Functional Skills for all

The Government recently announced that the functional skills curriculum will be implemented in all schools from this September.

Functional skills, which might be more appropriately named 'life skills' covers literacy, numeracy, IT skills, and work related communication such as completing a job application and being able to maintain a conversation with a customer or your boss.

There can be no argument that these skills are crucial. It is perhaps more incredible that so many leave schools without them. How one expects to operate in the modern world without being able to read, write, do basic maths, have a working understanding of ICT and hold a conversation is beyond me, but sadly many do. 

Whilst it is therefore right to celebrate the recognition of the inclusion of Functional Skills in education, I do question whether this should be something that needs to be made mandatory by the Government – after all these are not 21st century skills by any stretch of the imagination! 

As worrying to me were the recent remarks by a senior executive from Tesco, who said that a growing number of school leavers have 'attitude problems' and believe that the world 'owes them a living'. She went on to add 'young workers too often turn up late for work or interviews and fail to see the importance of dressing smartly and working with others.'

A recent study published in the Journal of Management, compares the work values of three generations. It concluded that those born in the late 1980's, the most technologically aware generation yet, valued leisure time far more highly. They saw work as less central to their lives but they do place great importance on salary and status. 

The attitude of the generation before born in the 1970s is typically described as 'work hard, play hard' and to complete the picture, the baby boomers born in the late 1940's and 1950's, much closer to home here for me, were associated with prosperity and optimism. They were prepared to work hard for their success and described as the 'live to work' generation.

It would appear now we have a number of forces converging. On the one hand an overly rigid Government focus on GCSE results, and at last a recognition of the vital need for students to leave school with basic skills that will equip them for life. 

Yet on the other hand many young people entering the world of work are less prepared for its requirements and less resourceful in their approach.