LITERACY IN

SCOTLAND COUNTRY REPORT | ADULTS

DRAFT

October 2015

This project has been funded with support from the European Commission.

This publication reflects the views of its authors only, and the Commission cannot be held

responsible for any use which may be made of the information contained herein.

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This working document reflects the point of view of literacy professionals assembled in this network. It

is still a work in progress since we continue to gather and update information on literacy in Romania

up to the year 2015. The contents of this publication may be reproduced in part, except for commercial

purposes, provided the extract is preceded by a reference to “ELINET”, followed by the date of

publication of the document.

Main authors

B Literacy Policy:

Jenny Litster (UCL IOE), Cath Hamilton (Education Scotland), Susan Doherty (Education Scotland), Edith

MacQuarrie (Education Scotland)

Report edited by Jenny Litster and David Mallows (UCL Institute of Education)

Coordinator of the ELINET-Project

University of Cologne

Prof. Dr. Christine Garbe

Institut für Deutsche Sprache und Literatur II

Richard-Strauss-Str. 2

50931 Köln – Cologne

christine.garbe(at)uni-koeln.de

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TABLE OF CONTENTS

A Performance in Literacy ....................................................................................................................................................... 4

B Literacy Policy ........................................................................................................................................................................... 5

1 Provision ........................................................................................................................................................................................ 6

2 Quality Monitoring .................................................................................................................................................................... 8

3 Literacy curricula/reading instruction ................................................................................................................................ 9

4 Screenings/assessment/support ........................................................................................................................................ 11

5 Special support for second language learners/migrants ......................................................................................... 12

6 Reading environments to stimulate reading motivation ......................................................................................... 15

7 Digital environments/use of technology in education ............................................................................................. 16

8 Teachers ....................................................................................................................................................................................... 18

9 Teacher education ................................................................................................................................................................... 21

10 Policy making ............................................................................................................................................................................ 23

C References ................................................................................................................................................................................. 26

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A PERFORMANCE IN LITERACY

Scotland did not take part in PIAAC the OECD’s Survey of Adult Skills. Some findings from a 2009

national survey of adult literacy are included in Section B of this report; there are no more recent data

available on levels of literacy among the adult population in Scotland.

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B LITERACY POLICY

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1 Provision

1.1 What types of adult literacy provision are there? What do you consider to be adult literacy

provision in your country?

Note: Scotland is part of the United Kingdom but responsibility for education policy, including lifelong

learning, is devolved to the Scottish Government.

Education Scotland has policy responsibility for Community Learning and Development, Community

Based Adult Learning, Adult Literacies and English for Speakers of Other Languages.

In Scotland, adult literacies are defined in Adult Literacies in Scotland 2020 (ALIS 2020) as the ability “to

read, write and use numbers effectively, in order to handle information, communicate with others,

express ideas and opinions, make decisions and solve problems, as family members, workers, citizens

and lifelong learners” (Scottish Government, 2011: p. 4). Therefore, in Scotland, the term “literacies” is

used to refer to the skills, knowledge and understanding required for both literacy and numeracy

practices. In Scotland, the social practice model is used, and adult literacies are seen as an aspect of

lifelong learning. An important principle is that learners are much more likely to develop their skills if

these are relevant to their own everyday experiences. Literacy and numeracy are complex capabilities

and important to people in terms of their work, family and quality of life.

Scale of issue: There have been two major data gathering exercises to assess the level of adult basic

skills in Scotland: the International Adult Literacy Survey (1996) and the 2009 Scottish Survey of Adult

Literacies (SSAL). Unlike England, Scotland did not participate in the OECD’s 2012 Survey of Adult Skills

(PIAAC).

The key findings of SSAL 2009 were that:

73.3% of the Scottish working age population has a level of literacies that is recognised

internationally as appropriate for a contemporary society;

around one quarter of the Scottish population (26.7%) may face occasional challenges and

constrained opportunities due to their literacies difficulties, but will generally cope with their

day-to-day lives; and

within this quarter of the population, 3.6% (one person in 28) face serious challenges in their

literacies practices.

SSAL 2009 identifies that one of the key factors linked to lower literacies capabilities is poverty, with

adults living in the 15% of the most deprived areas in Scotland being more likely to have literacies

capabilities at the lower end of the scale.

A diverse range of provision is offered in Scotland, including starter or bite-size courses, dedicated

literacies learning or learning where literacies are embedded within other types of learning, or within

other community engagement work such as youth work. Access to these programmes is designed to

be flexible and to reach out to learners in the places they use and get support.

1.2 How is adult literacy provision funded?

Funding for adult literacy provision is provided through the 32 local authorities, through the college

sector, and through the voluntary sector.

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Funding provided to local government is underpinned by the Concordat between the Scottish

Government and local government, based on mutual respect and partnership. This was established in

February 2008. Each local council develops a Single Outcome Agreement (SOA), which is an agreement

between a Community Planning Partnership (CPP) and Scottish Government, which sets the priority

outcomes for each area, and how the CPP will work towards achieving them. It also shows how the

local priorities contribute to the national priorities. Strategic Guidance to Community Planning

Partnerships: Community Learning and Development (2012) states that the specific focus of

Community Learning and Development should be:

improved life chances for people of all ages, including young people in particular, through

learning, personal development and active citizenship;

stronger, more resilient, supportive, influential and inclusive communities

This Guidance makes direct reference to adult literacies as a means of meeting these outcomes.

