“These skills are important for achievement in the FE sector
as well as in employment. Many learners with literacy, language, numeracy and
ICT skills gaps, however, may not be attracted to discrete English, Mathematics
and ICT provision. They may want to work towards a different qualification, for
example, in a college or a more informal context, and feel that developing
literacy, language, numeracy and ICT skills is not relevant, or that they left
all that behind them at school” (LLUK, 2007, p. 4)
This is especially apparent within my own teaching practice
experience. Many learners studying vocational courses are reluctant to
re-establish an educational connection to the minimum core. There is a
presumption that once you have left school you will not be forced to continue
studying subjects that you have not chosen. A way to combat this perception
with learners is to start to initiate situations where they use the skills,
mathematics for instance, and design sessions which promote the use,
identification and acknowledgement of the practical applications of their
skills. Casey and Cara et al (2006) further that it is essential to create and
implement ‘meaningful’ lessons. By incorporating their main learning aim it not
only makes the learners more enthusiastic about literacy, language, numeracy,
and ICT but develops their skills in a useful and relevant manner.
Casey and Cara et al (2006) in their report “you wouldn’t
expect a maths teacher to teach plastering...” they identify the significance
of providing opportunities to develop minimum core skills within their main
course and further discuss the impact this has on learner achievement. The key
suggestions from this report is how the minimum core is embedded within the main
learning programme rather than being taught as a separate subject, evidencing
strong relationships between achievement and embedded courses. Casey and Cara
et al (2006) state from their findings learners studying on an embedded course
had 42% higher achievement of literacy compared to learners on a non-embedded
course. Additionally, for embedded courses numeracy achievement resulted in 20%
higher achievement compared to a non-embedded course. This statistics provide
evidence of a) the need for skill development of minimum core subjects and
skills and b) the positive effect on learner achievement possible if this was
to be implemented across FE college programmes then it could have a very
positive impact on achievement and development of minimum core skills.
