Implications for future programme development
Introducing and conducting the Literacy Screener is a smooth process in the four pilot organisations. Good examples in this respect can be used by other organisations for implementing the Literacy Screener in their work processes.
The follow-up is a major difficulty: in general, the inflow into language courses of clients with an unsatisfactory score on the Literacy Screener is still low. The low follow-up is partly due to the fact that the clients do not want to participate. The Literacy Screener provides an indication; not everybody will actually need guidance. Yet, especially in the municipality of Emmen and PI Lelystad, the current follow-up percentage is very low. We conclude that the way in which the interview about the outcome is conducted has to be reconsidered carefully, with respect to both the content (identifying the practical value for the client and linking up with this) and the person who conducts this interview (somebody with whom the client has a relationship of trust and who meets with the client on a regular basis).
Implications of policy
The national government makes experiments possible to develop proven, effective methods to address low literacy. GOAL is an example of this kind of experiment. As explained above (and in previous chapters), important lessons can be learned from the GOAL pilot, so that further improvement and dispersion of the guidance process is possible.
Implications for policy
In the approach to low literacy, the national government seeks to provide an easily accessible assortment that is tailored to the personal situation and needs of people with low literacy. A major finding of the current survey is that users of the social service in the municipality of Emmen are still insufficiently convinced of the added value of language courses. Therefore, closer attention should be paid to the inflow in a suitable language course. The findings suggest that time is a major difficulty. The pilot organisations have a different chief objective; the guidance process (low literacy screening and referral to a suitable language course) is an additional task. Designing a suitable follow-up requires time to identify the context and needs of the respective client. Organisations with a different chief objective often do not have this time. Additionally, the lack of time is another difficulty for the clients, manifested through: (a) lack of time to think about the possibility and added value of language courses; and (b) lack of time to take a language course. PIs have found that sufficient time may motivate clients to work on their development and take a language course. For the PIs, however, time can also be a major difficulty: the temporary nature of detention makes continuity of the follow-up difficult.