We are told that Local Learning and Skills Councils funding in this area of work is under-spent. Although only 32 projects could be funded as part of the Initiative, at least 80 of the 140 applications we received were excellent projects, well worth funding, with realistic targets, well-written plans for writing student learning plans, and a commitment to continuing professional development of staff thereby ensuring sustainability. We know that some of these projects were funded by other sources, but many have just remained in the imaginations of the bid-writers, who spent some time over the summer of 2000 slaving over a hot tender rather than enjoying the sunshine.

We think the Initiative shows that it’s time for new local funding mechanisms to be developed, allowing easy access to targeted provider-led project funding which will pay for the time for training needs analyses to be carried out; for new materials to be developed; for basic skills practitioners to take part in partnership work and attend steering groups; and for delivery to take place in small groups. This would be complementary to the Brokerage marketing initiative and the Union Learning Fund union-driven projects, providing an additional focus for the development of new projects and the achievement of the targets. Why was the BBSIW initiative massively oversubscribed, whereas some current LLSC funding rounds are under-spent? Because the tender was written in a way which was accessible and appropriate for workplace language, literacy and numeracy providers, and publicity about it was targeted to those organisations which had already expressed an interest in working in this area. It should not be hard for Learning and Skills Councils to emulate this example, and to provide assistance on bid-writing to aid practitioners to turn good ideas into concrete proposals. This has been done most effectively by SEEDA, the South East of England Development Agency.

The new government-funded UK National Research and Development Centre on Adult Literacy and Numeracy (NRDC) is developing the concept of “practitioner-researchers,” providing training for basic skills practitioners to carry out research linked to their ongoing practice. It would be a short step to include a commitment for funded projects to include an element of research as well as development. York College and the London Language and Literacy Unit, for example, both successfully incorporated research into their BBSIW funded development projects.

The Workplace Basic Skills Network, set up in late 1993, has been listening to its members for the last ten years, which has led me to be so sure that there is a serious funding gap. This gap needs to be addressed to achieve the government target which is for 1.5 million people to have improved their literacy and numeracy levels by 2007.

Mace, J. & Yarnit, M. (Eds.). (1987). Time Off to Learn: Paid Educational Leave and Low Paid Workers. London: Methuen.

Payne, J. & Grief, S. (2002). Research in Workplace Basic Skills. London: LSDA

Fiona Frank is Honorary Research Fellow, Centre for the Study of Education and Training, Department of Educational Research, Lancaster University and the former Executive Director, Workplace Basic Skills Network.