1.3 Is there a statutory entitlement to literacy provision up to a certain level?

Children and young people (3-18) have an entitlement through the Curriculum for Excellence to

develop skills for learning, skills for life and skills for work, with a continuous focus on literacy and

numeracy, and health and wellbeing. The Children and Young People (Scotland) Act 2014 sets out

provision, amongst other rights, for looked after young people to have the right extended up to the

age of 26.

In 2010 strategic guidance, Adult Literacies in Scotland 2020 (ALIS 2020), sets out a ten-year plan to

improve the literacies capabilities of Scotland’s adults. This document aims to promote equal access

to and participation in literacies learning for all adults. It is intended to promote equality of

opportunity to those who face persistent disadvantage and to increase the numbers of people

economically active across all groups within society.

The vision is that:

By 2020 Scotland’s society and economy will be stronger because more of its adults are able to read,

write and use numbers effectively in order to handle information, communicate with others, express

ideas and opinions, make decisions and solve problems, as family members, workers, citizens and

lifelong learners.

1.4 What is the rate of participation in adult learning, workplace training, and liberal adult

education?

Scotland, in common with the rest of the UK, is characterised by relatively high overall levels of

participation in adult learning.

Only 15,000 learners were engaged in literacy programmes across Scotland in 2001 when the Adult

Literacy and Numeracy in Scotland Report was published. By 2006, more than 137,000 learners were

supported; and by the time the new Literacy Action Plan was launched in 2010, over 200,000 adults

had been helped to improve their reading, writing and number skills.

The National Institute of Adult and Continuing Education (NIACE) conducts an annual survey of the

level of adult participation in learning. Figures for 2014 showed that 35% of adults in Scotland were

participating in some form of learning.

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1.5 Are studies available on factors that inhibit or prevent participation in literacy education

and in using literacy outside educational contexts? If yes, what are the factors?

A study in 2008, New Light on Literacy and Numeracy in Scotland, identified factors affecting literacy

and concluded that the Scottish approach to identifying need and providing educational opportunities

through local community partnerships has considerable potential to raise skill levels.

The Final Report and Recommendations of ALIS 2020 Working Group A: Literacies for Employability

and the Workplace1 was published in 2012, and demonstrated the link between employability and

literacy levels.

1.6 What progression routes are there from adult basic education courses to VET/HE courses?

Some colleges have outreach programmes in partnership with Community Learning and Development

(CLD).

1.7 Does a right to information, advice and guidance (IAG) regarding educational

opportunities exist? If yes, who provides this IAG?

There is no statutory right to educational advice and guidance, but Skills Development Scotland

provides all-age guidance, and CLD, college and voluntary sector practitioners provide local guidance.

There is no mandatory training for this.

2 Quality Monitoring

2.1 Is there an inspection service to monitor the quality of adult literacy providers (including

classroom practice)?

Education Scotland is the national body in Scotland responsible for supporting quality and

improvement in learning and teaching from early years to adult and community learning. There are

annual inspections of a sample of Early Learning and Childcare Centres, primary schools, secondary

schools, special schools, community learning and development services, colleges, and residential

educational provision. The education functions of local authorities are also inspected.

Inspection models are currently (2015) under review.

2.2 Are there national quality standards for the quality of adult literacy providers?

There are no separate national quality standards for adult literacy providers whose work would be

inspected though Education Scotland.

2.3 Are there national benchmarks / standards for adult literacy performance? How are adults’

progress in reading and writing assessed / monitored?

The Scottish Credit and Qualifications Framework is Scotland’s national qualifications framework, and

is designed to support lifelong learning and to support learners, learning providers and employers.2

1 http://www.employabilityinscotland.com/barriers/skills/adult-literacies/, accessed on 27.10.2015

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Scottish Qualifications Authority’s Core Skill units provide an excellent opportunity for adult learners to

gain national recognition through qualifications for the skills they have developed. The revised Core

Skill Units, including the introduction of bite-size Units in Communication and Numeracy at lower

levels, offer a more flexible approach to assessment, particularly suited to the social practice approach

to adult literacies. The use of Core Skill units and the new literacy and numeracy units with adult

learners brings a range of benefits. They can allow learners to develop and evidence their skills in a

wide range of contexts, increase confidence and motivation, provide a focus for learning, help to

identify skill gaps, improve and enhance a learner's CV, provide evidence to employers and others

(including the learner) of their skills and of their commitment to learning. As part of the Curriculum for

Excellence, new units in Literacy at SCQF levels 3, 4 and 5 are for learners in all settings. They focus on

the skills of reading, writing, talking and listening.

The Adult Literacy and Numeracy Curriculum framework (see 3.1 below) gives guidance on the social

practice approach in Scotland. Learners are supported to define their own goals and self-assess their

progress (with the tutor’s support) towards these goals. Progress is monitored in terms of ‘distance

travelled’, and this is as important as gaining qualifications – although many learners want to move on

with their learning in terms of accreditation.

2.4 What accountability measures are in place for adult education providers?

Adult Learning/ literacies is delivered by CLD services in Local Authorities, colleges and the voluntary

sector. Most organisations have their own internal quality assurance and improvement processes.

3 Literacy curricula/reading instruction

3.1 Is there a national literacy curriculum framework for adults? How is this linked to school

curricula?

