Why embed?
Learner need
The extent of literacy, language and numeracy (LLN) needs among the 16–19 and adult population of the UK is well documented.
Embedding functional skills into the vocational curriculum is a means of acknowledging the significance of LLN and ICT in the development of every learner. It places LLN and ICT at the heart of all training programmes, contextualising the skills so that they are meaningful and enjoyable, and equipping the learners to participate fully in the vocational programme.
An embedded approach is seen to raise learners’ achievement in vocational and Skills for Life or key skills qualifications and to enable progression to employment and/or higher-level programmes.
The business case
For those providers who adopt the embedding approach, the benefits are tangible, even conclusive. The argument is simple: embed Skills for Life and you raise the functional skills levels of your learners; raise the functional skills levels and you raise retention, achievement rates in vocational qualifications and progression to higher-level programmes.
Those providers who adopt the embedding approach clearly demonstrate commitment to the holistic development of learners, as highlighted through the five key questions posed under the Common Inspection Framework (CIF).
Skills for Life qualifications contribute to regional and national targets and reflect government policy and the Skills for Life Strategy. Achievement in Skills for Life qualifications will continue to attract funding where other qualifications do not. Programmes with a Skills for Life qualification aim currently attract a 1.4 weighting factor.