It might be a company whose work involves little to none of the subjects, but if you’re looking for a job with no formal English and Maths qualifications it can really set you back. So, what is it that employers are looking for when they demand them?

It is a debate that has raged for centuries – what are the right levels of Maths and English to expect in employees?

Education in the UK has not always been available freely or to all. And when it was made available to boys and girls, there were differences in what they were taught. Likewise, there were no expectations for the lower classes to have a high level of education, let alone to read and write or perform a calculation.

Education is now open to everyone in the UK to access as they want, can and need to. There are still debates raging within education from class sizes to schools being ‘exam factories’.

And then, there are employers who tell us that the skills they want and need in employees are not there. They are concerned about lack of basic, fundamental skills, two of which are English and Maths.

But what are we really talking about here? Is it language or literacy? Is it being able to perform specialist equations or apply numeracy across work tasks?

Numeracy or Maths?

Sometimes, when employers and unions talk about employees lacking in mathematical prowess, they are talking about numeracy (or lack of). Is there a difference?

Some people argue that there is: maths, they say, is the study of specialist mathematical concepts whereas numeracy is the ability to grasp mathematical concepts and how they apply in the real world.

For example, if a small tub of margarine weighing 500g is priced at a special deal of £1, which is the better way to buy 1kg of the product? Would it be two 500g tubs or a 1kg tub at £1.98?

Numeracy is about the basic mathematical concepts that we need to be able to understand basic concepts and apply to real life such as managing personal finances, being able to perform simple, yet important arithmetic when at work such as mathematical concepts of averages – median, mean and so on – as well as frequency.

Some employers and unions say that in recent years, school-leavers have lacked these basic numeracy and maths skills that are so vital when trying to get a job.

Literacy or English?

Again, it is easy to become confused especially with the increasing multi-cultural society we live in. We assume that when employers talk about English, they are referring to people having a certain level of English language ability in terms of speech and understanding.

Like numeracy is the application of mathematical concepts, literacy is the everyday application of English language. But literacy is more than just have words or being able to read.

It is about comprehension. That is, the ability to understand the different ‘modes’ of the English language that we will come across.

This is sometimes referred to as information literacy. As an employee, your employer needs you to be able to read, write, spell, listen and speak to a certain standard but that you can also change or modify the way that you do these things to fit appropriately with the circumstances.

For example, you can write an email that is formal, yet friendly. You are able to follow written instructions, as well as converse with customers in a way that is open, friendly and courteous.

Thinking Skills and IT

Caught up in the wider circles of English and Maths, literacy and numeracy are two other skills that employers also want and need in order for their businesses to thrive;

• Thinking skills – this is about the cognitive ability to explore things critically and thoroughly. Problem-solving skills can also sometimes be included under this heading. In other words, employers want people who can think critically and objectively. In effect, thinking skills are split into areas:
  1. Information gathering – the senses are used when we gather information, including hearing and sight, as well as our ability to retrieve information, known as memory skills.
  2. Basic understanding – we apply this to common ways that information is organised (for example, chronological timelines) as well as the ability to form concepts and link ideas together.
  3. Productive thinking – this is about using information and understanding it, as well as creating information, deciding on what to do next, as well as analysing and evaluating the information we have on hand.

Interested in looking at thinking skills further? Consider theories such as Bloom’s Taxonomy, DeBono’s thinking skills and Lipman’s modes.

• IT – there is, say some employers, a gap between the IT skills they seek and the ones that school and colleges teach. Some employers will have specific computer programs and software that they will train new employees to use competently. But there is a desire for a certain level f competency across a wide range of programs. For example, employers say that they want to see a good level of ability when it comes to using Microsoft packages, as well as spreadsheets, emails and social platforms.

The importance of English and Maths

Referred to in schools and colleges as core subjects, maths and English are essential subjects. So, as you deliberate completing a distance learning A Level English Literature  or an online English GCSE course you may be wondering why they are such important subjects.

After all, as an engineer, you may not be expected to write a short story, but you will be expected to write a report, read others and apply mathematical principles. As a retail worker, you will need a high level of numeracy and spoken English too.

They are seen as basic, fundamental skills and subjects on which the other essential skills and abilities are built. It has also been found that;

• You might earn more – employees with a grade C in GCSE Maths and English, and display numeracy and literacy skills, can earn up to £2,000 more than those who don’t.
• Further and higher education are options – for those students with Grade C in GCSE Maths and English (although some colleges and universities ask for grade B or above, dependant on the course). And for employers, that means employees capable of higher level vocational courses too.
• You could be healthier – there is evidence to suggest people with high numeracy and literacy levels are healthier, with a longer life expectancy. This may be because they are able to access appropriate health care as well as advocate on their own behalf.

There are also issues linked to low numeracy levels which can have an impact on the person and this means that in turn, there is an impact on business as well as wider implications for the economy.

For someone with poor numeracy skills…

• The opportunities for getting a job are lower, with people with poor numeracy skill twice as likely to be unemployed.
• There is an emerging link that people with poor numeracy skills (and poor literacy skills too) are more likely to suffer from mental health issues, specifically
• Those children and adults with social, emotional and behavioural difficulties are also more likely to struggle with numeracy, even when additional factors such as home life are taken into account.
• Low numeracy rates are also linked to increased frequency in children and older students who truant from school, especially those in secondary school. The research found that the instance of truancy was not necessarily linked to literacy rates, just those that had poor ability to use maths in an everyday
• Crime becomes an issue too as a study found that 65% of adult prisoners had a numeracy level of below 7 years of age or below that expected for an 11-year-old.

