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Practitioners' perception of the impact of the vision of policy-makers on practice: The example of the recommendations of the Moser Commission

This paper is significant in the debate around the policy that informed the design and development of the Skills for Life curriculum. It uses a multi-method approach in data collection and analysis to triangulate its findings. The timing of the research, immediate post-SFL funding, makes it an original contribution to the debate on 'what next' in literacy development. Its originality also stems from its mapping of practitioners’ views. Finally, the paper is significant because it involves the largest number of the members of the Moser Committee ever reported in a single study.