The Curriculum for Excellence entitles every child and young person from ages 3-18 to the opportunity

to develop their skills for learning, skills for life, and skills for work, with a continuous focus on literacy

and numeracy, wherever the learning takes place. This entitlement to a continuous focus on literacy

and numeracy is echoed in the Scottish Government’s Literacy Action Plan.3 This plan provides a

strategic commitment to improving standards of literacy across the continuum of learning.4

The Adult Literacy and Numeracy Curriculum Framework5 follows the social practices approach. Its

purpose is to:

promote the Scottish philosophy and approach to adult literacy and numeracy in whatever

context they are delivered;

show how this can be done with the learner at the centre of the process;

improve the quality of Scottish adult literacy and numeracy provision.

2 The Framework can be accessed at: http://www.scqf.org.uk/framework-diagram/Framework.htm, read on

27.10.2015

3 http://www.gov.scot/resource/doc/328493/0106197.pdf, accessed on 27.10.2015

4 The second and final report on the Literacies Action Plan can be accessed here:

http://www.gov.scot/Publications/2015/04/4553 , read on 27.10.2015

5 http://www.aloscotland.com/alo/files/ALNCurriculumFramework.pdf, accessed on 27.10.2015

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3.2 What is the accepted methodology for the teaching of literacy to adults?

As in England, individual teachers, curriculum managers and professionals within providers are free to

use whatever methods and materials they think work best for individual learners or learner cohorts.

This said, the Curriculum Framework sets out eight key principles of learning and teaching for adult

literacy and numeracy.

1) Learning is a purposeful, goal-directed activity. Ongoing goal setting and self-assessment are

central to effective learning.

2) Purposeful learning builds on learners’ prior knowledge and experience to shape and

construct new knowledge. It should always be remembered that those who have faced

prejudice and discrimination based on gender, race, age, sexuality or disability may have

internalised some of these negative ideas about their capacity to learn.

3) Learning is a social activity embedded in a particular culture and context. Learning occurs

through engaged participation in the activities of knowledge communities such as workplace

colleagues or family members.

4) Effective transfer of learning from one context to another requires that the learner

understands not only the facts, but the ‘big picture’ – underlying principles, patterns and

relationships – that is acquired through the application of knowledge.

5) Knowing when and how to apply what has been learned (procedural knowledge) is central to

expertise, and can be acquired only through practice.

6) Teaching involves informed interpretations of, and responses to, learners’ approaches to

learning. Tutors should always be aware of the effect of prejudice and discrimination based on

gender, race, age, sexuality or disability.

7) Metacognitive strategies (knowledge about one’s own thinking processes) can be taught.

Through monitoring and assessing their own progress, learners can develop metacognitive

awareness and strategies.

8) Scaffolding instruction helps learners to develop their fluency, independence and range as

they move from being a new learner to becoming expert learners.

3.3 How do curricula and learning materials cater for diversity of learner groups and learning

needs?

The social practice approach taken in Scotland starts from the needs/ desires of the learner, so the

curriculum should be built around that.

3.4 Is there a specific focus on literacy in VET provision for adults?

The focus on literacy depends on the level of the VET provision. The Employability agenda includes

literacy, including Union Learning funding.6

6 See http://www.employabilityinscotland.com/news-events/latest-news/april-2015/learning-to-improve/,

accessed on 27.10.2015

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4 Screenings/assessment/support

4.1 How are adults with literacy needs identified?

Adult with literacy needs can self-refer through the Big Plus (see 7.3 below), or be referred to provision

by Job Centre Plus, by family members or support services, or sometimes by CLD or voluntary sector

practitioners.

4.2 How are adults’ prior literacy knowledge and skills recognised and validated?

Scotland takes an asset-based approach – and all learning referrals start with strengths of learners.

4.3 Are there any standard tests to assess literacy needs or learning progress in literacy

programmes?

Needs are assessed as part of the process of drawing up Individual Learning Plans. This is usually

started as a conversation with the learner to identify their learning needs and what has prompted them

to seek support.

Alerting tools – a tool, not a test – the idea is to open the discussion with the learner about their uses

of literacy and numeracy and at the same time to give them an opportunity both to demonstrate what

they can do and to speak about what they can’t.

Placing tools are used to help to identify the level of literacy or numeracy learning that is appropriate

for an individual learner. Such tools can be useful in contexts such as FE colleges where there is a need

to identify the most appropriate class for a learner to join. A more detailed assessment of learning

needs may then be facilitated by the class tutor.

Diagnostic tools mean detailed discussion with learners to identify their particular learning needs. In

community learning contexts, diagnostic assessment is normally conducted through a one-to-one

interaction between tutor and learner, as an integral part of the process of individual learning

planning. This might be done for example through a free writing task, or similar, designed by a tutor,

or via a computerised assessment, although there are at present none that have been customised for

Scotland.

The national Initial Assessment Pack, on the ESOL Scotland website, includes assessments for all four

skills of speaking, listening, reading and writing, which can form the basis for setting language learning

goals. They can be easily adapted to suit different teaching contexts, and guidance is given on

providing additional support needs for individuals with, for example, dyslexia. Speaking/listening are

assessed by means of a learner interview; this is useful for developing an Individual Learning Plan (ILP)

or Group Learning Plan (GLP) and for starting to build a profile of the learner(s).

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4.4 How are adults with dyslexia identified and supported?

Dyslexia Scotland7 is a Strategic Funding partner with Education Scotland. This charity works to

encourage and enable people with dyslexia, regardless of their age and abilities, to reach their

potential.

