According to Moser report (1998), one in five people were found to be functionally illiterate. The more recent Leitch report (2006) also discovered that a third of adults are not equipped with the basic school-leaving qualifications. Chances of functioning or success are undermined without this minimum core level. The two reports were funded by the government that was concerned that learners were not being equipped with the required level in core subjects like information and communication technology, mathematics and literacy.
Embedding core skills in vocational subjects with emphasis on transferred skills that could be applied to workplace was considered. That’s why screening assessment like the BKSB are very important especially at the start of a course as a section of their opening assessment. It is very essential to know the level that your learners are operating at for their functional skills. Knowing where your students are, makes it possible for you to make out what they need to be taught. Having this knowledge will help in building towards where the students need to be.
Embedding is the term mostly used to refer to the inclusion of these functional skills. Embedding, as defined in the Oxford English Dictionary (2012), refers to fixing an object deeply and firmly in a surrounding mass. Additionally it refers to implanting a feeling or an idea for it to become ingrained in a certain context. This indicates clearly that trainers and teachers have a responsibility of incorporating functional skills at any available chance.
Beginning with planning, by writing lesson plans and schemes of learning which take into consideration core elements, showing details how ICT, numeracy and Literacy will be included to some degree in every lesson, helps in finding creative solutions. Therefore, it is the responsibility of teachers to find actively out chances of