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With the introduction of Digital Functional Skills Qualifications (DFSQs) in August 2023 rapidly approaching, teachers from all elements of the further education (FE) sector will need to be equipped to deliver the teaching required. While the Essential Digital Skills Qualifications (EDSQs) have been in place for adults since 2018, the DFSQs will effectively widen this to include over-16s. The implications for FE teachers are significant.

Daniel Scott (@_Daniel_Scott) is a learning technologist and author of Digital Learning, Teaching and

Assessment for HE and FE Practitioners. He says there are key points that FE settings need to take onboard when preparing for the introduction of DFSQs.

“The content for the DFSQs and EDSQs is quite similar, but as with these types of qualifications they need to be relevant and authentic to workplaces and everyday life by designing and integrating real-world tasks and activities,” he says. “Content, examples and scenarios being used for DFSQs may need to be aimed at a younger audience as well as an adult audience.”

This need to be age-aware in the delivery of DFSQs is crucial point shared by Vikki Liogier (@vikkiliogier), national head of EdTech and digital skills at the Education and Training Foundation (ETF). “There are few differences between DFSQs and EDSQs,” she says. “Both are based on entry level and Level 1 subject content and mapped to the EDS framework.

“Both also form part of the Department for Education’s (DfE) adult digital offer. Both have a similar number of guided learning hours [EDSQs have 50 while DFSQs have 55]; however, DFSQs will be used more widely as part of the 16-19 study programmes rather than the 18+ for the existing EDSQs.”

Vital preparation

There are real, practical implications for teachers here. The aim of the new qualifications is to prepare learners for the world of work and further studies as opposed to developing digital skills for everyday life. There will be more tasks and activities to complete, and these will be more complex.

Liogier explains: “As opposed to EDSQs, where learners only need to demonstrate some of the statements, DFSQs learners will need to evidence all of them. Consequently, the learning content, framing and pedagogical approaches will need to be different, while the tools used will also need to better fit that audience –for example, any apps used.”

The effective teaching and delivery of DFSQs will be dependent on the design of activities to support content. This can be challenging and digital technologyheavy. “It is essential that these courses and content remain accessible for those that are not from digitally-enabled countries or backgrounds and therefore lack basic digital literacies and skills,” points out Scott.

It is important for providers to look at the digital technology they have

Digital Functional Skills Qualifications Feature

available, including online and physical devices, and what they might need to cope with the new requirements. “Do they have wearable technology, for example?” asks Scott. “Virtual private networks (VPNs) can be used as a teaching aid to demonstrate, but also as a learning resource for learners to build understanding of how they work, as well as interact with other course content through it.”

One fundamental question that needs to be addressed is how confident teachers are in using digital technology. “Planning can only really go as far as the knowledge of teachers,” Scott says. “Teachers will need to be up to speed to meet the technical content in the curriculum, so we will need to support everyone and build confidence through practice. This will require a reevaluation on where educators are at in their digital literacies and skills.”

Liogier also sees some potential issues around teachers’ current capabilities in digital skills, particularly around the five categories of the DFSQs (see box). “These can be difficult to teach,” she says. “For example, transacting is difficult without actually performing an online transaction. There are all kinds of practical implications.

“Learners need to practise in a safe environment, and that is not always easy to create.”

ETF’s Digital Teaching Professional Framework (DTPF), built in collaboration with Jisc, provides teachers with a reference point for selfreflection and a basis for considering potential training needs. It is recognised as the national EdTech competency framework, which underpins the ETF’s fully subsidised EdTech training offer. The Enhance Digital Teaching Platform is also designed to help develop teaching and training practice using technology across the further education and training sector.

Further support

David Redden, product manager (English, maths and digital skills) at the National Council for Further Education (NCFE), offers clear strategies for supporting teachers in the delivery

Case Study Making The Transition

Sandra Smith MSET QTLS, curriculum lead at Coventry Adult Education Service (CAES), outlines the journey from EDSQs to DFSQs: “Three years ago CAES was selected to be a part of a national consultation at the conception of EDSQs, discussing the implementation of the new government initiative of digital skills.

“We shared findings with other practitioners in the West Midlands Combined Authority region and worked closely with the awarding organisation, The Learning Machine (TLM), in the pilot stage of delivery of EDSQs.

“We also facilitated regional meetings with other adult education organisations in the West Midlands.

“Delivery of EDSQs was challenging in the early stages, with quality tweaks taking place from one course delivery to the next.

“The latest changes took place at the end of July 2022, in time for the new cohort of learners in the autumn term 2022.

“CAES thrives on being an early adopter of new qualifications. It is fortuitous that the new DFSQs are very similar to EDSQs.

“The success of the process over the coming months will be through regular communication with tutors, regional meetings and the awarding organisation. Communication is key.”