Awareness raising for Specific Learning Difficulties Training has been developed for CLD, colleges and

prisons by Education Scotland.8

5 Special support for second language

learners/migrants

5.1 Is there literacy provision for adult migrants whose home language is not the official

language of the host country?

English is the official language in Scotland. Gaelic has been an official language in Scotland since 2005,

but it is not an official language of either the United Kingdom or the European Union. The 2011 census

of Scotland showed that a total of 57,375 people (1.1% of the Scottish population aged over three

years old) in Scotland could speak Gaelic, representing a decline of 1,275 Gaelic speakers from 2001.

Education Scotland – the Scottish Government’s executive agency for lifelong learning, holds policy

responsibility for English for Speakers of Other Languages (ESOL). On 1st April 2015, Education

Scotland launched an updated version of the Adult ESOL Strategy for Scotland which is now called:

Welcoming Our Learners: Scotland’s ESOL Strategy 2015-2020.9

The refreshed strategy maintains the vision for ESOL provision which is:

That all Scottish residents for whom English is not a first language have the opportunity to access

high quality English language provision so that they can acquire the language skills to enable them

to participate in Scottish life: in the workplace, through further study, within the family, the local

community, Scottish society and the economy. These language skills are central to giving people a

democratic voice and supporting them to contribute to the society in which they live.

Much has changed since the development and publication of the Scottish Government’s original ESOL

strategy in 2007, including new and changing policy in light of public service reform. The refreshed

strategy provides a renewed focus by aligning to the strategic objectives for adult learning in Scotland,

to ensure that the provision of ESOL in Scotland maintains its aim to be high quality in the context of

reduced budgets within the public sector.

It aims to build on the achievements to date in ESOL, including the improvement in collaboration and

coordination of ESOL provision, as well as ensuring that outcomes of provision are recognised for

7 http://www.dyslexiascotland.org.uk/about-us, accessed on 27.10.2015

8 http://www.educationscotland.gov.uk/communitylearninganddevelopment/adultlearning/adultliteracies/adult

literaciesinpractice/specificlearningdifficulties.asp, accessed on 27.10.2105

9 This strategy is available at: http://www.educationscotland.gov.uk/communitylearninganddevelopment/adult

learning/ESOL/policy/strategy.asp , accessed on 27.10.2015

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contributing to objectives which cut across wider policy areas related to education and lifelong

learning, as well as employability, community cohesion, social integration, equality and inclusion.

ESOL provision is delivered by a range of sectors including colleges, community learning and

development partnerships and voluntary sector organisations. A growing number of schools are now

involved in the delivery of SQA ESOL qualifications as way of supporting the language learning needs

of recently arrived young people entering secondary schooling.

5.2 Who pays for this provision?

Most publicly-funded ESOL courses (i.e. those provided by colleges, universities, community-based

providers and voluntary organisations) are free to the learner.

ESOL provision is publicly funded for a number of cohorts including new migrants, asylum seekers and

refugees, as well as settled minority ethnic communities. Eligibility criteria and entitlement vary across

funding streams.

ESOL funding is currently allocated by the Scottish Funding Council and supported by Education

Scotland. This additional funding is allocated to Community Planning Partnerships for all 32 local

authority areas in Scotland. The Community Planning Partnerships coordinate and plan provision with

this additional funding, and involve ESOL providers across the sectors in this planning process.

Community Planning Partnerships are required to report to the Scottish Funding Council on how this

additional funding has been spent. As well as reporting on ESOL activity, the reporting template asks

for information on how providers support professional development, address barriers to learning for

learners, and how they identify other sources of funding to sustain provision.

5.3 Does this provision employ specialist teachers?

From the yearly reports that are submitted by each Community Planning Partnership in relation to the

additional funding for ESOL, there is an indication that most providers employ practitioners who have

a specialist qualification in ESOL. Some areas also have volunteer tutors who are professionally

supported and undergo volunteer tutor training. A Professional Development Framework for ESOL

practitioners in Scotland was developed in 2010, which gives guidance on the professional pathways

that practitioners and new practitioners can take to further support their development in the teaching

of ESOL.10

Within this PDF, the suite of Scottish Qualification Authority (SQA) Professional Development Award

(PDA) TESOL qualifications are recognised along with the qualifications accredited by Cambridge

University (CELTA) and Trinity College London (Cert TESOL).

5.4 Is there specialist provision for those who have poor literacy skills in their L1?

Adult ESOL literacy learners – i.e. those who have little or no literacy in their own mother-tongue, and

who have little or no literacy in English, and whose spoken English may range from basic to fluent –

are eligible for free ESOL with literacies courses, funded under the adult literacies stream.

10 See: http://www.esolscotland.com/professionaldevelopmentforpractitioners.cfm, accessed on 27.10.2015

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5.5 Is there a separate national curriculum framework for this type of provision?

Where concentrations of ESOL learners are high, such as Edinburgh and Glasgow, it is more likely that

those accessing ESOL provision who are literacy level ESOL learners will be accommodated at that level

to meet their literacy needs. Where this happens, it allows practitioners to adopt approaches to

support literacy learning needs with whole groups.

Where numbers of ESOL learners are lower and the needs of ESOL learners vary in terms of level and

literacy, ESOL literacy learners may find themselves in group settings that are mixed. This requires

different teaching approaches, as well as a knowledge of the methods and strategies for supporting

ESOL literacy learners in a mixed level context.

