- About Us
- About Colleges
-
Corporate Services
- Corporate Services
- Brexit
- Data Protection/GDPR
-
Employment Services - college workforce
- Employment Services - college workforce
- Introduction & Employment Helpline
- Absence & Sickness Management
- Contracts and T&Cs
- Disciplinary, Capability & Grievance
- Employment Briefings Library
- Equality, Diversity & Inclusion
- General Employee Relations & HR Issues
- Industrial Relations
- ONS reclassification related guidance
- Pay & Pensions
- Recruitment
- Redundancy, Restructuring & TUPE
- Safeguarding/Prevent
- Workforce Benchmarking, Surveys & Research
- Governance
-
Projects
- Projects
- Get Involved!
- Resources
- The 5Rs Approach to GCSE Maths Resits
- Apprenticeship Workforce Development (AWD) Programme
- Creating a Greener London – Sustainable Construction Skills
- Erasmus+ EXPECT Project
- Digital Roles Across Non-digital Industries
- T Level and T Level Foundation Year Provider Support Programme
- The Valuing Enrichment Project
- Higher and Extended Project Qualifications
- OfS - Higher Education Social Prescribing Project
- Pears Foundation Youth Social Action Programme: Phase 2
- Pears #Iwill Youth Social Action Apprenticeship Project
- T Level Professional Development (TLPD) Offer
- T Level Curriculum Macro-Sequencing
- Contact the Projects Team
- Resources/Guidance
- Sustainability & Climate Action Hub
- Partnerships
- Honours Nomination
- Recruitment & Consultancy
- Events & Training
- Funding & Finance
-
Policy
- Policy
- Meet the Policy Team
- Policy Areas
- Policy Briefings
- Submissions
- Policy Papers & Reports
- AoC Strategy Groups
-
AoC Reference Groups
- AoC Reference Groups
- Adults (inc. ESOL) Reference Group
- Apprenticeship Reference Group
- Technology Reference Group
- HE Reference Group
- 14-16 Reference Group
- Mental Health Reference Group
- 16-18 Reference Group
- SEND Reference Group
- WorldSkills Reference Group
- HR Reference Group
- Sustainability & Climate Change Reference Group
- EDI Reference Group
- Research Unit
- News, Campaigns & Parliament
- Love Our Colleges
- Home
- News, Campaigns & Parliament
- AoC Newsroom
- AoC responds to AQA’s report on numeracy and literacy assessment
AoC responds to AQA’s report on numeracy and literacy assessment

Eddie Playfair, senior policy manager, Association of Colleges, said:
“We welcome AQA’s report ‘A, B, C, it’s as easy as 1, 2, 3’ on the need for new types of assessment for numeracy and literacy skills. We agree that all young people should leave full-time education competent and confident in numeracy and literacy.
“Colleges support the aim of improving everyone’s English and maths skills and are doing most of the work of raising post-16 achievement in English and maths towards level 2 nationally.
“We have been saying for some time now that the qualifications available to support this are not fit for purpose and we need a relevant and motivating offer which can build on students’ previous achievements and give them the opportunity to experience success as they work towards level 2.
“This report is a welcome contribution to the debate and highlights the long-standing issues with numeracy, literacy and digital fluency in England, making a strong case for new on-demand, ‘when-ready’ assessments focused on core knowledge and skills. Now the government needs to create the conditions for such assessments to be developed and recognised.“