Literacy in Theory and Practice - Case Study Example

Literacy at work Name Institution Professor Course code Date Introduction Poor language, numeracy and literacy skills are a significant barrier to getting and sustaining a job. This has led to the increased importance of adult education. When your skills are poor, one become less competitive and your chances of getting a job become limited. An illiterate person will find it hard to do things such as banking, reading a timetable or even to fill in a form without getting any assistance. One also cannot apply for a job. Improved reading and writing skills help in boosting an individual's self-confidence (Goody, 1968). Adults, who have low basic skills in Australia, are those people whose language literacy and numeracy levels go below the considered essential levels, for an individual, to be actively involved in basic functional level, where English is the medium of communication. Such adults over represented in the unemployed class of people in Australia are especially long term unemployed. These people with low basic skills may not have completed education, or interrupted in terms of education by certain historical events or could be located in areas where there are high levels of unemployment. Most prison populations are also of low levels of literacy and numeracy (Lea & Street, 1998). The Work English Language and Literacy (WELL) program, established by the Australian federal government. This program assists the Australian workers to improve their skills in language, and numeracy in order for them to meet the individual and the industry is training needs. Usually these needs will affect the industries’ productivity, efficiency, quality, as well as the workplace safety. Usually the government provides funding for this program. The government also expects the industry to make some financial contribution, and contribution in kind. The funding is helpful in development, assessment and delivery of resources. In order for the company to receive government funding, it must show that it needs LLN, for example, by specifying that it have some school dropouts in its workforce (Baylis, 2005). Interviews for the workers who participate in WELL program are either in groups or in one-to-one basis. The interviewing enables the trainer to set the training in such a way that fits the organization’s needs as well as the individual needs. The LLN skills will lead to the acquisition of recognized qualifications. The trainer should collaborate with the vocational trainer from the work place in addressing the necessary skills and the process and materials of assessment. The trainer could also follow a nationally recognized programme from Vocational Education and Training (VET). In keeping with the competency of the training, ongoing assessments would be provided, and the workers rated with competency units, which an individual gets, according to his performance in the assessment. Formative assessments conducted based on the trainer’s view of the workers’ understanding of class work and their feedback during the training. This modifies the training practices in accordance to the learners’ performance. Literature review Vocational Education and Training (VET) helps many adults by increasing their courses. Once one has gained the relevant qualification, he can get a variety of exciting and diverse careers. Registered training organizations (RTOs) offer the VET courses. These organizations include Technical and further Education (TAFE) education organizations as well as the private colleges. The responsible authority or state in Australia to ensure quality training must register these organizations. It ensures that industries developing most of the delivered courses are from nationally recognized organizations. However, VET lacks a proper prescription of how teachers and the trainers should apply the teaching and assessment methodologies. Proper prescription would enable them to implement techniques customized to the local situations as well as to the learners’ individual needs. There is also a considerable need for ACE to improve its assessments through offering informal assessments. This would help provide an environment that is supportive, experimental, innovative and non-threatening for adults with low skills and are coming back for further learning (Dymock, 2003). Formative assessments offered are different from the final assessments. These are the ongoing assessments done and are different from the traditional final assessments. These are the strategies used by teachers in providing feedback opportunities on progress in achieving the competencies. Some academics, however, view that feedback can only be associated with formative assessments for the student to improve in subsequent tests. Ongoing assessments have replaced the traditional final assessments. This is where the students are free to request for tests when they feel that they are ready for them. Here, more time spent in acquiring the skills and the assessments can be re-taken in case the student is unsuccessful (Cushman, 1998).  Trainers apply the best assessments that they feel suits the student’s programme. Teachers may also make use of peer assessment, collaborative assessment and self-assessment. There is a national guide for the teachers/ assessors of nationally recognized programmes in an industry. This guide gives room for reasonable adjustment in giving assessments so that students avoid undue stress. Practitioners assess non-curricular activities such as self-esteem, motivation and attendance. States such as the state of Victoria, practice informal learning that helps learners from the disadvantaged backgrounds to discover their abilities to learn as they develop self-confidence. Moderation of assessments and the trial of assessments help to ensure assessment validity and consistency in the local and national programmes. Scarcity of resources and time, however, has inhibited the application of such processes. Through the government funding, there has been the development of learning materials such as CD-ROM, video formats and printing. This has been helping the practitioners in undertaking the assessments including the formative assessments. Practitioners’ national website link gives Information on practices and policies, resources and programmes. Callers who would wish to get access to LLN training and access receive information from a hot line Press (Ivanic, 1998).  