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ITO Embedded Literacy and Numeracy Projects - Phase Two findings

ITO Embedded Literacy and Numeracy Projects - Phase Two findings. Presentation to ITF Literacy and Numeracy Network meeting 19 November 2009 Wellington. Evaluation Purpose:. To demonstrate:

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ITO Embedded Literacy and Numeracy Projects - Phase Two findings

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  1. ITO Embedded Literacy and Numeracy Projects - Phase Two findings Presentation to ITF Literacy and Numeracy Network meeting 19 November 2009 Wellington

  2. Evaluation Purpose: To demonstrate: The effectiveness or otherwise of the projects in improving standards of literacy and numeracy of learners; The relative effectiveness of different models for embedding literacy and numeracy; The cost effectiveness of different embedding models, taking into account costs incurred by the government, the workplace and the learner; The value attached to improved literacy and numeracy skills by both learners and the organisations within which they work

  3. The Research Questions: What is the range of models and practices being used by ITOs for embedding LLN skills training, and how easily are these models being translated in practice in workplaces? Are some models more effective than others, and what explains the differences? How can the knowledge be transferred across industries and workplaces?

  4. Key features of the research: Formative – provide feedback along the way Action research approach Collaborative Evidence and outcomes focused Multi-level involvement

  5. Where we are at: • Phase 1: Scoping – completed • Documentation, literature scan, research design and protocols, establishment of advisory group • Phase 2: Engagement – almost completed! • Interviews completed with all ITOs • Initial analysis of findings • Test findings with Advisory Group • Complete detailed research design for Phase 3 (up to 9 case studies)

  6. Methods used in phase 2: • Single interview with ITO CE/LLN advisor • Data collected from ITF online survey • Analysis of ITO reports to TEC on embedded projects • This has provided broad rather than in-depth information – provides an overview • Analysed using TEC guidelines as a framework

  7. Overall findings – capability component • Taking a “whole-of-organisation” approach to embedding takes time • Developmental pathway for ITOs – move from a “project based approach” to a foundation stone for ITO approach to workforce development • Close relationship between industry and ITO priorities is important to success

  8. Overall findings – trainee learning component • ITOs are working in an “ecosystem” in which availability of trainee literacy and numeracy learning opportunities are influenced by a range of factors • ITO has indirect levers – awareness raising with stakeholders, professional development • ITO has direct levers – Qualifications review process, teaching and learning resources, contractual arrangements with providers, training agreements in workplaces

  9. LLN skill development as part of ITO core business • ITOs understand the importance of whole- of-organisation approaches, but some still at early stages • Major investment in upskilling ITO staff – particularly field staff and instructional designers • Continuum of practice related to length of time the ITO has been engaged with literacy and numeracy issues (single qualification/company focus to integrated across business) • Depends a lot on the acceptance by industry stakeholders of literacy and numeracy as a priority

  10. Qualifications Reviews • Lots of activity around Level 2 and 3 qualifications • Limitations on effectiveness: • Qualifications Review cycle • Lack of availability of LLN specialists at time that qualifications are reviewed • Engagement of others in the review process • An opportunity to review teaching and learning resources

  11. Learning and Teaching resources • “Embedding literacy and numeracy in trainee workbooks” a key focus given on-job context • Increased readability of text but in next phase will look at: • Numeracy skill development – most examples given were literacy examples • Explicit literacy and numeracy interventions and learning opportunities • Opportunities for inclusion in teaching resources

  12. Training Arrangements • