org.uk/publications_details.asp?ID=2�
3. Embedded teaching and learning, LSC Skills for Life Quality Initiative Research
Resources, March 2006.
A summary of findings on embedding drawn from the 7 Case Studies and a range
of other NRDC studies: includes also a list of the other NRDC studies in which
embedded LLN is the sole or a significant focus.
www.nrdc.org.uk/publications_details.asp?ID=60
4. NRDC Research on behalf of the Department for Innovation, Universities and
Skills (DIUS)
This includes:
• Consultation events with practitioners in January 2008 on what more can be
done to increase the use of embedded approaches.
www.nrdc.org.uk/news_details.asp?NewsID=28�
• Base-line survey on extent of embedded provision, January 2008, mailed out to
identified contact points within all LSC providers of LLN.
The outcomes of this research will be reported to DIUS by end March 2008.
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G. The policy contextAs part of its Skills Strategy, the government commissioned Lord Leitch to carry
out a review and make recommendations on the action needed to raise the skills
level in the UK to compete effectively in the world economy. The Leitch Review was
published in December 2006, and the government’s Leitch implementation plan
World Class Skills in July 2007. Building on a range of previous reports, strategies and
policy documents, World Class Skills reinforces the overriding government priority
to raise the numbers of adults in employment with vocational and LLN skills and
qualifications. These changes run in tandem with radical reforms to the qualifications
framework for �4-�9 with the introduction of the new diplomas incorporating
Functional Skills. Particular issues for London are addressed in the draft London Skills
and Employment Strategy. The key documents are listed and their relevant main
points summarised briefly below.
1. World Class Skills: Implementing the Leitch Review of Skills in England
As part of a plan to 2020:
• Puts employers centre-stage with the introduction of an employer-demand led
model for identifying and planning delivery
• Moves much of the funding and responsibility for post-�6 education and training
to employers through Train to Gain and a new UK Commission for Education and
Skills which will co-ordinate the work of Sector Skills Councils
• Invites employers to access funding and support via Train to Gain through an
Employers’ Pledge committing them to train their workforce to a minimum first
full Level 2 vocational qualification and basic literacy and numeracy skills
• Stresses the important role of unions and ULRs in this process
• Sets new LLN targets for 20�� of 89% of adults qualified to at least Level �
literacy, and 8�% to at least Entry � numeracy
• Makes the link with the reforms to education and training for �4-�9 year olds,
including the new Diplomas
‘We are making basic English, maths and ICT skills the cornerstones of young
people’s education, integrating them into Diplomas, Apprenticeships and
GCSE English, maths and ICT, as well as creating a stand-alone qualification.’
www.dfes.gov.uk/skillsstrategy/uploads/documents/World%20Class%20Skills%20FI
NAL.pdf
Page �4 e-briefing
2. 14 -19 Education and Skills: Implementation Plan
Published February 2005
• Sets out priority for functional skills ‘to support learning and for employment’
• Reinforces link with employment and Sector Skills Councils
• Introduces Diplomas in vocational areas
• Strengthens work-based options
Sets out a detailed timetable for implementation.
Details on progress on the most relevant areas of development relating to embedded
LLN (Functional Skills and the Foundation Learning Tier) are included in Section H of
this briefing.
www.dfes.gov.uk/�4-�9/documents/�4-�9_implementation_plan05.pdf
3. London Skills and Employment Strategy
Published October 2007.
The London Skills and Employment Board (LSEB) was established to provide
leadership in improving adult skills and employment in London. Chaired by the
Mayor of London and employer-led, with representation from all key stakeholders,
it is developing a long-term strategy focusing on improving skills in London and
on identifying ways of tackling worklessness. The draft plan is currently out for
consultation, with a final strategy due for publication in early 2008. It incorporates
some variations from national planning which reflect London’s particular challenges:
in particular, the low levels of qualification amongst lower skilled workers and high
level of demand for English for speakers of other languages (ESOL).
The draft strategy suggests responses to five challenges faced by London:
a. A fundamental change to the employment and skills support available for
Londoners
b. An ambitious new Employer Programme
c. A new level of responsiveness from London’s learning and skills providers
d. An integrated skills and employment structure.
e. Public funding aligned to the challenges and priorities identified in the draft
strategy.
www.london.gov.uk/lseb/docs/proposalboardstrategy.pdf
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H. Planning, accreditation and funding issuesThe policy changes outlined in the previous section with a move to an employer-
and learner-demand led model bring with them major changes to the planning and
funding regime in the post-�6 sector. These coincide with the move to new delivery
and accreditation models including ESOL for Work, Employability courses and
Functional Skills. Most of these changes are still in development or at the trial stage.
The notes below reflect the situation in December 2007, and should be read with this
in mind. Current funding arrangements remain in place until July 2008.
1. Funding through the Learning and Skills Council (LSC) 2007-2008
Current guidance on planning and funding programmes with embedded LLN through
the LSC is covered by the Funding Guidance for Further Education in 2007/8. This
guidance is valid until July 2008. It can be downloaded from:
http://readingroom.lsc.gov.uk/lsc/National/FEFundingGuidance0708.pdf
LSC Factsheet 8 - embedding gives detailed guidance on current LSC thinking on
embedded LLN, including a section on funding. It can be downloaded from:
http://readingroom.lsc.gov.uk/lsc/National/nat-factsheet8-_embedded-
learning250907.pdf
Key points are:
• Embedded LLN involves at least one vocational learning aim and one literacy,
language (ESOL) or numeracy learning aim
• Each learning aim receives its related programme weighting
• Only the LLN learning aim will qualify for the �.4 programme weighting uplift
• The overall teaching and learning hours for the learning programme must be
greater than the vocational learning aim delivered on its own
• Teaching and learning relating to both vocational and LLN learning aims must be
discussed with learners and recorded in teaching records.
• Work is in progress on developing courses which have one unified set of learning
aims, combining both vocational and LLN. At present, no such courses are
recognised for funding purposes.
2. Funding through the LSC 2008-2009
The LSC proposals for the new �6-�8, Adult Learner- and Employer-responsive
funding models were published in November 2007 and are currently out for
consultation, with binding directives due to be issued early in 2008. Some different
requirements apply to ESOL. LSC contract-holders are advised to begin planning in
line with the new model now. Read the plans and respond to the consultation on:
http://readingroom.lsc.gov.uk/lsc/National/nat-�6-�8-adult-learner-and-employer-
responsive-funding-models.pdf
Page �6 e-briefing
3. Train to Gain: planning and funding for workplace training
Offers free training for employees mostly at Level 2, including LLN, arranged via
a Train to Gain broker, and is the main route for planning and funding workplace
provision. LSC-funded, with its own funding route. Full information on the scheme
and how to participate through www.traintogain.gov.uk .
There are some important changes to the LSC guidance on LLN for the year 2007
-2008 extending the range of the LLN offer to stand-alone LLN as well as LLN
linked to vocational qualifications. The LSC is also piloting Entry Level � in Literacy,
Language and Numeracy in London only. These changes are laid out in the briefing
sheet Requirements for funding Train to Gain 2007-8 version 2:
http://readingroom.lsc.gov.uk/lsc/National/nat-ttg-req-for-fund-v2_.pdf
Train to Gain: a plan for growth November 2007 – July 20�� sets out the LSC’s
longer term planning, including information on the London pilot on page �8.
