The thought of learning for some learners is almost terrifying, and to arrive in the classroom is an achievement in itself. In fact, many of the learners that I have worked with were not prepared for what is called “classroom ready”. By this I mean they are not ready for teaching and learning. This demonstrates how our approach must be sensitive when working with such learners.

Whilst it is good that the government has invested a lot of money in basic skills learning, it is now being sabotaged by the beaureacy of meeting examination targets. I hasten to add, I have nothing against examinations, but, having taught learners who have gained certificates at a particular level; their knowledge at that level has been found wanting.

Further education lectures are under extreme pressure to meet examination targets and as a result, learners miss out on a genuine learning experience. Hitherto, learners do not develop the necessary skills that they need to function confidently and competently in society at large. Campbell and Sechler (1984) report that employers expect workers in entry-level positions to be more than functionally skilled in the areas of reading, computation, and writing. In the area of computation, employees need to be able to work with decimals, metric, measurements, numeric relations, simple linear equations, and problem solving.

In the area of writing, employees are expected to have knowledge of the rudiments of grammar; to be able to complete reports, forms and applications; and to possess the basic skills of grammar, sentence structure, and paragraphing.

I have experience of teaching basic skills in the work context. One of the main issues that surfaces is grammar, punctuation and sentence construction; this was particularly evident when the learners produced reports.

Learning it not just about the ability to regurgitate information for the sake of a certificate, but rather it should include learners discovering their talents, ability and potential. It is indeed a process by which individuals recognise that they can achieve whatever they determine in their mind to do and confidently move to the next phase in their life. It is crucial that we remember that learners’ are human beings who one day will contribute to society. Therefore if we are giving them a ’second bite at thecherry’ then it is imperative that we offer an education service that will meet their learning needs and not just producing certificates.

Basic skills learning can be fun and enjoyable in many ways. It is flexible because you can tailor the lessons to the learners’ interest to develop their reading, writing and spelling skills.

I create an ethos where learners feel a sense of belonging in their new environment of learning. I instil self-belief and confidence by negotiating the learning programme and integrate the learners’ hobbies or interest in the course programme. I believe this is a great place to begin with basic skills learners’ so that become accustom to their new context with confidence.

I engage the learners by doing fun activities this might include; spelling quiz, group discussions on familiar topics, the use of internet, project work and many others. For basic skills learners, exams should be introduced depending on the readiness of learners’.

But, I believe the demands to achieve examination targets has nullified the opportunity for learners to really enjoy the actual learning experience.

I believe if the current trend of examination targets continues to be the first and foremost thing in basic skills learning, then we are defeating the whole objective of improving adult learning and ultimately improving people’s lives.

If we seriously want to improve the economic prosperity of this country, then we need to review the target driven phenomenon that currently exists within basic skills education.