The Consolidation of an Instrumental Value Position: The Moser Committee

Abstract

This chapter draws on empirical research, which includes rich data from interviews with members of a policy development committee to identify the underpinning value positions that drove the Moser Report, one of the major policy initiatives in the field of adult literacy in the past decade. Moving from the central Skills for Life (SfL) policy to previous and subsequent policies, we argue that this period saw the consolidation of the influence of the instrumental/human capital value position in adult literacy. Literacy is thus expressed, for example, as `functional' skills and driven by the premise of a `knowledge economy'. Within this philosophical stance one of the most significant duties given to education is to provide a flexible, adaptable and skilled workforce to make countries competitive in the globalised economy. It focuses on education for work positions and education as a commodity and pays no regard to issues of economic, political and social equality.