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This study examined non-accredited community language, literacy and numeracy provision in Australia. A diverse range of providers assist many adults who do not need or cannot yet cope with accredited training. Growth in self-confidence appears as important as development of literacy and numeracy skills, with teachers and tutors playing a key role in this. The support document includes a literature review, survey results, and seven case studies. List of eligible organisations that responded to survey is appended. (Contains 85 tables.) [This document was produced by the author based on research for the report, "Community Adult Language, Literacy and Numeracy Provision in Australia: Diverse Approaches and Outcomes" (ED499762) and was funded under the Adult Literacy National Project by the Australian Department of Education, Science and Training.].
This study examined non-accredited community language, literacy and numeracy provision in Australia. A diverse range of providers assist many adults who do not need or cannot yet cope with accredited training. Growth in self-confidence appears as important as development of literacy and numeracy skills, with teachers and tutors playing a key role in this.
This Support Document was produced by the authors based on their research for the report, "Assessing and Acknowledging Learning through Non-Accredited Community Adult Language, Literacy and Numeracy Programs," and is an added resource for further information. There were five phases of this project: Phase 1 comprised further interrogation of Dymock's 2006 NCVER research data, a literature review, and identification of possible research partners; Phases 2 and 3, included reporting of interviews conducted at each of the partner sites and the collaborative development of a draft portfolio of monitoring tools. The testing and validation of those tools was the major activity of Phase 4, culminating in a workshop with the partners and researchers. Phase 5 entailed preparation of the Final Draft Report for feedback from the project partners and the NCVER internal and external reviewers, followed by submission of the Final Report. The purpose of this Support Document is to provide: (1) a full version of the literature review, and the possible bases for identifying the wider benefits of learning which emerged from that review; (2) a set of tables to summarise illustrative comments from coordinators, tutors and students about wider outcomes of adult language, literacy and numeracy learning, categorised against those tentative bases; (3) a table to capture the perceptions of coordinators, teachers & tutors about the extent to which it might be possible to develop indicators for those bases; (4) a table showing the responses of practitioners and students to examples of possible instruments for monitoring progress in non-accredited language, literacy and numeracy learning; (5) profiles of the five partner organisations for the project; (6) partners' reports on the trial of the selected instruments; and (7) copies of the original and revised interview schedules. In addition, a pdf attachment includes as appendices the nine examples of instruments for monitoring progress identified during the literature review and to which practitioners and students responded, and from which the six trial instruments were derived. (Contains 10 tables.) [For the full report, see ED503376. Funding for this work has been provided under the Adult Literacy National Project by the Australian Government, through the Department of Education, Employment and Workplace Relations.].
New ways of thinking about how language, literacy and numeracy skills are taught has coincided with a fundamental policy change in the vocational education and training sector. A major development has been the integration of literacy, language and numeracy skills into vocational training. The complexity of the issues makes it important to gain a better understanding of what actually happens in Australia, especially in the workplace. This study explores how training practitioners are using the reforms in the national training system, and their knowledge of new approaches to teaching and learning to integrate language, literacy and numeracy into workplace training programs in the community services sector. Although the study is small scale, it provides an informative snapshot of how a number of providers are integrating language, literacy and numeracy into vocational programs.
Although adult numeracy or basic mathematics classes have existed throughout Australia since at least the 1970s, they did not receive prominence in provision or policy until the endorsement of the Australian Language and Literacy Policy in 1991. The following are still lacking, however: expectation that adult numeracy teachers will have formal specific qualifications; systematic exploration of the nature of numeracy and development or nationally agreed-upon definitions; clear policy statements about the significance of numeracy in Australian society and strategies to address perceived needs for training and development; data on the extent of the need for national-level provision in adult literacy; and funding for designated research projects in adult numeracy. Further research is also needed on the following topics: nature of adult numeracy; role of language in numeracy and mathematics; role of mathematics in language; needs of specific groups in numeracy education; adult numeracy practices and needs; critical numeracy; adult learning and numeracy; effective instruction, assessment, and reporting in adult numeracy; and policy initiatives and provision effects in adult numeracy provision. Research initiatives in policy, provision, and pedagogy should be initiated immediately. (Contains 19 references.) (MN)
Australia. National Board of Employment, Education and Training
Author : Australia. National Board of Employment, Education and Training Publisher : Page : 31 pages File Size : 50,94 MB Release : 1993 Category : English language ISBN : 9780644259316
This study looks specifically inside the programmes for adult LLN (Language, Literacy, Numeracy) learners, with a focus on formative assessment – referring to the frequent assessment of learner understanding and progress to identify needs and shape teaching and learning.
This book contains eight papers reporting research projects that were conducted by adult language, literacy, and numeracy practitioners with funding provided through one-time scholarships to Tasmanian students in the field of adult language and literacy. The following papers are included: "Foreword" (Ian Falk); "Preface" (Margaret Penson); "How Do Power Relationships, within an Adult Literacy Initial Assessment for CES (Commonwealth Employment Service)-Referred Clients, Influence the Assessment Discourse?" (Maree Watts); "Which Agenda? The Dilemma for ALBE (Adult Literacy and Basic Education) Program Planners" (Ann Brooks); "Institutional Language and Power: A Critical Analysis of Hospital Language" (Steve Holden); "Does Educational Kinesiology Provide Cognitive Outcomes--And Is It Accepted by Adult Literacy and Basic Education Students?" (Rees Campbell); "How Does the Government's Special Intervention Program for the Unemployed Differ from What Tutors Consider 'Best Practice' within Adult Literacy and Basic Education? A Philosophical Enquiry" (Fay Forbes); "What Are the Critical Components of a Workplace Literacy Program in a Community and Health Setting?" (Patsy Hall); "How Can Language Reshape the Mathematical Knowledge of the Adult Learning from the Informal to the Formal?" (Toni-Anne Carroll); and "Diagrams and Text: Report on Recent Research, 1994-1995" (Stephen Coull). Most papers include substantial bibliographies. (MN)
This book explores the social practice of literacy, numeracy and language and its implications for teaching and learning adult basic skills. Leading international experts argue that literacy, numeracy and language are more than just a set of skills or techniques, but are shaped by the social and cultural context within which they are taking place; the meanings they have for users; and the purposes they serve. This shifts the focus from a narrow, functional and externally imposed definition of literacy, numeracy and language learning, to more open and numerous definitions that focus on what people do with their knowledge, understanding and skills in a range of contexts. Adult Literacy, Numeracy and Languageshows how the social practice approach to learning and teaching can be used to develop more inclusive views of adult literacy, numeracy and language. Bringing together the views of researchers, policy makers and practitioners, it helps readers to develop an understanding of contemporary policy developments and encourages them to examine their own practice as adult basic education teachers, in order to respond more effectively to the needs of their students. This book is a valuable resource for practitioners, researchers and students on courses in adult and continuing education (particularly basic skills), postgraduate students, and researchers in the field of post-compulsory education.