SQA developed a unit as part of the PDA level 10 titled Teaching ESOL Literacies to Adults (set at

Scottish Credit and Qualifications Framework SCQF level 9). This unit was a further development of the

original unit set at SCQF level 8, which was originally developed in response to the gap in professional

development around supporting ESOL literacy learners.

The Adult ESOL Curriculum Framework provides the basis and principles for planning delivery.

Planning is based on a learner-centred approach, the contexts and content for learning, the

recognition of the prior learning, skills and experience that ESOL learners bring, and outcomes for

provision.

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6 Reading environments to stimulate

reading motivation

6.1 Are there schemes to promote reading and writing for pleasure among adults?

There is much similarity between Scotland and England with regard to reading for pleasure. Formal

government schemes and initiative – and the vast majority of research – focus on children reading for

pleasure.

A number of organisations such as Scottish Booktrust, The Reading Agency and the Campaign for

Learning promote adult literacy and reading for pleasure, through schemes such as Quick Reads,

Learning at Work Week, and the Six Book Challenge, which runs through libraries.

6.2 Is there systematic cooperation with civil society – e.g. libraries, bookstores, literature

institutions, theatres, media, newspapers, publishers etc. in reading and writing promotion

for adults?

Bookweek Scotland takes place annually every November and is delivered by Scottish Book Trust,

Scotland’s leading agency for the promotion of literature, reading and writing.

Cooperation with libraries is key to many of the initiatives cited above.

6.3 Are there family literacy programmes with a focus on supporting adult literacy?

Family learning is an investment in Scotland’s future, as it contributes to equality of opportunity by

changing learning patterns within families. Working with the family together, rather than with the child

or the adult separately, can often make a greater impact on the literacies development of both child

and parent or carer. This can be achieved by combining early childhood interventions and early

parenting strategies with adult literacies work. Parents and carers who develop their own literacies

often gain the confidence and skills to help their children with reading, writing and numbers.

The Scottish Government funded a study "Scoping of Sustainable Models of Family Learning" (2008)

and, in the following year, two case studies were developed to provide examples of Effective and

Inclusive Practices in Family Learning (2009).

In 2006, the Scottish Government responded to research that supports the premise that parents, carers

and families are by far the most important influences on children’s lives. The Parental Involvement Act

200611 highlights that parents who take on a supportive role in their children’s learning make a

difference in improving achievement and behaviour. Their support can play a vital role at all stages of

education. This has resulted in an increase in partnership family literacy projects between schools,

stakeholders and family learning workers.

In 2014, the Scottish Government developed a website to support practitioners working with our more

disadvantaged families in Scotland.12 This is in response to Scotland’s focus on improving attainment

and reducing the inequity gap. Content includes current policy and strategy, examples of effective

11 http://www.legislation.gov.uk/asp/2006/8/contents, accessed on 27.10.2015

12 http://engagingwithfamilies.co.uk/, accessed on 27.10.2015

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practice, and current research in the field. Family Literacy and the importance of improving the skills of

parents/carers to support their child’s learning is a key feature.

There is no one definition or way of delivering family literacies learning, and it may take place in a

broader family learning context. It can involve working with parents alone, or with parents and children

together. The current definition is:

Family learning is a powerful method of engagement and learning which can foster positive

attitudes towards life-long learning, promote socio-economic resilience and challenge educational

disadvantage. Definitions of family learning vary because it is an evolving process which draws on

family, societal and community experiences as well as home culture.

Examples include:

working with parents in partnership with schools at transition stages between nursery,

primary and secondary and at the end of school education;

working with offenders to produce stories for their family members, support with homework

and links to parents night through Skype etc.;

working with Dads’ groups;

working in family centres, early learning and childcare settings and community-based

groups;

joint projects with literacies providers and organisations such as Bookstart;

Family Literacy projects using arts with National Museums;

Family learning using science.

7 Digital environments/use of technology

in education

7.1 Is there a digital gap? How are adults supported in acquiring literacy and digital skills?

The refreshed Adult Literacies in Scotland Strategy 2020 (2011) gave the strategic guidance that as

technology is constantly impacting on the skills that people need, adult literacies providers must

ensure their services are adaptable as the use of literacies change and evolve. Online and blended

learning should continue to be developed in order to reach more learners, offer alternative modes of

learning and provide the learner with increased opportunities to access learning outwith face-to-face

tuition. The guidance stresses that this flexibility is particularly important for people living and working

in remote and rural areas, shift workers, and those who may face other physical or time barriers.13

The National Framework for Local Action sets out how the Scottish Government is working in

partnership with public, private and third sector organisations to ensure that all sections of Scottish

society are able to make confident use of digital technologies and the internet.

The document makes it clear that digital technology cannot be allowed to reinforce social and

economic inequalities. Actions will remove barriers to digital participation, tackle inequalities, help

13 The National framework for digital participation, April 2014, is available online: http://www.scotland.gov.

uk/Publications/2014/04/6821, accessed on 27.10.2015

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people to engage with online public services, and provide opportunities to develop skills required for

active digital citizens.

The approach is based on a national collaborative movement with those organisations and agencies

closest to the people who need help to get online.

Digital Glasgow addressed a number of digital themes, including digital participation. It has produced

a ‘roadmap’ to ensure that Glasgow is a world-leading digital city by 2017, and plans to address a

number of areas, including household and business connectivity, employment and future city

development. It estimates that 64,000 households are currently offline, and 65% of SMEs in Glasgow

do not do business online. Annual progress monitoring will be put in place, including tracking the

percentage of residents accessing the internet at home and on the move, access to public services

online, and the number of access points available to residents.

