Information and Communication Technology (ICT) has transformed society.

It has had a major influence on the way we live, work and learn. Already 60% of existing and 90% of new jobs require some ICT skills.

It is now normal on any train to see people using laptop computers. You can check your e-mail in many coffee bars using their wireless network or a mobile device.

Thousands of people arrange their own international holidays using the World Wide Web and manage their finances online. You can also choose to study through technology when, where and how you prefer.

In addition to these visible changes, technology has penetrated many familiar aspects of daily life.

Digital television and radio, for example, has brought technology directly into the living room. These changes have undoubtedly contributed to the government's decision to declare ICT a new Skill for Life alongside literacy, numeracy and English for speakers of other languages.

The need for ICT

'Skill for Life' is essentially the modern term for basic skills; that is, the skills that people need in order not to be seriously disadvantaged in their economic and social lives.

Adults without ICT skills are going to have more difficulty getting employment, gaining promotion or even retaining their jobs. In their social lives they will be increasingly distanced from the many benefits, large and small, that come with being comfortable with technology.

They will be unable to access government services which are increasingly online, to help their children's education through ICT or simply to buy their groceries at a distance.

A national survey by the DFES in 2003 showed that 53% of adults have very limited ICT practical skills indicating the scale of the task facing the new initiative.

The Qualification and Curriculum Authority (QCA) has developed the ICT Skill for Life standard which defines the essential skills that you need to play an active part in society.

It is based on the National Occupational Standard for users of ICT. The standard is presented in five levels from entry level 1, 2 and 3 to levels 1 and 2.

A copy of the standard can be downloaded from the QCA website. It is accompanied by guidance which provides a range of examples of what people should be able to achieve through its use.

The standard places an emphasis on learning in a purposeful way, with learners assisted to develop their skills and knowledge in a context that meets their needs.

If they want to attain a new job, help their children study or be active citizens, then their education or training should focus on this need.

Independent use

Another important aspect of the new standard is the objective of developing adults who are able to use ICT independently. This is important in a field where change is a normal and continuous

Technology is constantly developing and extending. A competent user has to be able to cope with this process. At work they will have to learn how to use the new versions of applications, while at home they will have to employ new technical products.

In order to be an independent user, it is essential to learn how to transfer experience, knowledge and skills to new situations. This also requires considerable self-confidence where research shows that many adults who do not have ICT skills also lack confidence in themselves.

Curriculum

Implementation of the new standard requires a clear curriculum, and the QCA have established a small team of writers to create it. It will provide an extended explanation of the standard with many examples, case studies and guidance for teachers.

A wide range of educational providers across adult education will contribute to the process of developing the curriculum which should be available in draft form by the end of March 2005.

From June to October 2004, NIACE on behalf of the DfES undertook a consultation across adult education on the new standard and how to implement it. A wide range of issues were raised from staff development to the relationship between the different skills for life (e.g. ICT and literacy).

The latter was a topic of considerable interest since ICT is accepted as a key motivating factor for engaging adults. A great deal of the debate concerned the possibility of integrating literacy, numeracy or language with ICT to achieve both standards.

A particular area of interest was what teaching and subject skills and knowledge would teachers require? Whilst some adults who need to learn about ICT will also need to improve their literacy, numeracy and language skills, many others will not and so delivery needs to take into account a complex mix of needs.

Qualifications

Awarding bodies will be developing qualifications from the ICT Skill for Life standard. One, Open College of the North West has already had a qualification approved by QCA and another National Open College Network is quickly moving towards having a range of them approved.

It is highly likely that many more will follow so that a range of qualifications will be available by the 2005/6 academic year.

Various aspects of delivering the ICT Skill for Life courses, such as purposeful delivery, independence, assessment and staff training needs will have to be explored before it can be successfully provided.

The Department for Education and Skills is supporting 33 small action research projects across England involving a wide range of providers and learners.

These are being managed by NIACE and they will produce an interim finding by May 2005, with final outcomes by the end of the summer term.

The participants are also contributing to the development of the curriculum by commenting on drafts and suggesting content.

A great deal has to be achieved by September 2005 to ensure that learning programmes will be available to help people to achieve ICT Skill for Life.

However, it is a major opportunity to help many adults who will face some degree of exclusion from society without this chance to develop their ICT skills and knowledge.

May 2005