The Work English Language and Literacy Program - Essay Example

Report on Literacy Project (literacy at work) Name Course Institution Date Introduction It is unfortunate that over forty percent of the working population, in Australia, have literacy and numeracy skills, which are below average. In Australia, the term “basic skills” is used to refer to required skills. The term is not simply used to mean the reading and writing skills. Literacy and numeracy skills are very important for individual functioning and to be productive in the society, especially at the work place. The Australian government has gone ahead to know the knowledge and skills required in different organizations. This has helped the country to come up with programmes such as WELL and Language LLNP. These programs are assisting the workers to acquire the basic skills for them to secure employment and to increase productivity of the firms Adults who have low levels of English, Language, Literacy, and Numeracy skills are not employed Australians. These are people who could be located where the rates of unemployment are very high, or they could have dropped out of school before gaining the important literacy and numeracy skills. Among the prisoners in Australia, very few have literacy and numeracy skills. Most of them cannot even write down their names. This is in regard to the survey conducted by the ministry of education in the year 2005. It goes without say that those with low basic skills perform poorly in the labour market. However, a few Australians have been able to succeed in the labour market even without those skills. These are the people who require adult education (Gleeson, 2005). The Work English Language and Literacy (WELL) program, established by the Australian government, was established to overcome illiteracy problem among the Australian workforce. This program makes the Australian workers improve their skills in language, and numeracy to meet their employer’s needs, which affects the industries’ productivity, efficiency, and quality. Funding for this programme is done by the federal government. Some financial contributions are also done by the industries whose employees enroll in this programme. This helps in giving assessments and delivering resources required to carry on the programmes. The companies are required to demonstrate clearly that they are in need of such training, for example, by showing that the workers lack literacy skills (Sadler, 1989). Before being enrolled into these programmes, the potential candidates are given certain assessments, to determine their language, literacy, and numeracy needs. Ones these are identified, participant enrolls into classes, which will help him gain the necessary skills in line with the company’s desired skills. They are also given assessments, as they continue with the programme, to identify the need for further training. For better delivery of adult training, the centre link is advised to standardize the assessments such that they are considered fair enough. A person must be ready to learn, for him to pass in these assessments. He must also revise and practice severally. Once this is done, the industries and the firms will have competent staff, which will lead, to increased productivity nationally. In this report, the researcher considered the Queensland fire services to determine the level of literacy and numeracy among the workers. He also considered how Australia addresses this problem. He considered the training that are carried out as well as the assessments. The firefighters were assessed to determine their competency in testing the chemical suits. The challenges in providing adult education were also considered. He also used the report on literacy and numeracy, given by the government and other private bodies. The nature of training was evaluated as well as the assessment processes. Formative assessment and other forms of assessment are discussed in this report. The nature of workforce language and literacy is described and, he ends up by drawing certain conclusions. Literature review Workplace literacy and numeracy does not only mean that an individual can read or write. It includes the way workers do things, their communication skills, their ability to work in teams, and ability of a firm to introduce new technology and approaches. In Australia, half the workforce has a poor numeracy and literacy skill, which is holding the businesses back. The government, the industries and the advisory bodies have revealed this. The statistics show that adult numeracy and literacy skill levels have minimal improvement since 1996. The international Adult Literacy Survey revealed that 46% of the Australian adults had literacy scores, which were below the minimum required (Moore, 2001). Low literacy and numeracy skills have been earmarked to have certain negative effects. These effects include high risk of injury or even employee deaths due to lack of understanding of certain key words. These key words could include among others, “procedure”, “authorized”, “mandatory” and “protection”. With low literacy levels, the workers will not be able to give instructions especially in shift work. There could also be a problem in interpreting the safety manuals or even in understanding the organization’s OH & S instructions. When the workers lack numeracy and literacy skills, inefficiencies in work may also occur due to communication barriers. The workers will not be able to interact with the workmates while in the workplace. For example, an employee may misinterpret an email, which has been sent to him via email. With misinterpretation, the work done will have to be repeated once the error is discovered, hence inefficiencies (Waterhouse & Virgona, 2006). Once the employees have low skills in literacy and numeracy, industrial expansion becomes difficult. Such workers also pose a problem, in that they cannot progress further and, their contribution to the workplace is minimal. This has slowed