7.2 Which population groups are excluded from access to ICTs due to lack of literacy skills?

When the report Digital Participation in Scotland: A Review of the Evidence14 was published in 2011,

Scotland had a lower rate of digital participation compared with the rest of the UK. For example, the

Ofcom Communications Market survey in 2011 found that 61% of adults in Scotland had a broadband

connection at home, compared to a UK average of 74%.

Analysis of the Scottish Household Survey data from 2009/2010 provides information on internet

access and use among different demographic groups. The main findings of the analysis were:

Age: older people were far less likely than younger people to have home internet access or

to personally use the internet;

Income: those with a higher income were more likely to have access and use the internet

than those on lower incomes;

Educational qualifications: those with higher levels of qualifications were more likely to have

access and use the internet;

Working status: internet access and use was higher among those who were working

compared with those who were not working;

Disability: internet access and use was higher among those who do not report having a

disability or long-standing illness;

Deprivation: internet access and use was lower among those living in the most deprived

areas;

The SHS shows little difference between urban and rural areas.

However, the latest available data (2014) from Ofcom, the communications regulator15 reports that

eight in ten households (81%) now have access to the internet - an increase of five percentage points

since 2013, meaning that Scotland is now in line with the UK average.

Tablet computer ownership almost doubled in Scotland in the past year, growing in line with the rest

of the UK. In the first quarter of 2014, 42% of households in Scotland claimed to own a tablet

computer such as an iPad or Kindle Fire, an 18 percentage point annual increase.

Those in Scotland most likely to have purchased a tablet are aged 35-54 (55% of whom had one in

their household) and from higher-income households (64% are in households with an income of

14 Available at: http://www.scotland.gov.uk/Publications/2011/12/22155754/0, accessed on 27.10.2015

15 http://stakeholders.ofcom.org.uk/binaries/research/cmr/cmr14/2014_CMR_Scotland.pdf, accessed on 27.10.2015

18

£17.5k+). ABC1 households (53%) were also significantly more likely than C2DE (32%) households to

own a tablet, although there were no significant difference between Scotland’s urban and rural areas.

A report from the Carnegie Trust (White, 2013) reported that 40% of households in Glasgow (2012

Ofcom data) do not have internet access, despite a well-developed broadband infrastructure. Low

take-up cannot be explained by demographic factors alone. Data analysis for this study showed that

non-working adults and pensioners living in social rented properties are the most likely households in

Glasgow to be without internet access.

7.3 Are there any web-based or mobile-based programmes for adults to improve their literacy

& numeracy skills?

The Big Plus is an awareness raising campaign on adult literacy and numeracy, funded and managed

by Skills Development Scotland and supported by Education Scotland. The campaign’s objective is to

attract adults who need support with reading, writing or number skills into learning. A website,

www.thebigplus.com, and helpline, offer advice and put people in touch with tutors. The free tuition to

help improve literacy and numeracy skills is mainly provided by local authorities and partners. The

website also contains filmed case-studies from learners to encourage other potential learners to

participate in literacies learning.

7.4 What classroom resources (E-books, notebooks, internet, mobile phones…) are used to

support the development of adults’ literacy?

No information available.

8 Teachers

The second outcome of Adult Literacies in Scotland 2020 – that adult literacies learners receive high

quality learning and teaching so they can achieve their goals – places a requirement on practitioners

and their employers to be skilled and confident at delivering literacies learning, and at developing

literacies learning programmes that meet the needs of the communities they serve.

8.1 What are the professional roles within adult literacy education?

The lifelong learning workforce in Scotland is estimated to be in the region of 135,000, about 12% of

the UK total.

Education Scotland’s Professional Development Framework for Scotland’s adult literacies workforce16

outlines the professional roles within adult education:

current adult literacies practitioners;

those aspiring to become adult literacies practitioners;

those who work in linked fields, such as youth work, who wish to integrate support for

literacies development into their work;

those involved in designing, approving, accrediting or validating adult literacies

practitioners’ qualifications;

16 available at http://www.educationscotland.gov.uk/communitylearninganddevelopment/adultlearning/

adultliteracies/professionaldevelopment/index.asp, accessed on 27.10.2015

19

those who train adult literacies practitioners;

those who provide opportunities for continuing professional development for the adult

literacies workforce;

those who are responsible for the quality of adult literacies programmes;

employers of adult literacies practitioners;

members of other professions who work closely with adult literacies practitioners and the

general public.

The Framework identifies three key roles and three supporting roles in the adult literacies workforce:

The Group Tutor (Key Role) typically:

works with groups of learners who have individual goals and possibly also group goals;

plans, delivers and assesses learning;

selects and manages learning resources;

supervises Tutor Assistants to support individuals in the group.

The Tutor Assistant (Key Role) typically:

works with individuals, pairs or small groups of learners within a larger group, under the

guidance of a Group Tutor;

supports and extends learning activities for individuals.

The Co-ordinator (Key Role) typically:

organises and develops learning programmes and provision in local areas;

supports and supervises Group Tutors;

places learners in learning opportunities that best suit their needs;

brokers provision of specialist programmes such as workplace learning;

links with local agencies and key individuals such as people occupying the

Referral/Guidance role;

ensures quality of provision;

reports on programme achievements using evidence of impact.

