Integrated approaches to teaching adult literacy in Australia: a snapshot of practice in community services



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Integrated approaches to teaching adult literacy in Australia:
A snapshot of practice in community services

Rosa McKenna
Lynne Fitzpatrick
Communication in Education and Training Pty Ltd


The views and opinions expressed in this document are those of the author/project team and do not necessarily reflect the views of the Australian Government, state and territory governments or NCVER




© Australian Government, 2005

This work has been produced by the National Centre for Vocational Education Research (NCVER) on behalf of the Australian Government. Funding has been provided under the Adult Literacy National Project by the Australian Government, through the Department of Education, Science and Training. Apart from any use permitted under the Copyright Act 1968, no part of this publication may be reproduced by any process without written permission. Requests should be made to NCVER.

The views and opinions expressed in this document are those of the author/project team and do not necessarily reflect the views of the Australian Government or NCVER.


The author/project team were funded to undertake this research via a grant. These grants are awarded to organisations through a competitive process, in which NCVER does not participate.

ISBN 1 920896 97 X print edition
1 920896 98 8 web edition
TD/TNC 83.03

Published by NCVER


ABN 87 007 967 311
Level 11, 33 King William Street, Adelaide SA 5000
PO Box 8288 Station Arcade, Adelaide SA 5000, Australia
ph +61 8 8230 8400 fax +61 8 8212 3436
email ncver@ncver.edu.au


Contents


Integrated approaches to teaching adult literacy in Australia:
A snapshot of practice in community services 1

Rosa McKenna


Lynne Fitzpatrick
Communication in Education and Training Pty Ltd 1

Contents 3

Tables 5

Acknowledgements 6

Key messages 7

Executive summary 8

The project brief 10

Methodology 10

Background 16

History of adult language, literacy and numeracy provision 16

Informing theories 18

Industry restructuring and training reform 27

Developing integrated approaches to language, literacy
and numeracy 28

Integrated language, literacy and numeracy in practice 36

Research data and analysis 40

Background to the research 40

Conceptualisations of literacy 43

Literacy practices developed in an integrated approach 47

Teaching and learning strategies employed 51

Conclusions 59

The research methodology 59

Features of integrated approaches 59

Implications 61

References 64


Appendix 1: Analysis of language, literacy and numeracy 68


Appendix 2: Interview schedules 77

Interview schedules for RTO managers 78

Interview schedules for enterprise managers/supervisors 79

Appendix 3: Communication in Education & Training P/L—
Ethical clearance process 80

I agree that 87

NCVER adult literacy research project 90

Information for teachers involved in research sites. 90

Project methodology 90

Project outcomes 91

Timelines 91

Thank you for your interest in this project 91





Tables


Table 1: Key to research sites 42

Table 2: CHCCS405A: Work effectively with culturally diverse clients and co-workers (certificate III) 69

Table 3: CHCINF8B: Comply with information requirements of the aged care and community care sectors 70

Table 4: CHCGROUP2C: Support group activities 72

Table 5: CHCAC6C: Support the older person to meet their emotional and psychosocial needs 73

Table 6: CHCPR4A: Provide opportunities and experiences to enhance children’s development 74

Table 7: CHCPR5A: Enhance children’s play and leisure 75

Table 8: CHCPR9A: Use observations and records 76





Acknowledgements


This research project was conducted by Communication in Education and Training Pty Ltd and was one of a number concerned with adult literacy issues managed by the National Centre for Vocational Education Research (NCVER), with funding provided under the former Australian National Training Authority (ANTA) Adult Literacy National Project through the Commonwealth Department of Education, Science and Training.

The project was conducted between November 2003 and August 2004. The team included Lynne Fitzpatrick, Rosa McKenna and John Hillel.

The research team wishes to thank all of the participants in the project.

Firstly, we would like to thank the directors of the registered training organisations and enterprises who gave permission for the conduct of the research in their organisations and for the insights they provided in interviews. The research methodology involved some intrusion into the activities of their staff, students and clients.

Secondly, we thank the facilitators who agreed to have their interpretations and practices relating to language, literacy and numeracy researched. Their support was fundamental to the project.

Finally, we would like to thank the students themselves who consented to being filmed in the site visits. Their willingness to participate was crucial to the project methodology.

We would also like to acknowledge the ongoing support of NCVER staff, particularly Joanne Hargreaves, and the critical input of Dr Rosie Wickert, Dr Joy Cumming and Ms Louise Wignall at the formative stages of the research. The project team would also like to thank Associate Professor Stan van Hooft, School of Social Enquiry, Deakin University, for advice on ethical research processes and Penelope Curtin for editing the final report.


Directory: data -> assets -> word doc -> 0023
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word doc ->  Commonwealth of Australia 2002
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