Adult Community Education (ACE) is yet another program that offers some extremely beneficial courses designed to enrich the student, to develop skills and obtain the specific professional skills. An example is the Tasmanian Department of Education that organizes such courses. The courses can either be formal or informal courses. The government agencies and, at times, the local community run them. The several covered areas here vary from drawing to yoga, photography to message, language to dance, and parenting to managing ones finances some courses are mainly for professional purposes. Language, Literacy and Numeracy, is a section in Education, Employment and Workplace Relations (DEEWR). This section manages Language, Literacy and Numeracy Program (LLNP). This program has been in operation since 2002. It came because of amalgamation of Advanced English for Migrants Program and Literacy and Numeracy Training program. The main aim was to integrate a management approach in order to address Language, Literacy and numeracy needs of the people who were seeking jobs in Australia. The combining of the two programs resulted in the formation of LLNP that would provide Basic English, as well as Advanced English, Literacy and Numeracy training also vocational courses (Saunders, 2001). Two government policy initiatives played a crucial role in the introduction and implementation of Language, Literacy and Numeracy Program (LLNP). These initiatives were New Agenda for Multicultural Australia (1999) and Australians Working Together (AWT) (2001). AWT’s main aim was to improve pathways into mature age workers, young people employment, Indigenous Australians who were returning to the workforce as well as the New Agenda for Multicultural Australia. Emphasis in acquiring competency in the English language would help achieve equal opportunities for the Australians and to have diversity in production. Conducted in 2004, around August and November, was a review of an extraordinarily high level. Discussed and proposed during the review with TA providers’ that is Training and Assessment providers were Key LLNA program improvements and consultative meetings held in 2005, in the months of August and November. Although the features of the program, which are fundamental, have remained, exceedingly many changes take place in the recent years. This occurred in order to focus on the most crucial areas including educational outcomes improvement, management of finances and the administration streamlining (Barton & Hamilton, 1998).  In 2006, there was a request for tender that took place. This led to new providers contracted to a three years contract. A budget of $170.5 million provided to fund the program between 2006/07 to 2008/09. An additional $3 million for delivery allocated in the year 2009, to assist the indigenous Australians living in various identified Northern Territory Emergency Response (NTER). This was yet another additional funding to the 2008/09 delivery funding of $5.153 million. A short tender for LLNP took place between July 2009 and June 2010. Great contribution resulted from LLNP that includes high quality LLN training as well as boosting Australia’s productivity. This has helped the job seekers in addressing barriers to sustainable employment. The job seekers have also been enabled to acquire further education and training. The government of Australia has shown much commitment in LLNP, by increasing the program is funding making it approximately $294.8 million over a period of four years. LLNP objective is to improve the language of clients, literacy and numeracy hoping that such improvements will enable them to participate more effectively in both the training as well as the labour force that would eventually lead to the society’s gain in the long term. This program targets the job seekers with significant disadvantages in the labour market whose cause is a low level of English language, literacy or even numeracy (Kraayenoord, 2000). The job seeker targeted is that from culturally and linguistically diverse (CALD) backgrounds. These are people who need language training at initial, basic and advanced levels. Such job seekers mainly seek Occupational English Test (OET) training and International English Language system (IELTS). Job seekers who are disabled, young males, indigenous people, aged based work force and isolated females are all catered for in this program. Participants in this program must be between 15-64 years, which is the, working age in Australia. They must also be registered with centre link and must not be full time students. The participants as regards benefits and visa status must also satisfy eligibility criteria. Flexible and high quality training provision occurs to the eligible clients. English language, literacy and numeracy and vocationally oriented training are now in demand. The training occurs face-to-face though some little training occurred through distance-mode. Literacy and numeracy take place pertaining the assessments of language, this is through the registered training organizations in Australia contracted to enhance delivery of assessment and training services of LLNP. These