Across the whole field of public service, targets are increasingly recognised as a mixed blessing. Within the government¿s Skills for Life policy their introduction has been particularly problematic. This discussion paper brings together three contributions that add to the debate of how Britain can best meet the policy goal that underpins the target ¿ that of how to strengthen skill and confidence in literacy, numeracy and language amongst adults in Britain who need support and encouragement. In the first, Peter Lavender explores how narrowly drawn LSC guidance on funding and priorities risks distorting a generously drawn national policy. In the second, Jay Derrick looks at the relationship between formative and summative assessment and literacy learning. In the third Barry Brooks analyses the challenges confronted and progress made in identifying national standards and tools of assessment.