http://readingroom.lsc.gov.uk/lsc/National/nat-ttg-plan_for_growth.pdf?WT.mc_
id=ttgho760&WT.mc_ev=click
4. ESOL for Work
These new qualifications are designed to meet the immediate English language
needs of migrant workers, both those in employment or intending to work. They
are intended both to provide more appropriate courses for this group and to take
pressure off places in traditional ESOL courses. Courses are ‘listed’ as approved by
the LSC, but unlike other ESOL courses:
• Do not contribute to national Skills for Life targets
• Do not attract the funding uplift for other LLN courses
• Are not automatically free to learners
The details are clearly spelled out in the downloadable LSC FACT SHEET �0 – ESOL
(English for Speakers of Other languages) for Work from:
http://readingroom.lsc.gov.uk/lsc/National/nat-factsheet�0esol-for-work.pdf
5. Employability Skills
New programmes delivered through Jobcentre Plus, offering unemployed people
an integrated package and pathway to support them back to work and in work. Key
features are:
• Accredited employability training at Entry � and Level �
• LLN at Entry � to Level 2 through embedded delivery
• Flexible programme, with work experience, placements and tasters leading
to a job
�� Employability Pilots are taking place in London colleges through a range of
partnerships including Jobcentre Plus, employers, local community organisations and
community regeneration projects. Promotional material to support the programme
is now available free of charge from DIUS publications. Current LSC provider
guidance is available on:
www.lsc.gov.uk/providers/employability/
Page �7 e-briefing
6. Functional Skills Pilots
Functional Skills are a key element of the �4-�9 curriculum reform. The aim is
to develop one set of qualifications in English, maths and ICT which will be built
into the new programmes for all learners age �4 and over. Standards have been
agreed and new qualifications are currently being piloted in over �000 centres and
Diploma Gateway consortia. The pilot period will run until 20�0, and there is no
date confirmed as yet for the new qualifications to come on-stream, with many key
issues still being negotiated. A Functional Skills Support Programme has been set up,
and a series of regional and in-house briefings is currently available to providers at
�6+ through the Learning and Skills Network (LSN.) For further information on the
briefings, call Stuart Barr on 020 7492 5259, or visit the website:
www.lsneducation.org.uk/functionalskills/
7. Foundation Learning Tier
The Foundation Learning Tier aims to develop accredited Progression Pathways
which will raise participation and achievement within the context of appropriate
progression opportunities for all learners aged �4 and above. By 20�0 there
should be:
• A curriculum offer which recognises a broad range of opportunities at Entry and
Level �, including LLN
• Clear and appropriate progression routes towards Level 2 or other positive
destinations
• An improved offer for individuals based on improved initial assessment and
personalised programmes
• Clear funding mechanisms to support participation, achievement and progression
Initial trials from January to July 2007 have been followed by a second phase of
development on 4� national trial sites. A document on ‘Developing effective practice
in foundation learning: messages for the implementation of Progression Pathways at
Entry Level and Level �’ is downloadable from:
http://excellence.qia.org.uk/pdf/FLT_Resource_�70907_NP_(�).pdf
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Page �8 e-briefing
I. Glossary of acronyms
BSA Basic Skills Agency
CfBT Council for British Teachers
CPD Continuing professional development
CTAD Cambridge Training and Development
DfES Department for Education and Skills (now DIUS)
DIUS Department for Innovation, Universities and Skills
E2E Entry to Employment
ESOL English for speakers of other languages
GCSE General Certificate of Secondary Education
HR Human Resources
ICT Information and communication technology
IfL Institute for Learning
ITT Initial teacher training
KSSP Key Skills Support Programme
LLN Literacy, Language, Numeracy
LLUK Lifelong Learning UK
LSC Learning and Skills Council
LSEB London Skills and Employment Board
LSN Learning and Skills Network
LSU London Strategic Unit
NIACE National Institute of Adult Continuing Education
NRDC National Research and Development Centre for Adult Literacy
and Numeracy
NVQ National Vocational Qualification
OCN Open College Network
PDC Professional Development Centre
QIA Quality Improvement Agency
QCA Qualifications and Curriculum Authority
SfL Skills for Life
TUC Trade Union Congress
ULR Union Learning Representative
WOA Whole Organisational Approach
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For further information please contact:
Institute of Education 20 Bedford Way London WC�H 0AL
Tel: 020 76�2 65�6 Fax: 020 76�2 66�8 Email: [email protected]
