Formalising core skills in the post-16 curriculum appeared a relatively simple task for Sir Ron, with its wide support from education and industry.

But it has proved trickier than expected because people disagree about what core skills are. And he said: “I’m getting to the stage of saying let’s drop the two words because there’s so much confusion out there about what is a core skill and what is a basic skill.”

Three broad areas are referred to as “core skills”:

* basic skills or the “3Rs”, that employers say recruits are not proficient in; *the GNVQ’s core skills of communication, application of number, and IT - being able to use words, numbers and computers in the course of work; nwork-related core skills like team-working and problem-solving.

Many agree that basic literacy and numeracy are a separate issue from the advanced core skills, with remedial classes needed for those who lack them.

Once Sir Ron has decided which to include, he faces the problem of how they are assessed - inside or outside the main courses.

Judith Norrington, head of curriculum at the Association for Colleges, said: “I wouldn’t see them as a bolt-on except in special cases. In French for example, you could have a numeracy package looking at statistics from the EC.” While George Turnbull of the Associated Examining Board opposes integrating core skills: “They shouldn’t take undue weight because seen against much A-level work it is comparatively simple to learn to work as part of a team. In fact I’d like to think they’re already a part of learning.” Sir Ron is open-minded on assessing core skills but mindful of “straining a subject unreasonably” to fit them inside main course sessions.