organizations include private providers, universities and community organizations (McKenna & Fitzpatrick, 2004). Training provided in LLNP program is initial, basic and advanced English language. Basic advances, as well as numeracy training, take place here. Each participant has his/her training plan after the assessment and a recommendation. The training to be received by the participant follow a chronological order to meet the individual’s needs and shows the participant’s progress in the training. The learning outcomes of the participants are in accordance to the Australian Core Skills Framework (ASSF). The most disadvantaged participants acquire assistance from the Complementary Training (CT), for them to achieve desirable outcomes in a conducive learning environment. A good example of such a course is for aged participants, who are mature, prepared to return to the workforce. In this case, a course takes place to cater for the relevant circumstances. The providers develop training courses, which are innovative, and are parallel to Initial, Basic, as well as, advanced training (Waterhouse & Virgona, 2006). More advanced participants gain through the Advanced Vocationally-Oriented Courses (AVOC). This helps them participate in vocational training and elements of workplace observation and experience included in some cases. Delivery of training here takes place through vocational competences, which come from, training packages or curricula accredited to meet the needs of industries and businesses. These courses may extend to the duration of 450 hours. After the successful completion, the participants receive recognized qualification. There is also the Small Group Training for the struggling and uncomfortable vocational training. This training helps them in building their confidence and takes place in a class of not more than five participants. Later on, they return to the larger classes. The referring agencies (the centre link, disability Employment Services and the Job service Australia) are the ones who send the job seekers to LLNP provider. The participants usually attend part time training for a maximum of nineteen hours and a minimum of ten hours a week. For the full time participants, they spend a total of twenty hours per week. Delivery of training takes place in blocks of approximately 200 hours and 450 hours for (AVOC). To access Language, Literacy and Numeracy, one must be of the working age (15-^$ years). An individual must be registered with centre link as an unemployed and a looking for a job. The participant must not be in receipt of income support and must be holding temporary humanitarian visa subclass 786. He must also be either a migrant subject to the two-year period, a permanent resident whose first language is not English, a holder of temporary or provisional visa classes 309, 310, 820, 826 and 850. He may also be a customer who is receiving widow allowance, youth allowance, parenting payment or disability support pension (Brown, 1999). Process In writing this report, the researcher followed the following steps: • Researching on, how Australia goes about in addressing adult training and assessment • Finding the challenges that face adult basic education • National states and territories that offer adult, vocational training • Language, Literacy and Numeracy Program (LLNP). • Establishing the nature of vocational and community-based training, assessment policies and processes. • Identifying the nature of adult language and workforce literacy and professional development. • Finally, the researcher drew the conclusion. Analysis A survey conducted in Australia in the year 2006 revealed that over 6 million Australians lack the necessary literacy and numeracy skills to fit in the modern society. The survey also showed that 60% of Australians had extremely poor LLN skills. Currently, the emphasis on adult education follows an ascending pattern, and several registered organizations are indeed providing adult education courses. LLNP is a government’s program aimed at improving skills of the unemployed Australians. Courses offered through Vocational Education and Training (VET) have increased. Once one has gained the relevant qualification, he gets a variety of exciting and diverse careers. Registered training organizations (RTOs) offer the VET courses. These organizations include Technical and further Education (TAFE) education organizations as well as the private colleges. The responsible authority, or state, in Australia to ensure that quality training transpires, must register these organizations. This also helps to ensure development of delivered courses within the industry, and that these organizations recognition nationally is paramount (TAFE Staff Development Committee, 1994). Registered RTOs appear on the National Training Information Service (NTIS) website. Those RTOs that offer courses to international students must also be registered in the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS). This register assists the Australian Government to monitor the international students’ education offered to them. The government, strives to ensure that the education offered to international students is consistent and of extremely high quality. The skills provided through the Australian Vocational Education are those that the employees have identified to be important in the workplace. Work that is more practical is provided in these training organizations. The skills are more work-oriented than those provided to the University students are. The qualifications obtained through the VET include Certificate I-IV, Diploma, Advanced diploma and Vocational graduate certificate/diploma. In order to obtain Certificate I-IV, the participant must be provided with training and introductory skills. These skills are usually industry-specific, communication skills, literacy and numeracy, teamwork and participation skills. The training varies in duration from a few weeks to several months, which could go, up to six months (Miralles & Golding, 2005). The diploma courses are more advanced and provide the participants with practical skills of a higher level. They include accounting, engineering and building design. The duration ranges between 18 to 24 months. To obtain an advanced diploma, one must have acquired high levels of practical skills for him to get employed in a career field such as engineering. The length varies from 24 months to 36 months. Vocational graduate certificate/ diploma are usually equivalent to higher education graduate certificate/ diploma (Street, 1984).  