United Kingdom

DFES: Department for Education and Skills

Introduction to the Skills for Life: Materials for Embedded Learning project
(www.dfes.gov.uk/readwriteplus/embeddedlearning)

The materials build on the firm evidence that there are many adult learners for whom literacy, language and numeracy ‘barriers’ stand in the way of engaging fully and successfully in society. By setting literacy, language and numeracy learning in realistic context-based settings, the hope is that the obvious value of enhancing literacy, language and numeracy skills will be self-apparent to learners. The resources in this file are intended for use by teachers – coming both from community-based and literacy, language and numeracy backgrounds. The printed versions of 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 at work.

NIACE: National Institute of Adult Continuing Education

Embedded Basic Skills (www.niace.org.uk/projects/LrningfromExperience/EBS/What-is-EBS.htm) used to be called “Contextualised” or “Integrated”, and is still being fully defined. There are different views as to a precise definition of Embedded Basic Skills, but a working definition of Embedded Basic Skills could be: “Activities or experiences supporting the development of basic skills in participants in the activities or experiences, and in the context of those activities or experiences”.

The activity within which the skills are embedded need not be directly related to education or training, but may be in the context of other needs shown by the participants. The activity within which the skills are embedded can, as you might expect, be a course in some other aspect of learning or training, but with the opportunity to develop the individual learner’s Basic Skills within the principal activities of the course.

The skills developed and the activities used to develop them should be based upon the identified needs of the individual, and should be charted against the framework of national standards for Basic Skills, particularly in the context of allowing for quality control and access to funding for Embedded Basic Skills.

NRDC: National Research and Development Center for Adult Literacy and Numeracy
(www.nrdc.org.uk/content.asp?CategoryID=600)

The NRDC has recently completed a series of case studies of embedded teaching and learning of literacy, language and numeracy (LLN). The Skills for Life strategy recognises that many people with LLN needs do not want to attend LLN classes. But often such people’s willingness to work on their LLN skills is enhanced when they can improve them in the context of the vocational programme which is their primary motivation.

These case studies show that, while embedding LLN and ESOL in vocational courses helps to improve learners’ motivation and successful completion of programmes, it does much more than this. It helps learners to develop new identities and practices, to learn how to be and act in new ways, to become someone in the building trade, or a nurse in the NHS, or a childcare worker, or to have expertise that is valued by family and friends and could lead to employment, such as massage skills. These new roles and identities would not be developed in discrete basic skills sessions, nor would learners appreciate the value of LLN in achieving vocational and recreational goals if their course paid little or no attention to LLN.