Training and assessment for Australian adults with low basic skills
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Training and assessment for Australian adults with low basic skills (Experts meeting OECD 30-31 October 2006, OECD headquarters, Paris). Josie Misko. Low basic skills. Term not used in isolation in Australia Underpinning elements: language, literacy and numeracy

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Training and assessment for Australian adults with low basic skills (Experts meeting OECD 30-31 October 2006, OECD headquarters, Paris)

Josie Misko


Low basic skills
Low basic skills skills

  • Term not used in isolation in Australia

  • Underpinning elements: language, literacy and numeracy

  • Over-represented in special groups

    • Indigenous Australians

    • Unemployed, including long-term unemployed

    • Non-English speaking background

    • Inmates in correctional services


Survey of adult literacy 1996 15 to 74 year olds
Survey of Adult Literacy: 1996 skills (15 to 74 year-olds)

  • Level 1: Very poor (2.6 million)

    • locate and identify

  • Level 2: Poor (3.6 million)

    • explain, investigate, select, list, calculate percentage, compare

  • Level 3: Cope but not always proficient (4.8 milion)

    • longer and more complex tests, conditional, compare, extract

  • Level 4: Good (2.0 million)

    • Match and integrate, high level inferences, calculations

  • Level 5: Very good (300,000)

    • Above these levels


Mismatch in perceived and demonstrated lln
Mismatch in perceived and demonstrated LLN skills

  • Self-assessed as poor literacy, SAL level 1 (92%)

  • Self-assessed as poor numeracy, SAS level 1 (79%)

  • Challenge for:

    • accurate recognition

    • motivation to seek and access assistance

    • awareness of where to go to for assistance

    • suitable economic circumstance to participate in learning


Drivers of lln provision
Drivers of LLN provision skills

  • Commitment to access and equity

  • Compliance legislation

    • OHS

    • public liability insurance

    • supply chain quality arrangements

  • Keeping current with new ways of working

  • Legislative reform (Welfare to Work)

  • Integration of recently arrived and new migrants


Federal government funded language, literacy and numeracy programs: target populations and possible pathways

Eligible job seekers and migrants

Newly and recently arrived migrants

Existing workers

Potential apprentices

Language, Literacy and Numeracy Program (LLNP)

Workplace English Language and Literacy Program (WELL)

New Apprenticeship Access Program (NAAP)

Adult Migrant English Program (AMEP)

Progress into apprenticeship programs

Employment (full-time, part-time, casual)

Employment (full-time, part-time, casual)

Further Education and Training

Further Education and Training

Further Education and Training

Figure 1 Language, literacy and numeracy programs funded by the federal government


Key national lln programs
Key national LLN programs programs: target populations and possible pathways

  • Language Literacy and Numeracy Program

    (LLNP)

  • Workplace English Language and Literacy Program (WELL)

  • Adult Migrant English Program (AMEP)

  • New Apprenticeship Access Programme

  • [National Reporting System (tool for reporting on outcomes of LLNP & WELL)]

  • National Adult Literacy Projects: Research


An ageing lln workforce
An ageing LLN workforce programs: target populations and possible pathways

TAFE NSW Access Division, 2001, Adult literacy and numeracy practices 2001: a national snapshot, NSW Department of Education and Training, Sydney


A feminised and casualised workforce
A feminised and casualised workforce programs: target populations and possible pathways

  • 85% female in 2001

  • similar in 2004

  • 50% casual, 20% contract, 30% permanent

    • affects income and professional status

  • Berghella, Molenaar & Wyse (NCVER, 2004)

    • LLN Specialists, Vocational trainers, volunteer tutors

    • 50% of LLN specialists over ten years experience


Participation in professional development
Participation in professional development programs: target populations and possible pathways

TAFE NSW Access Division, 2001, Adult literacy and numeracy practices 2001: a national snapshot, NSW Department of Education and Training, Sydney


Topic preferences barriers 2004
Topic Preferences & barriers: 2004 programs: target populations and possible pathways

  • Preferences

    • teaching practice (specialists)

    • understand LLN issues (VET trainers)

    • help provide better assistance (Volunteer tutors)

  • Barriers

    • time

    • funding

    • casualised employment

    • remoteness


Structure of programs
Structure of programs programs: target populations and possible pathways

  • Stand alone

    • AMEP

    • LLNP

    • ACE

    • other LLN courses

  • Embedded into qualifications

    • VET

    • ACE-VET


Embedding lln into training packages
Embedding LLN into Training Packages programs: target populations and possible pathways

  • VET & ACE-VET leading to nationally recognised qualifications

  • Major challenge for VET and LLN practitioners

    • mapping needs to LLN competencies in qualification

    • developing training and assessment materials

    • VET practitioner not expert in LLN

    • LLN specialist not expert in VET content


Teaching assessment
Teaching & assessment programs: target populations and possible pathways

  • No formal prescription about how teachers will teach or assess

    • Student-centred learning & assessment

    • Use of multiple techniques

    • Recognition of non-curriculum outcomes

  • ACE : generally no assessment

  • Process of ‘reasonable adjustment’

    • alter assessment structure but not outcomes

  • Blurring of boundaries between formative and final assessments and teaching


Commonly used formative assessment techniques
Commonly used formative assessment techniques programs: target populations and possible pathways

  • TAFE NSW Access Division, 2001, Adult literacy and numeracy practices 2001: a national snapshot, NSW Department of Education and Training, Sydney


Quality assurance
Quality assurance programs: target populations and possible pathways

  • Australian Quality Training Framework standards for RTOs:

    • screening students who request or require assistance

    • judgements : valid, reliable, flexible and fair

    • Competent staff

    • Rules of evidence: valid, sufficient, current and authentic

    • auditing of providers

  • moderation and validation of assessments

    • nationally (AMEP)

    • provider and system-wide quality groups


Continuing challenges
Continuing challenges programs: target populations and possible pathways

  • Understanding extent of low literacy

  • Legislative reform issues

  • Raising professional status of LLN practitioners

  • Understanding scope and magnitude of provision

  • Workforce Replenishment


More information
More information programs: target populations and possible pathways

  • National Adult Literacy Projects

  • http://www.ncver.edu.au

  • http://www.voced.edu.au


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