The Strategic Manager (Supporting Role) typically:

leads strategic and/or operational partnerships;

leads, motivates and develops staff individually and as teams;

manages the performance of staff to ensure team and individual performance meets

organisational or partnership objectives;

oversees the production of service level agreements with key partners, to support the

strategic aims of the organisation or partnership;

builds strategic alliances with a wide range of partners in education, training, industry and

commerce, local government and the third sector.

In addition to relevant leadership and management training (and, where appropriate,

qualifications) employers should ensure that Strategic Managers have up-to-date, broad

knowledge of adult literacies policy and practice. They should also be skilled in leading and

managing self-evaluation and collaborative evaluation between partners.

20

The Learner-Facing Administrator (Supporting Role) typically:

welcomes learners in a learning centre;

speaks to learners about timetables and linked support such as crèche or guidance;

processes learners’ forms.

In addition to relevant training (and, where appropriate, qualifications), employers should

ensure that Learner-Facing Administrators have general awareness of literacies and are able

to communicate appropriately with, and support, learners who access services.

The Referral/Guidance (Supporting Role) role:

refers learners into appropriate provision;

keeps up to date with local provision and referral pathways;

provides guidance on routes into further learning, volunteering and/or employment.

In addition to relevant training (and, where appropriate, qualifications) those in Co-ordinator

roles should ensure that colleagues (including those in partner organisations) who refer

learners have up-to-date knowledge of adult literacies provision, as well as a thorough

understanding of literacies issues.

Practitioners may be supporting learning in contexts of varying degrees of formality: from a

community setting where learning can focus on the need to improve literacies for a specific purpose in

the learner’s life (such as helping a child with their homework), to a more formal setting, such as a

college or private training environment, where learners are undertaking a vocational qualification and

need additional support.

Some practitioners work with individuals who face barriers such as poor mental health, or work and

caring commitments. This can often mean that learners move in and out of programmes intermittently

as their circumstances change. In other cases, practitioners may be working with learners who are

difficult to engage or challenging to motivate, such as those learners who are required to undertake

literacies learning as part of a back-to-work programme or community payback order.

In order to meet the professional development needs of this diverse workforce (and thereby meet the

needs and aspirations of literacies learners), the complex nature of the work and the specific

challenges involved in creating structures to support professional development must be recognised.

8.2 What is the status / reputation of teachers and other professionals who work in adult

literacy education?

There is a desire that adult literacies teachers should have parity of esteem with other professional

tutors/ teachers such as school teachers and college lecturers, but this has not yet been achieved.

8.3 What are their working conditions?

The adult literacies workforce is characterised by mostly sessional, part-time and temporary contracts,

although permanent posts do exist around the country. Workers often have complex roles. Some co-

ordinate provision as well as undertaking tutoring; others work at a strategic level while developing

(with employers) bespoke learning programmes for workplaces.

8.4 How do salaries compare to the national average?

There is no national pay scale for adult literacy teachers and thus salaries are very varied across the

country.

21

9 Teacher education

A Professional Development Working Group was established in the wake of the publication of Adult

Literacies in Scotland 2020: strategic guidance (ALiS2020), with a focus on the importance of high

quality learning and teaching which allows learners to achieve their goals.

This led to a Professional Development Framework for Scotland’s adult literacies workforce.

9.1 What are the statutory qualification requirements for adult literacy teachers?

There are no statutory qualification requirements for adult literacy teachers in Scotland, although in

practice, practitioners would be encouraged to have the SALL and TALL qualifications. Information on

core adult literacies qualifications, specialist qualifications and qualifications, with potential relevance

to adult literacies roles, is available on the Education Scotland website.17 All qualifications have been

credit-rated for Scotland.

9.2 Are there specialist qualification routes for adult literacy teachers?

The guide below explains the specialist qualifications that are available.

9.3 What are the entry requirements for Initial Teacher Education for adult literacy teachers?

There are no mandatory entry requirements for adult literacies tutors although the SALL qualification is

recommended for tutor assistants and the TALL qualification is recommended for group tutors.

17http://www.educationscotland.gov.uk/communitylearninganddevelopment/adultlearning/adultliteracies/professio

naldevelopment/qualifications/index.asp, accessed on 27.10.2015

22

9.4 Who pays for initial teacher education?

Courses are funded by employers or self-funded by participants. Depending on income, some

participants may be entitled to Individual Learning Account funding.

9.5 Is there a curriculum framework for adult literacy initial teacher training?

No, although the SALL and TALL qualifications would be recommended.

9.6 Are there compulsory (or optional) language and literacy modules in all adult education

ITE?

No.

9.7 What is the length of the required training?

Not applicable.

9.8 Are there national quality standards for ITE?

No information available.

9.9 Is there continuous professional development (in-service training) for teachers which

focuses on literacy development?

The Statement of Ambition for Adult Learning in Scotland18 states that there “should be a framework

of professional development learning opportunities available for practitioners involved in delivering

adult learning. Practitioners will be encouraged to improve their skills through this framework in order

to provide high-quality learning experiences for adult learners” (p. 10).

A Professional Development Working Group was established in the wake of the publication of Adult

Literacies in Scotland 2020: strategic guidance (ALiS2020) with a focus on the importance of high

quality learning and teaching which allows learners to achieve their goals.19

Education Scotland organises a range of national non-qualification-bearing professional development

opportunities for adult literacies practitioners throughout the year. These opportunities include:

network meetings, seminars, action-research programmes, conferences and training.

Individual organisations, or clusters of organisations, will often offer professional development

opportunities for their own and their partner organisations’ staff.

