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