down the industrial growth in Australia. This is a major issue given that most industries are faced with the problem of workers having limited literacy and numeracy skills. Literacy, Language, and Numeracy skills are needed in the work place in carrying out several activities. These activities include following written instructions, team work participation, using computers, taking telephone messages, using timetables and schedules, complying with safety requirements, interpreting graphs and tables, understanding training and completing forms. Lack of these skills may lead to poor customer service, low productivity and health and safety lapse. People lack these skills may be because they dropped out of school at an early age, have not been using the skills, have been left behind by technology, and in some cases, English may not be their first language (McCurry, 2004). Although it is believed that those people with post- school qualifications have high literacy and numeracy levels, surveys show that 20% of degree holders, have literacy skills, which are below the minimum level. However, there is no much difference between literacy level of men and those of women. Older people are rated lower than the young people when it comes to literacy levels. Many people believe that their literacy levels are excellent but, when subjected to tests, they skills are inadequate. There is, therefore, need for all the key players to engage in enhancing employee literacy as well as numeracy skills. Australia has already started programs to increase adult literacy and numeracy skills of the workforce. These programs include Workplace English Language and Literacy (WELL) program and Language Literacy and Numeracy (LLNP) program. Skilled teachers have also been earmarked for improving adult literacy and numeracy skills. These teachers assist in installing skills to adults who enroll in such programs. The Workplace English Language and Literacy (WELL) program was establish by the Australian federal government, to assists the Australian workers in improving their skills in language and numeracy. This is to help them meet the individual, and the industry is training needs that will affect the industries’, efficiency, quality, productivity as well as the workplace safety. The LLNP program is designed to improve participants’ language, literacy and numeracy skills. The qualification in this program leads to getting employment opportunities or entrance into further training. This program is a government initiative, which is funded by Education, Employment and Workplace Relations’ department. Those who enroll are those whose skills are below those required by their employers, for them to secure their employment opportunities. The program also assists job seekers, from different cultural and linguistic backgrounds, to acquire the necessary skills. An individual must be in the age bracket of 15-65 years for him to participate in LLNP program. He must also be registered with center link and, should not be studying on a full time basis (Perkins, 2005). To participate in WELL and LLNP program, potential candidates are interviewed either in groups or as an individual. This interview enables the trainer to set the training in such a way that fits the individual needs, as well as the organization’s needs. The Language Literacy and Numeracy skills lead to the acquisition of recognized qualifications. After a success completion of the program, an individual can join some other courses in other training institutes, Southbank institute or he can join a university. Once qualified, an individual can as well seek employment opportunities. Adult education is also provided to immigrants whose first language is not English. These people suffer a lot because it is difficult to secure a job in Australia when one cannot speak English. Some of these people could be having the technical skills, which are applicable in the work place, but applying for the job proves difficult. Such people will also be unable to speak with their colleagues while at the workplace. Programmes have, therefore, been started to assist these immigrants learn English language, and some basic arithmetic calculations. Australian government aims at ensuring that at least everyone in the working age group has a job, which is sustaining him. This will in turn help to the economy’s growth. High quality training, which is flexible, is provided to the eligible clients. English language, literacy and numeracy and vocationally oriented training are now in demand especially now that assessments are being done to employees to determine their levels of literacy. The training is commonly delivered face-to-face though in some cases, training is provided online. Assessments of language, literacy, and numeracy are normally done. Registered training organizations in Australia have been contracted to enhance delivery of assessment and training services of LLNP. These organizations include private providers, universities and community organizations (Fitzpatrick 2004). The assessments are carried out on the workers to help in coming up with accurate judgment. In WELL and LLNP programmes, the assessments are first carried out on the initial stage. Continuous assessments are also subjected to the participants and finally there is the end of programme assessment. The organizations whose workers are participating in these programmes are expected to report progress and achievements in as regards reading, speaking, writing, listening and basic arithmetic. A combination of summative assessments and formative assessments is used to help record the students’ achievement and progress. To come up with a valid and consistent judgment, the assessors, moderate the assessments. These activities are, however, time consuming and tiresome. The trainers, to determine the workers’ level of numeracy skills, apply both formal and informal assessments. This helps to plan future assessments and further training. The