Improving the Language, Literacy, and Numeracy Skills of the Australian Workforce - Research Paper Example

Addressing the LNN skills problems of VET students: Developing potential learner skills through general awareness-raising unit of TAELLN401A package 1. Introduction The basis of this project is the 2010 report Skills Australia where 40 percent of the total workforce do not have sufficient literacy to meet workplace requirements. In particular, the workforce lacks the necessary skills on language, literacy, and numeracy or LLN. For this reason, the government emphasizes the need for VET schools to address these important needs by adjusting their current practices and development of effective strategies to improve students’ LLN skills. This project is small initiative developed to assess the effectiveness of general awareness-raising unit (TAELLN401A) designed to enable practitioners answer specific questions that can enhance the quality their training and assessment practices. Moreover, it gives practitioners the chance for self-examine their existing delivery and assessment methods in accordance with government imposed LLN skills development standards. The following sections discuss the issues surrounding LLN skills acquisition and implementation of techniques taken from government recommended LLN skills training package. These include identification of students LLN skills level, the corresponding approach to elevate their level, and enhanced classroom practices contributing to rapid and better understanding of LLN. The analysis and discussion section contains the details of the project’s implementation including observations and outcome. 2. Literature Review – Acquiring LNN Skills 2.1 LNN and Unemployment The relationship between language, literacy, and numeracy is an established and recognized fact as a number of studies shows that students with language difficulties often experience difficulty acquiring literacy and numerical skills (Clegg & Ginsborg, 2006). In the United Kingdom for instance, up to 7 million adults have literacy and numeracy problems that include unemployed and employed low-skilled people and younger adults with age 16 to 19 years. In addition to providing courses to meet the demand for LNN, the UK government strategy include improving the quality of teaching and learning in literacy, numeracy, and English for Speakers of Other Language (ESOL) by building a national learning, teaching, and assessment structure (Reder & Bynner, 2009). Similarly, the influence of employment is correlated with the influence of education because a particular level of education is needed for occupations requiring language, literacy, and numerical skills. The problem however is that majority of those seeking or already employed do not read and write much in English. Studies suggest that those who received training in reading, writing, or speaking English have higher level of skills compared to non-attendees (Williams, 2003). A study conducted in Australia in 1996 (Aspects of Literacy Survey) revealed the strong positive relationship between level of educational attainment and rate of employment (Chiswick & Miller, 2007). However, education for LNN like any other initiatives experienced some difficulty such as the great variability in expertise and confidence on how to embed LNN alongside vocational skill development (Smith, 2007). 2.2 Addressing LLN Skills Problems through VET reforms The 2002-2004 study in Australia conducted by Chappell et al in Hinkel (2011), shows the impact of low English language levels on workforce participation which may be taken as the starting point for enhancing students LNN skills within VET alongside requirements imposed by the Australian Quality Training Framework for VET. These include identifying and supporting clients who require language, literacy, and numeracy skills, and trainer’s use of multiple forms of information and reality-based tasks for diagnostic. In relation to government’s prescription about best classroom practices, the instructor is free to decide which approach is best to help students meet competency standards or customized their teaching to individual and local needs (Looney, 2008). In addition, two of the most important areas in VET reforms as seen by Australia’s National VET Equity Advisory Council or the Equity Blueprint for 2011-2016 include improving the capability of the VET workforce and listening to the voice of the learner when creating an approach for their skills improvement (Equity Blueprint, 2011). In other words, there is indeed an opportunity to address LNN problem within VET classrooms by being aware of important LNN issues and providing individualized approaches. 2.3 Enhancing teaching practices through recommended training package The TAELLN401 training package as mentioned in the proposal of this study can help in the identification of LLN issues and in the adjustment of existing practices. More importantly, it can provide a general awareness-raising unit required to improve the quality of training and assessment practice. IBSA or the Innovation & Business Skills Australia requires LNN practitioners to be aware of the existing level of LLK skills of their students, the level of LNN skills required in the workplace, the level of LLN skills required to be included in the training and assessment program, and other LNN issues that requires special attention and assistance from support services (IBSA, 2010). Language and literacy are constantly changing thus language should be taken as dynamic that evolve and should be developed. Students in VET is no different from others as to communicate effectively, they must constantly and unconsciously learn new words and other ways of communicating with other people. Similarly, since literacy is language in use, students must acquire skills of speaking and listening and be able to communicate in different social and cultural environment. In terms of numeracy, the students should be able to handle the demands of the workplace such