Chapter 2.

Research and Development Related to FCE Principles
and Methods in Several Industrialized Nations

Australia

ANTA: Australian National Training Authority

The Australian National Training Authority (ANTA) sponsored a report entitled “Review of research. Vocational education and training literacy and numeracy by M. Watson, L Nicholson, and E Sharplin (2001) Published by NCVER (www.ncver.edu.au)

One section of the report is entitled, “Effective approaches to the delivery of literacy and numeracy support.” In this section the authors report, “Consistent and clear findings have been identified in the research, supported over a wide cross-section of student groups and across training sectors. The research provides clear direction for desirable approaches to the provision of literacy and numeracy training. An integrated approach is being advocated for the delivery of literacy and numeracy, utilising team teaching and contextualised learning. This will be enhanced with the use of customised resources. The teaching and learning skills need to be matched with the demands of job-related skills. Flexible delivery options, including information technology, are advocated and reliance on print-based resources is to be avoided. Early identification of existing literacy and numeracy difficulties and an understanding of cultural issues impacting on appropriate provision will underpin the effectiveness of any delivery.”

NCVER: National Centre for Vocational Education Research

The NCVER published in 2005 a report by Rosa McKenna and Lynne Fitzpatrick entitled “Integrated approaches to teaching adult literacy in Australia: A snapshot of practice in community services.” (http://www.ncver.edu.au)

In this report the authors state that, “Practice in English language and literacy instruction has broadened and deepened over recent decades, as has the conceptual base underpinning emerging practice. This change has resulted in the growth of ‘integrated training’, in which the acquisition of literacy skills are ‘built in’ to broader skills development, and where literacy learning is placed in authentic and real-life settings.”

Using qualititative and historical review research methods McKenna and Fitzpatrick reported that, “The following features were identified as central to successful integrated models:

• using a constructivist approach, which acknowledges that learning is affected by the context in which it is taught as well as by students’ beliefs and attitudes
• developing an explicit model of language
• using a multidisciplinary approach
• providing a framework for describing language, literacy and numeracy
• conducting an analysis of training packages and workplace context
• ensuring the capacity to identify critical points of intervention
• using direct instructional activities
• considering the needs of learners.”