teachers also negotiate with the students on the way forward in administering the assessments (Dymock, 2006). Formal assessments are written down assessments such as problem solving. Informal assessments, on the other hand, include listening to the student’s explanation of a subject matter and oral response, observation and involving the students while coming up with the assessments. However, the teachers are found to have difficulties due to insufficient time allocated to them while setting the assessments, diversity of students’ needs and they too feel inadequate in providing those skills. Methodology • The researcher went to Queensland fire Services. Here, he assessed the firefighters’ competency in using the testing equipment. He observed their handling and their following of instructions. • He checked the process of testing the chemical suits to determine whether the workers were following the recommended process. • He went through the written down existing instructions to see whether they were easy to understand or they needed simplification. • He observed whether the necessary tests are done on the chemical suits. This further helped him to draw his conclusion. • He interviewed two employees, a senior staff and a junior staff. • The researcher also considered the principle of action learning where he encouraged team atmosphere. Team atmosphere is very important because it helps people to learn from each other. • He compared the actual performance of workers with the manufacturer’s standards in order to know the employees’ competency. • The researcher gave the workers some assessment questions, which he told them to answer in groups. Surprisingly, the workers performed below average. This showed the fire fighters’ level of literacy and numeracy. Findings The researcher found out that the Queensland fire fighters use fully encapsulated chemical suits but for only twenty minutes. He also discovered that only a few workers were competent in their work with majority lacking the necessary language, literacy and numeracy skills for using the testing equipment. The researcher also discovered that most of the workers in the Queensland fire services are not informed of dangers in getting certain types of cancers. This clearly showed their illiteracy levels. Fire fighters are exposed to temperatures close to 1000 degrees Celsius. Therefore, the clothes they wear should enable them breath comfortably for them to operate in those conditions of high temperatures. Lack of enough breathing air would cause heat stress. The fire fighters could also suffer from metabolic heat, which builds up damaging their external organs. This condition of excessive heat prevents the fire fighters from wearing fully encapsulated suits. Encapsulated suits could be helpful in preventing entry of any harmful chemicals. The clothes they wear only protects them from getting burnt by the flames but, still they are left exposed to toxic gases, which may enter through the nose, skin, wounds or even the eyes (Hyde, Clayton, & Booth, 2004). Queensland fire services have several rules and regulations. Asked whether they have read and understood the rules, most of the workers admitted that they had not read. With this response, the researcher was left wondering how competent these workers are and how well they perform their duties. Asked why they had not read the rules, they said that the rules and instruction were complicated and beyond their understanding. Others believed that they did not have to read them since they knew how to use the fire extinguishers and how to use the protective suits. Analysis of data Queensland workers were found to have low literacy and numeracy levels. Most workers did not even know the importance of fully encapsulated suits. This report serves as a representation of the Australian workforce literacy and numeracy skills. This is in line with the survey that was conducted, in the year 2006, by the ministry of education. The survey revealed that at least half the Australians suffered from low levels language of literacy and numeracy skills. This is mainly because of the high rate of school dropouts, immigrants whose first language is not English and general lack of interest. The report showed that rules and regulations governing the firm were complicated, for the workers to interpret and understand them. There is, therefore, need to train these workers on the basic skills that are required by employers. Assessments should be administered to the workers to determine the deficiency of these skills. Once these needs are identified, a learning programme should, therefore, be established to ensure that every worker receives training that matches his needs and the needs of the company he is working for. With literacy and numeracy skills, the employees will also be able to consider health and safety at work. They will properly use the protective clothes such as fully encapsulated chemical suits, overalls, helmets and other protective clothes. They will also understand the dangers they face while at the workplace. They will also learn to appreciate their work and seek further education for them to receive promotions (Waterhouse & Virgona, 2006). Usually, promotions are given to those workers whose performance is excellent and, an individual will not have excellent working skills if he lacks the necessary working skills. Language, literacy, and numeracy skills will also help reduce the high unemployment rates. Many people face the problem of unemployment due to lack of the necessary skills. Some people cannot even draft Curriculum Vitae. Some jobs also require that the interested candidates fill in certain forms. An individual must poses language and literacy skills to fill in these forms. Again, with the increase technology advancement, many jobs are being applied for online. One must, therefore, be computer literate to apply for such jobs. There is, therefore, need to emphasize on the importance of WELL and LLNP programmes (Sadler, 1989). Assessments must also be administered to students. Assessments are essential in that they help the student to revise and to have a deeper understanding of the important points, which are taught in the classrooms. These assessments should be either formal or informal. Formal assessments as indicated earlier, help to determine whether the candidate can write down what he has been taught. They are competitive in that the teacher can easily tell the performance of his students, and most importantly, the areas where further training is required. Informal tests are also very important and they reduce tension in students as compared to formal tests. However, most students perform well in formal assessments because they feel more comfortable. Rules and regulations need to be written down in a simpler language for the workers to understand them. The job manuals should also be simplified for easier understanding. Time should also be created when the workers are trained on the rules governing the organization. Updates should also be given on development of technology so that the workers adapt to the new technology. Teamwork should also be encouraged so that the workers can learn from each other. This is usually a very effective learning method because students are usually willing to learn from their peers than from their tutors. Teamwork will also lead to increased productivity, which is the organizations main goal. During teamwork, each person is free to bring out his or her ideas for discussion and this creates an excellent learning atmosphere. Conclusion In conclusion, it is important to note the importance of adult literacy especially in the workplace. There is the need to optimize learning benefits. The adult education should relate mainly to everyday needs. It has been agreed that adult literacy should be implemented and fully examined. This follows the integration of Learning, Literacy, and Numeracy, the skills required in employment and the training qualifications. Literacy should be determined both socially and culturally rather than the Standard English literacy. It should also be base on the skills required in the workplace because literacy skills differ from one industry to another. The need to distinguish technical skills and literacy skills should also be emphasized. Some workers usually have the technical skills, but they lack, literacy and numeracy skills, which are very important to anyone working in an organization. These skills are required in giving instructions, delegating work, working customers and even signing and filling in, of necessary forms within the organization. At the work place, the employers should take the responsibility of increasing language, literacy and numeracy skills of their employees through holding seminars, workshops and special classes, for the workers to learn more. It is also important that the workers are enlightened on the advancing technology so that they are not left behind especially during this are of technology. This is because technology is changing rapidly and without literacy skills, the workers will not be productive at all because they will not be able to use the machines, which are coming through technology. These machines include the computers and other machine and equipment at the work place. Government policy has helped ensure that there is provision of basic literacy and numeracy skills to the adults. Programmes such as Workplace English Language and Literacy (WELL) program and Language Literacy and Numeracy (LLNP) program are there for adult literacy. Skilled teachers help in improving adult language, literacy and numeracy skills. These teachers assist in installing skills to adults who enroll in such programs. The Workplace English Language and Literacy (WELL) program was establish by the Australian federal government, to assists the Australian workers in improving their skills in language and numeracy. This is to help them meet the individual, and the industry is training needs that will affect the industries’ efficiency, quality, productivity as well as the workplace safety (Foley & Cavallaro, 2007). Assessments are administered to the students to know what skills they are lacking and whether they understand what they are being taught. Assessments are essential because they help learners to revise and to have a deeper understanding of the important knowledge, being delivered to them. These assessments are either formal or informal. Formal assessments help in determining whether the candidate grasped what was taught and whether he can put it into writing. Informal tests are also very important and they reduce tension in students as compared to formal tests. However, some students perform well in formal assessments because they are free to express their ideas without fear. References Dymock, D. (2006). Dierse approaches and outcomes: Community adult literacy and numeracy provision in Australia. Adelaide: NCVER. Foley, P., & Cavallaro, T. (2007). Adult literacy and numeracy courses in Australian. London: VET. Gleeson, L. (2005). Economic returns to education and training for adults with low numeracy skills. Adelaide: NCVER. Hyde, P., Clayton, B., & Booth, R. (2004). Exploring assessment in flexible delivery of vocational education and training program. Adelaide: NCVE. Lonsdale, M., & McCurry, D. (2004). Literacy in the new millennium. Sydney: Cengage Learning. Moore, H. (2001). ‘Although it wasn’t broken it certainly was fixed’, IN Joseph Lo Bianco & Rosie Wickert (eds), Australian policy activism in language and literacy. Melbourne: Language Australia Ltd. Perkins, K. (2005). Reframe, rename, and re-vitalize: future directions for the language, literacy and numeracy National Reporting System. Adelaide: NCVER. Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Sydney: Canberra. Waterhouse, P., & Virgona, C. (2006). Through the looking glass– cross sectorial exchange to enrich adult literacy provision. Adelaide: NCVER. Read More