In 32 pages, the author sets out the case for, and current policy on, assessment of noncertificated learning in the UK. Turner provides a useful summary of recent reports, government-funded research and current policies in this area. She examines the provision for adult non-certificated learning from within the framework of government policy of assessment of learning outcomes for quality assurance, and as the basis for funding all education and training. In this context, the conclusion drawn is that the best model is block-funding based on providers demonstrating that they have a robust system for setting objectives, giving feedback to learners, and assessing learners' achievements. The differences between the various agendas of government, providers, learners and employers are identified, and the importance of learner control in setting objectives, especially in non-formal re-entry learning is well argued. Turner claims (p 14) that a principle of the Learning and Skills Council is to "put the experience, aspirations and success of learners at the heart of what we do". However, the focus of the policy remains on the development of a quantitative national model to measure outcomes. This seems, to an outsider (from Australia), a contradiction of the emphasis on learner-determined outcomes, an unnecessary imposition in terms of costs, and a denial of the learner-centred approach to curriculum. Turner concludes (p 25) by stating that the 'importance of appropriate means of recognising and recording achievements (for re-entry education)...does not need restating'. I suggest that the importance of assessment against specific achievement outcomes needs rethinking. The assumption that the learning outcomes are the focus needs to be reconsidered. Building self-esteem as a learner, reducing fear of structured learning, and re-engagement of the individual with their community are the most important outcomes of re-entry education. These are best measured by destination studies that identify entry to employment, further education, or community roles including volunteering. These outcomes are consistent with government policies cited by Turner (p 14). 'the government is committed to ensuring that communities' needs and priorities are to the fore and that residents of poor communities have the tools to get involved in whatever they want to do' Within the framework of the assumptions of the Learning and Skills Council, Turner provides a basis for reflection and a sound analysis of the thinking and the progress toward accreditation of non-formal learning. In the process she raises and contrasts practice and policy, giving the opportunity for readers to stop and reflect. The title, Catching the Tide, sounds like a call to action to implement the LSC agendas. However, reading this report is likely to prompt many readers to sit back and ask if the LSC Reviews