18 Available at: http://www.educationscotland.gov.uk/Images/AdultLearningStatementofAmbition_tcm4-826940.pdf,

accessed on 27.10.2015

19 Available at: http://www.educationscotland.gov.uk/Images/AdultLiteraciesCPDFramework_tcm4-744576.pdf,

accessed on 27.10.2015

23

9.10 What is the take-up among teachers

Varies from authority to authority.

9.11 Who delivers this training?

Varies from authority to authority.

9.12 How is it quality assured?

No information available.

10 Policy making

10.1 Who is involved in policy-making for adult literacy education?

There have been some changes since the launch in 2001 by the Scottish Executive of a major initiative

in adult literacy and numeracy teaching in Scotland. In January 2003, the Learning Connections team

was set up, focusing on research, development, training, quality, and the promotion of adult literacy

and numeracy. In 2007, this team moved into the Scottish Government’s Lifelong Learning Directorate.

In 2010, following a strategic review of Learning Connections20, the team ceased operating as a

division of government, and the practice development functions of the team were transferred

to Education Scotland, which now has policy responsibility for adult literacies in Scotland.

Adult Literacies in Scotland 2020: strategic guidance was launched in December 2010 by the Scottish

Government. This refreshed adult literacies policy aims to promote equal access to and participation in

literacies learning for all adults.

10.2 How is inter-sectoral and interministerial cooperation promoted and coordinated?

Strategic Guidance from 2011: It is important that the Scottish Government, community planning

partnerships (CPPs), employers, representative bodies, unions, the third/voluntary sector, learning

providers and others work closely together to promote the positive benefits of literacies learning for

and within the workplace.

This guidance encourages: community planning partnerships to take a lead role in forming, driving

and evaluating partnership activity. Membership of partnerships should include representation from all

learning providers across CPP areas, together with representation from others such as voluntary

organisations, businesses, health, libraries and social work. Many intermediary organisations, such as

Jobcentre Plus, Citizen Advice Bureaux, drug rehabilitation centres, criminal justice, social work services

and homeless accommodation providers have an important role to play as they are often already in

contact with adults who may benefit from literacies support.

Local and national policy makers should consider the importance and benefits of literacies when

forming new policies. They should outline the positive impact literacies development can have in

enabling individuals to progress and participate in society. They should also encourage their

20 Available at: http://www.scotland.gov.uk/Publications/2009/07/03132047/18, accessed on 27.10.2015

24

stakeholders to address literacies issues with their client groups, either through direct provision, or

referring to appropriate support.

The Requirements for Community Learning and Development (Scotland) Regulations 2013 (the CLD

Regulations) came into force on 1 September 2013. One of its four goals is: to strengthen co-

ordination between the full range of CLD providers, ensuring that community planning partnerships,

local authorities and other providers of public services respond appropriately to the expectations set

by the CLD Strategic Guidance.

10.3 What financing mechanisms exist that facilitate inter-sectoral cooperation?

No information available.

10.4 Which policies promote for the provision of broad and varied access to adult literacy

education?

No information available.

10.5 How are the motivation, interests and needs of adults taken into account in the policy-

making processes?

The Scottish Survey of Adult Literacies (SSAL) 2009 represents the biggest survey of adult literacies

levels undertaken in Scotland. The survey measured three dimensions of literacy skills (prose,

document and quantitative) for almost 2,000 people living in Scotland.

The survey found that:

73.3% of the Scottish working age population have a level of literacies that is recognised

internationally as appropriate for a contemporary society;

around one-quarter of the Scottish population (26.7%) may face occasional challenges and

constrained opportunities due to their literacies difficulties, but will generally cope with their

day-to-day lives; and

within this quarter of the population, 3.6% (one person in 28) face serious challenges in their

literacies practices.

SSAL found that one of the key factors linked to lower literacies capabilities is poverty, with adults

living in 15% of the most deprived areas in Scotland more likely to have literacies capabilities at the

lower end of the scale.

Following on from SSAL 2009, the Scottish Government has produced a 'Literacies, employment and

the workplace' paper which provides factual information on literacies in the workplace and outlines the

benefits to employers of encouraging their employees to improve their literacies skills

The Analysis of workplace literacies pilot project reports provides an overview and analysis of eight

workplace literacies pilot projects in Scotland that ran from December 2006 to 2008. It reviews the

work reported on in these projects in order to consider the models of approach that differentiate

between the three main stages of: raising employers' awareness of literacies; identifying the needs of

employers and employees; and brokering solutions to the identification of literacies needs. It also

highlights effective practice and how it might be replicated, summarises the lessons learnt from the

projects, and provides key guidance and learning points.

25

10.6 Does government promote adult literacy in its lifelong learning policy?

Adult Literacy and Numeracy is a central plank in the Scottish government’s lifelong learning strategy;

this policy emphasises that “Adult learning in Scotland should be lifelong, life-wide and learner

centred”.

The Big Plus is Scotland’s campaign to promote the free help that is available to adults who have

difficulties with reading, writing or using numbers.21 The campaign, which was introduced in 2004, is

run by Skills Development Scotland. Advice on adult literacy and numeracy is provided by Education

Scotland and the campaign supports Scottish Government policy. The Big Plus offers advice via a

telephone helpline and puts adults in touch with tutors.

21 http://www.thebigplus.com/homepage, accessed on 27.10.2015

26

C REFERENCES

27

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OECD (2013) OECD Skills Outlook 2013: First Results from the Survey of Adult Skills OECD: Paris

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