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Organisational approaches to addressing language, literacy and numeracy skills in national training package qualifications

Haines, C. and Owen, C. (2000) Organisational approaches to addressing language, literacy and numeracy skills in national training package qualifications. Language Australia, Melbourne, VIC.

Abstract

A case study approach was used to identify organizational models developed to meet language, literacy, and numeracy (LL&N) requirements underpinning competencies in Australian training packages. Face-to-face and telephone interviews at two metropolitan and two regional technical and further education colleges and three work sites were at the organizational, not delivery, level of the training package qualification. Findings about modes of delivery indicated some program managers and LL&N staff provided LL&N skills training as an underpinning skills "module" run before or concurrently with units of competence; others gave students with LL&N difficulties the option of attending remedial sessions; some programs surveyed enrolled students to determine their skill levels; LL&N staff in some training organizations made available their unused teaching hours to provide short courses or one-to-one teaching to other vocational areas; one program established a learning support unit to teach LL&N skills; some program managers incorporated extra training into existing courses. Motivating factors in providing additional LL&N support were funding, industry needs, preparing to deliver qualifications, and enabling skills to be recognized. Human resource issues were bridging cultural differences, staff training/professional development, and responsibility for training delivery.

Publication Type: Report
Series Name: Research Report. Adult Literacy and Numeracy Australian Research Consortium (ALNARC)
Publisher: Language Australia
Publishers Website: http://hdl.voced.edu.au/10707/31565
URI: http://researchrepository.murdoch.edu.au/id/eprint/38531
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