VET courses can lead to higher education courses such as bachelor degrees. Higher education graduates, nowadays see the need of VET qualifications, and are enrolling for such courses in order to acquire the practical skills provided there. These qualifications are enabling them to join the work force with a lot of ease. To join the VET system, the student must have reached the Australian Year 10, 11 and 12. However, some courses will require the student to have passed in some subjects. The student, to join an art and design course, must submit a portfolio. For additional entry requirements, students check with the institution for further guidance (Australian Government, 2005). Adult Community Education (ACE) offers some extremely beneficial courses that designed to enrich the student, to develop skills and obtain the specific professional skills. An example is the Tasmanian Department of Education that organizes such courses. The courses can either be formal or informal courses. The government agencies and, at times, the local communities manage them. The courses covered here range from; drawing to yoga, photography to message, language to dancing, and parenting to managing ones finances, some courses are mainly for professional purposes. Adult Community Education gets its fund through, the state and territory governments, local governments and the common wealth government. This occurs through the Education Department, Employment and Workplace Relations (DEEWR). ACE started in the year 2008 through a Ministerial Declaration. The importance of ACE as recognized by the statement is leading to further training and education for adult learners. The policies of ACE get informed across the jurisdiction. Both the states and territories have policy instruments to help in delivery of ACE, in those regions. These regions include Queensland, NSW, Victoria, Western Australia, ACT and Tasmania (Prinsloo & Breier1996). Conclusion In providing the Australians with opportunities to secure places in the work force, Australia has started a government sponsored program by the name Language, Literacy and Numeracy Training which is helping the adults with low skills. The unemployed individuals have also been moved on government pensions. Focus has been mainly on Language Literacy and Numeracy Training. However, a number of challenges seem to be facing the future of adult education. These challenges include the low basic skills offered to the adults, ensuring that all the disadvantaged Australians acquire the basic skills, offering education that with keep up with the current workforce and the need to raise professionalism. There is also need to address the qualification and remuneration issues. The practitioners also need to implement formative assessment techniques. The VET program provides LLN courses, which comprise of, communication skills, literacy competencies and numeracy competencies. Both training and assessment are subject to the Australian Quality Training Framework (AQF) to ensure quality delivery and assessment. However, the system does not have an overarch structure to mandate trainers, teachers and assessors in assessing their students. The advice on assessment can only be got from seminars, supplementary documentation, assessments text and workshops on assessment. The ACE registered to offer the VET qualifications. References Australian Government. (2005). Employment and Workplace Relations. Legislation Amendment, 3(1), 3 – 21. Baylis, P. (2005). Post-implementation review of the Workplace English Language and Literacy. Sydney: Cengage Learning. Barton, D. & Hamilton, M. (1998). Local literacies: Reading and writing in one community. New York, NY: Routledge. Cushman, E. (1998). The struggle and the tools: Oral and literate strategies in an inner-city community. Albany: State University of New York Press. Dymock, D. (2003). Diverse approaches and outcomes: Community adult literacy and numeracy provision in Australia. Adelaide: NCVER. Goody, J. (Ed.). (1968). Literacy in traditional societies. Cambridge, UK: Cambridge University Press. Ivanic, R. (1998). Writing and identity. Amsterdam: John Benjamins Publishing House. Kraayenoord, C. (2000). Adult Literacy and numeracy: assessing change, Adult literacy research network. Melbourne: Language Australia. Lea, M. & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education. McKenna, R., & Fitzpatrick, L. (2004). Building sustainable adult literacy provision. Adelaid: NCVER. Miralles, J., & Golding, B. (2005). Enhancing the refugee literacy and employ ability through community engagement. Adelaide: NCVER. Prinsloo, M. & Breier, M. (1996). The social uses of literacy. Bertsham, SA: Sached Books. Saunders, J. (2001). Linkages between ACE vocational provision and mainstream VET. Adelaide: NCVER. Street, B. V. (1984). Literacy in theory and practice, Cambridge, MA: Cambridge University Press. Waterhouse, P., & Virgona, C. (2006). Through the looking glass– cross sectorial exchange to enrich adult literacy provision. Adelaide: NCVER. Read More