The emerging picture is clear: the ability to use both Maths and English in an everyday setting is important not just for work, but for the emotional, social and physical well-being of people. Many experts believe this is because people will have a higher level of understanding of the world around them when they have a higher numeracy and literacy rate, and that they can advocate on behalf of themselves better.

In a work environment, it is essential that people understand the world around them and that Maths and English are the building blocks not only for future skills and qualifications, for us to develop as people too.

In Summary

We use maths and English more than we think or realise, from sending text messages to being in charge of the company’s social media platforms. They are subjects that contain basic, underlying principles that play out in the real world all around us.

Ensuring you have GCSE (or equivalent) Maths and English is essential. But you can upskill yourself in these valuable subjects, completing courses such as a distance learning A level English Literature course or a Maths course will highlight that you do have the ability to use language and maths in everyday situations. We offer a variety of online GCSE Courses which you can purchase online. We also can provide you the opportunity to undertake your A levels online.

We’ve come a long way since the introduction of NVQs (National Vocational Qualifications) back in the early 1980s. Over the last few years they have evolved into QCF (2008) and more recently, the simplified system of the RQF (2015).

So what are the differences between QCF, RQF and NVQ, and are we really any better off?

What are NVQs?
Otherwise known as National Vocational Qualifications, these are work based awards that test your ability to complete a job to a certain required standard. Recognised across England, Wales and Northern Ireland (SQVs in Scotland), there are 8 levels in total, ranging from level 1 (which focuses on basic work activities) to level 8, where students are expected to be performing at senior management level. These skills are assessed through portfolios (that demonstrate/showcase the work you have done) and observational sessions, where you are watched by an assessor.

What are QCF Qualifications?
The Qualification and Credit Framework (QCF) is based on a system where students earn credits. One credit usually takes around 10 hours to complete. These credits build up to form full qualifications.

There are 3 different qualification types that you can earn whilst completing a QCF course: Award (only 1-12 credits are needed); Certificate (13-36 credits) and Diploma (over 37 credits). Remember that credits are based on a suggested 10 hours of study, as such, to obtain a certificate worth 13 credits, you would be expected to undertake training with a time duration of around 130 hours.

Compared to NVQ courses, a QCF course is generally more flexible and easier to complete – enabling even those in full time work to undertake this qualification, whilst at the same time allowing the unemployed to balance interviews against their studies. Similarly, students can enjoy the benefits of being able to use the same credits across different units.

What are RQF Qualifications?
The RQF (Regulated Qualifications Framework) came into force in 2015, and was designed to offer a simpler system for managing qualifications regulated by Ofqual.
Similar to a library bookcase, The RQF allows you to index qualifications based on their level and size. The higher the qualification, the greater the complexity and difficulty of the skills and knowledge associated with the qualification.

There are 8 levels in total which are supported by 3 entry levels, as not all qualifications can be assigned to a single level.

In terms of ‘size’, this is based on the estimated amount of time (weeks to years) it is believed it will take you to study, complete and be assessed for the qualification.

Unlike previous systems, with the RQF there is no set deadline for completing qualifications. Instead students can finish them at their own pace. At the same time, the framework gives awarding organisations more freedom to review, develop and improve their qualifications as there are none of the rules and structures of the QCF. Instead awarding organisations can put greater focus onto outcomes.

Other perks of the RQF include:

• This system allows people to better understand how qualifications relate to one another as they are consistent in their measure of how long it will take students to study as well as in its assessment of difficulty levels.
• There are no design rules, allowing suppliers to regulate their qualifications.

NOTE: Starting from 30th September 2015, all awarding organisations were expected to begin the process of removing QCF from their qualification titles. This should have been completed by the end of 2017.

Still confused? Here’s a brief history of our journey from NVQ to QCF to RQF:

1980s
NVQs were made available to standardise training and development. They were also designed by industry specialists to ensure that all aspects of a business operation could be ‘assessed’ which therefore allowed company employees to be certificated against qualifications specific to their industry. The NVQ process was also designed to be portable which would enable an employee to move from one company to another within the same industry.

2008
The QCF introduced a building-block approach to learning that allowed the progression and enhancement of mobility within careers and across industries. With the QCF came prescriptive design rules that aimed to assure consistency, but also resulted in awarding organisations having to redesign their qualifications in order to meet these new rules.

2011
During this year, NVQs were moved from the NQF (National Qualifications Framework) and were instead placed into the QCF. This enabled all qualifications (including vocational and academic) attained across England, Scotland and Northern Ireland to hold the same common currency, QCF credits and achievement levels.

2014
The QCF was reviewed and found to hold too much focus on structure and not enough on validity.

2015
On 1st October 2015, the transition from the QCF to the RQF commenced and with it came the opportunity to offer students the chance to study qualifications at their own pace (as qualification size is based purely on an estimated amount of time for completion and not a restricted deadline).

2018
On the 1st January 2018, all QCF qualifications were fully transitioned to the RQF.

Is the RQF the better choice?

Put simply – yes! Not only does the RQF allow awarding organisations to flexibly create, review, refresh or replace existing qualifications (thanks to its descriptive framework) – they are also free of rules and structure, instead placing a greater focus on outcomes, the purpose of the qualification and innovation.

As a footnote, awarding organisations are still offering NVQ and QCF qualifications. The RQF will build up a ‘head of steam’ over the next two years or so, but whatever qualification structure you follow, now or in the future, no one will be able question the validity of an awarding organisation certificate which has been rightly earned in whatever guise it is presented – NVQ, QCF or RQF!

Click the below link to see the RQF qualifications available from NCC Home Learning:
https://www.ncchomelearning.co.uk/qualifications/rqf/

Or you can view all of our online courses to see if we have something that would suit you.

Infographic: The Differences between QCF, RQF and NVQ

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