A Developmental Perspective on College & Workplace Readiness

Reviews research on and identifies the physical, psychological, social, cognitive, and spiritual competencies high school graduates need to transition into college, the workplace, and adulthood. Includes strategies for meeting disadvantaged youths' needs

Seeking the N in LLN

Numeracy skills are a key driver of economic growth and yet, according to the Australian Bureau of Statistics (ABS 2008) nearly eight million Australian adults lack the numeracy skills to cope with everyday life and work. The vocational education and training (VET) sector is one part of the solution; however the VET workforce may be limited by its own skills needs. There is no research available to indicate what the implications are for the delivery of adult numeracy skills training in the workplace and for building the skills capacity of workers to effectively and adequately meet business needs. This study begins to redress this gap by examining the capacity of the VET workforce to address workplace numeracy skills needs, particularly in the process manufacturing industries, industries that rely greatly on the numeracy skills of its semi-skilled workers. While this study is small, it does raise questions about the capacity of the current VET workforce to address the numeracy skills gaps of existing workers. The research questions examined were as follows. The term ‘VET practitioner’ is used to refer to language, literacy and numeracy (LLN) specialists and vocational specialists collectively. What numeracy teaching qualifications and experience do VET practitioners have? To what extent do VET practitioners understand the importance of the numeracy skills of working-aged Australians generally and, specifically, of existing workers in the process manufacturing industries? What are the perceived and actual numeracy skills levels of VET practitioners? What numeracy skills gaps are preventing VET practitioners from effectively addressing the numeracy skills needs of existing workers in the process manufacturing industries? What is the capacity of Australian VET practitioners to address the numeracy skills needs of working-aged Australians? Both qualitative (self-assessments, focus group discussions, interviews) and quantitative (numeracy assessments) approaches were used. The numeracy assessments comprised an assessment tool developed specifically for the research project. The assessment questions were contextualised to the process manufacturing industries and mapped to the Australian Core Skills Framework (ACSF), with a focus on numeracy levels 3 and 41. All data-collection tools are included in the support document. The sample included 44 VET practitioners from Melbourne and Sydney who deliver workplace-based training. Of these, 20 self-identified as LLN specialists and 24 self-identified as vocational specialists. Participants were approached on the basis of their attendance at state-based Australian WELL2 Practitioner Network meetings or as vocational trainers working at registered training organisations active in the delivery of process manufacturing qualifications. Minor differences in skills, qualifications and experiences relevant to adult numeracy training were found between the two groups. The research found that participants tended to have a limited understanding of the importance of numeracy in general but demonstrated an interest and a willingness to reflect on it and adapt their thinking. It was further found that participants had a limited focus on workplace numeracy. This was confirmed by participant accounts of their experience in delivering workplace numeracy skills. The numeracy skills delivery that was identified was described by participants as at a ‘basic’ level. Most LLN specialists reported rare and only incidental delivery of workplace numeracy skills training, while most vocational specialists reported delivering workplace numeracy skills training more often, as specified in the unit requirements within qualifications. None of the participants had a specialist adult numeracy training qualification, not surprising given that only one qualification, the Graduate Certificate in Adult Numeracy Teaching, was found to be available. Six participants were identified as having an adult training specialisation that included a numeracy component, including one participant with the Vocational Graduate Certificate in Adult Language, Literacy and Numeracy Practice, one with the Advanced Diploma of Language, Literacy and Numeracy Practice in VET and four with an adult basic education qualification. Adult numeracy specialist qualifications are discussed in relation to the United Kingdom’s Skills for Life Program, where there is a separate diploma-level qualification for each specialty area, and VET practitioners seeking to qualify as an adult numeracy specialist in the United Kingdom must undertake a numeracy proficiency entry test. The research draws attention to the unreliability of numeracy self-assessment and consequently the importance of the numeracy testing of trainers, with participants generally overestimating their numeracy skills. Best practice numeracy assessment scoring methods used for this research is questioned with respect to its suitability for determining VET practitioner preparedness in the workplace context. The analysis of the numeracy assessment data showed that most participants had numeracy proficiency skills levels below the current benchmark in the Vocational Graduate Certificate in Adult Language, Literacy and Numeracy Practice, the nationally recognised qualification applicable to those with responsibility for adult literacy and numeracy training. The benchmark is questioned by the researchers as being too low by comparison with the standard suggested by international research and adopted by the United Kingdom’s Skills for Life Program. The report also explores the differences between numeracy and mathematics, the characteristics of numeracy in the workplace context and the implications for pedagogy and numeracy assessment. Based on the findings, it appears there is a mismatch between what is required to address numeracy skills needs in the process manufacturing industries and the current capacity of VET practitioners, in terms of their understanding of numeracy requirements, and their qualifications, skills and experience. 1 The Australian Core Skills Framework describes performance in five core skills: learning, reading, writing, oral communication and numeracy. Within each core skill there are five performance levels ranging from 1 (low level) through to 5 (high level performance). 2 Workplace English Language and Literacy Program

