A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2017; you can also visit the original URL.
The file type is
This paper explores the meaning and implications of a policy-driven professionalisation of adult basic skills practice. Written amidst competing theoretical conceptualisations of professionalism, the paper focuses on a particular policy moment in Adult Language, Literacy and Numeracy (ALLN) practice in England: Skills for Life. The paper argues that the possibility of implementation of this policy is limited. The policy is filtered through the fragmented nature of the field, the embeddedness ofdoi:10.5130/lns.v18i2.1896 fatcat:42m4txbc5vbfhknpzji4epbidu