as the ability to calculate simple mathematical equation or make reasonable estimation (Marr & Morgan, 2005). According to Marr & Morgan (2005), formal or informal, LLN skills development is essential at all levels of study thus teachers and students should develop these skills to ensure quality of any vocational program. More importantly, LLN need explicit teaching such as being aware of new language signs and symbols essential to profession or trade. Since they are new and alien to students, they should be introduce or taught alongside other developmental activities which can help them develop lifelong learning strategies that will make them better workers (p.1-4). For the above reasons, VET practitioners, as far as addressing LLN difficulties within VET classrooms, must have the ability to make sound judgements about the LLN needs of their students. Practitioners must have the ability to encourage learner development and be sensitive to cultural issues. The practitioner may consider the range of learning, reading, writing, oral communication, and numerical he or she judge are required by the industry and wider community (IBSA, 2010). The LLN learning strategy may include showing or demonstrating to students some LLN practices to be learned for workplace application. Using the right level of English and use of video or audio material to effectively demonstrate what learners need. Simplify explanations of principles and concepts so that students can learn easily and fully understand its applications. It maybe also necessary for the VET teacher to share decision-making responsibilities with learners and encourage them to use personal word lists and dictionaries. More importantly, let learners express their thoughts and learn from different culturally-based behaviours and values (IBSA, 2010). 3. Methodology Language, literacy, and numeracy problems in VET students and the corresponding awareness-raising strategy requires a wider understanding of theories, existing practices, and government prescriptions on these issues. For this reason, steps have been taken to ensure that all relevant information and data is acquired. a. The first step was studying and learning the issues involve such as the existing levels of LLN skills and the level required by the workplace. Strategies being proposed and essential information that can help in the development of awareness-raising strategies and particular classroom activities. As presented in the proposal of this project, several materials were reviewed and used as rationale to establish this topic. b. The next step taken was to find relevant information the topic using carefully selected keywords. To save time, these keywords were used to search the Internet and website contents. Keywords such as “LLN issues”, “VET LLN approaches”, and others help this project reduce search time and extract the most relevant and useful information. Australian government websites were specifically selected particular those that are directly related to the topic such as www.skillsaustralia.gov.au and the Ministers Media Centre or www.deewr.gov.au that contains a significant number of useful materials. c. After retrieving the necessary documents, they were sorted according to the need of the project. For instance, most of those that are associated with LLN skills development and strategies were group together while those discussing existing LLN approaches and issues were placed in a different category. Organizing these data help this project clearly presents its arguments in a logical manner and maintains the relevance of each data as the discussion progresses. d. The heading was then organized in a manner following standard format. However, this project took the opportunity to insert additional headings for clarity and easy identification of particular information for review or reference. The draft was repeatedly reviewed and improvements were made whenever necessary. As mentioned earlier, data retrieved were group together in such a way that it can support the flow of arguments thus report structuring is more convenient. e. Based on experience and suggestions, the literature review, analysis and discussion, and conclusion were written first rather than writing an introduction or introducing the report without any prior knowledge of its overall outcome. This approach enable writing a clear and concise introduction based on details and facts rather than generalization of the report outcome based on assumption. f. After the literature review and the analysis and discussion sections are completed, the report summary and conclusion were written in a way reflecting the most important points in the report. The draft report was reviewed several times and when all areas are clear and understood, the findings and introduction were finalized. 4. Findings Completing this project is not an easy task since it’s involved a lot of research and analysis. However, the positive result is encouraging in the sense that it is indeed possible to improve LLN skills within the same VET classroom. The importance of understanding students existing levels of skills is unquestionable as it is consequential to the formulation of correct and appropriate approaches to LLN skills development. Similarly, practitioners’ awareness of the issues surrounding LLN is vital to the success of any literacy initiative as familiarity enable them to determine the right learning package to deliver. As evidenced by the current level of the Australian workforce LLN skills, there is indeed a problem with the way LLN skills are being developed. Selecting the right approach is therefore critical in ensuring VET students compatibility with workplace requirements. The project was able to determine the issues, the activities to implement, the materials to use, and the kind of teacher-students relationship that must prevail inside the classroom. 5. Analysis and Discussion Based on the literature review and some information that will be presented in this section, LLN skills development within VET classroom will be easier if both teachers and students are aware of the issues and the specific level of LLN skills required by the workplace. For instance, learning the existing levels of students English speaking and writing capability can help in determining the amount and the required material for a particular student. Similarly, the learning the language requirements of a specific job or trade can help in determining the right level of English and the corresponding material that must be provided to students. The suggested approach is to listen to the voice of the learner or take their opinion on the level of language literacy they have and compare them with their trade or workplace requirement. Note that VET students will vary in their level of skills particularly with non-native English speaker thus literacy strategy will also vary from students to students. Through individual inquiry, the project was able to measure the level of students’ language literacy and judgements were made on students individual capabilities. The project then created a specific strategy as part of the wider development program such as encouraging learners to keep a list of words and dictionaries commonly use in the workplace. The students update this list as the teacher discussed phrases and statements needed in various situations using plain English as much as possible. Video and audio materials were used to demonstrate the word usage and its proper pronunciation. The teacher was open for any inquiry and letting students express their opinions on certain points including the English word equivalent to their respective language. Students are allowed to talk on certain issues and express their feelings using the English language. They are also encouraged to exchange views or discuss their learning experiences in English while the teacher corrects them whenever necessary. The main point of this approach is to let students become familiar with the language and be confident enough to use it. In view of literacy, students are encouraged to read materials with content resembling a real workplace. For instance, along with language teaching, students were asked to read operating and safety manuals and procedures to make them familiar with words and phrases used in the workplaces. Moreover, reading such informative contents will make them more familiar with working practices and activities that are concern with their own safety. Aside from reading, the LNN program also includes familiarity with different workplace forms and reports such as the types and proper filling of different workplace operating forms. The students were shown sample workplace accomplishment and maintenance reports and taught when it is required and how to write them. These activities do not end in one session as students will practice it regularly until the end of the training program. The same approach was applied to numeracy skill development. In plain English, the teacher provided a simplified explanation of mathematical principles and concepts as well as simple examples presented in PowerPoint slides. Whenever the teacher sense student uncertainties over a concept or procedure, students were encouraged to ask questions or express their understanding of the numerical problem. This approach helps students fully understand mathematical relationships and teach them how they can be applied in the real workplace such calculating percentages in their head using simplified mathematical procedures. Observing and assessing the responses and gradual development of students’ comprehension of language, literacy, and numerical skills required in the workplace suggest that the program is working. For instance, students assessed having low English levels are now able to understand and speak some workplace related words or phrases. Similarly, those that are higher in skill levels seem more confident and were able to share the knowledge with other students. In general, with dedication, knowledgeable teachers, and carefully designed approach, LLN skills problem can be reduced within VET classrooms. 6. Conclusion There is indeed much to be done to improve the language, literacy, and numeracy skills of Australian workforce and the initiatives can come from VET practitioners themselves. The reality that much of those who intends to enter the workforce are with VET schools, it is the best place to develop LNN skills customized to suit the needs of different workplaces. The result of the project suggest that small initiatives like developing language, literacy, and numerical skills through general awareness-raising and objective teaching can reduce LNN problems in the workforce. Although the outcome of this project does not necessarily represent all VET classrooms, the idea may be use to innovate and improve LLN teaching practices. 7. References Chiswick B. & Miller P., (2007), The economics of language: International Analysis, United States: Taylor & Francis Clegg J. & Ginsborg J., (2006), Language and Social Disadvantage: Theory in Practice, United Kingdom: John Wiley & Sons Hinkel E., (2011), Handbook of Research in Second Language Teaching and Learning, Volume 2, United States: Taylor & Francis IBSA, (2010), VET Workforce Skills in Language, Literacy and Numeracy, IBSA VET Workforce LLN capability project 2010, Australia, pp. 1-21 Looney J., (2008), Teaching, Learning and Assessment of Adults: Improving Foundation Skills, France: OECD Publishing Reder S. & Bynner J., (2009), Tracking adult literacy and numeracy skills: findings from longitudinal research, United Kingdom: Taylor & Francis Skills Australia, (2010), Australian Workforce Futures: A National Workforce Development Strategy, Australia, pp. 1-102 Smith C., (2007), Review of Adult Learning and Literacy: Connecting Research, Policy, and Practice, United States: Routledge Williams J., (2003). The Skills for Life Survey: A National Needs and Impact Survey of Literacy, Numeracy and ICT Skills, United Kingdom: The Stationery Office Read More