New Zealand

Workbase: National Centre for Workplace Literacy & Language

Following is extracted from an article entitled “Vocational trainers can teach literacy”
by Ginnie Denny which appeared Literacy at Work Newsletter #36, May 2002, ABC Canada (www.abc-canada.org/our_publications/36.asp)

Workbase New Zealand's National Centre for Workplace Literacy & Language, (www.workbase.org.nz) was funded to design and implement the Literacy Innovation Network Cluster (LINC) project. The aim was to develop and implement a comprehensive capacity-building model for integrating literacy teaching within vocational courses.

Using a functional-context-oriented approach to integrating literacy into vocational skill development, the aim of the project was to "upskill" vocational tutors in literacy teaching. This approach, based on the work of Thomas Sticht, recognizes that the use of job and course-specific material as literacy teaching material significantly increases retention, transfer and applicability of literacy skills.

An overwhelming outcome from the LINC project was the recognition by tutors that once they had the skills and confidence to integrate literacy into their courses, teaching became easier and more effective. Tutors reported that learner needs were being met more appropriately and effectively, and that learning was more successful. Another key outcome from the project was the creation of a list of Best Practice Indicators for literacy delivery:

• Provider develops a literacy-focused vision / mission / policy statement.
• All learners have their course specific literacy needs assessed upon entry into a course.
• Assessment results inform the direction and content of a course.
• Evidence is available that literacy skill development and assessment are ongoing and recorded throughout courses.
• A specific staff member, or staff role, is responsible for ensuring the provider retains a literacy focus. This responsibility is included in their job description.
• The organization allocates regular non-teaching time for professional development for tutors in literacy skill development and networking around literacy issues.
• The organization allocates regular non-teaching time specifically for literacy resource development and internal group discussions around literacy issues.
• For learners with low levels of literacy skills, there is access to courses of longer duration.
• Each provider maintains an up-to-date resource base specific to literacy skill development.
• Links are made with specialist literacy organizations where advice, support and input can be accessed as necessary.
• Funding is allocated within the provider organization for literacy initiatives, including encouraging resource development and professional development to provide opportunities for small group or one-to-one work when needed.
• Provider organizations are clear about the literacy policies, procedures, practice expectations and intentions of funding bodies.
• Provider organizations support tutors with their own literacy skill development.

As a result, learners accessing these vocational training courses have their literacy needs assessed and met while learning the vocational skills necessary for entry into the workplace.