The International Adult Literacy Survey in Britain: impact on policy and practice.
There is increasing concern for the skills of the workforce in the UK and elsewhere, but despite this concern until recently there has been little information available which objectively measures basic skills in adults. In this paper, evidence derived from the prose scale of the International Adult Literacy Survey (IALS, 1996) is outlined, with emphasis on the performance of adults at the lowest levels, 1 and 2 in the United Kingdom. A new analysis based on the 183 adults who self-reported learning disabilities demonstrates that over 50% of this group perform at level 1 on the prose scale. Over 60% report that these disabilities persist into adult life, although this number falls to 50% in the youngest age group, reflecting changes in recognition of learning disabilities within the education system. The paper concludes with a case study of the redefinition of basic skill levels in Britain based on the IALS levels. The impact of the IALS findings on policy and practice, and in particular through the recommendations of the Moser report, are discussed.
Fawcett
Angela J
AJ
Department of Psychology, University of Sheffield, Western Bank, UK.
D000293:Adolescent; D000328:Adult; D004410:Dyslexia / Q000453:epidemiology*; D004522:Educational Status; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007391:International Cooperation; D007859:Learning Disabilities / Q000453:epidemiology; D008297:Male; D008875:Middle Aged; D011640:Public Policy; D011795:Surveys and Questionnaires; D006113:United Kingdom / Q000453:epidemiology