Review of research and evaluation on improving adult literacy and numeracy skills

The purposes of this literature review are threefold. First, this review summarises findings of the research from the last decade in six fields identified by the Department for Business, Innovation and Skills (BIS) as critical to its forward planning: (1) the economic, personal and social returns to learning; (2) the quality and effectiveness of provision; (3) the number of learning hours needed for skills gain; (4) learner persistence; (5) the retention and loss of skills over time; (6) the literacy and numeracy skills that are needed. Second, this review assesses this evidence base in terms of its quality and robustness, identifying gaps and recommending ways in which the evidence base can be extended and improved. Thirdly, this review attempts to interpret the evidence base to suggest, where possible, how returns to ALN learning for individuals, employers and wider society might be increased through effective and cost-effective interventions

The Intersection of Collaboration, Critical Thinking and Technology: Implications for Adult ESL Learners using an Inquiry Approach

The primary purpose of this study was to determine the types and critical thinking skills used by adult ESL students as they learned technology skills through an inquiry approach. The results are based on the types of critical thinking skills that were utilized by adult students working collaboratively on an Excel computer project. Critical thinking was measured by coding audio recordings using the Transitions Integration Framework’s critical thinking skills category. Data were quantified by frequency of occurrence for each sub skill of critical thinking. Results show the most prominent critical thinking skills used by students in this study are problem-solving and decision-making. A secondary focus of this study was to determine the cognitive complexity of the tasks involved in this study. Critical thinking data were examined using Webb’s Depth of Knowledge (DOK) scale to measure the cognitive complexity. The results indicate that students were cognitively processing at a DOK level 2 and 3 as they engaged in the critical thinking of problem-solving and evaluation. Based on the findings, 21st Century success skills such as collaboration and critical thinking may be integrated with technology and Language Arts content in the adult ESL class. Furthermore, the findings suggest that inquiry-based learning deepened students’ understanding of the computer application as a result of using critical thinking skills with their peers. This study adds to an area of educational research on inquiry-based learning, collaboration, critical thinking, English language learners, adult education and the integration of technology

A Phenomenology: Teachers Lived Experiences with Workplace English as a Second Language (ESL) Programs

This qualitative phenomenological study was designed to understand in-depth teachers lived experiences with workplace ESL programs. This study provides strategies and recommendations to improve the overall logistics of workplace ESL programs which can benefit the employer, the students, the institution, and the teachers. Strengthening the partnership and communication of all the parties can strengthen the program as whole as well. Data collection of the methodological process included in-depth face-to-face interviews with seventeen teachers during the summer of 2019.The data was managed and analyzed through initial and axial coding from which main themes emerged. Six key findings emerged from themes as findings: the need of stronger partnerships, ESL initiatives as strengths, ESL program challenges, following State adult education programs, building a class environment that supports learners needs, and professional and personal growth. Hopefully, the findings of this study will provide insights about workplace ESL programs and add knowledge to the existing literature in the field. Keywords: teachers lived experiences, workplace ESL programs, phenomenological study

Exploring notions of genre in 'academic literacies' and 'writing across the curriculum': approaches across countries and contexts

The SIGET IV panel on genre in Writing Across the Curriculum (WAC) and “academic literacies” (ACLITS) has set rolling a discussion of the similarities and differences in the two traditions, the former originating in the US in the early 1970s, the latter originating in England in the early 1990s. This paper maps out some elements of each in relation to the other and to genre, which we hope will set in motion further discussions and cross-fertilization

Integrating Technology With Student-Centered Learning

Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications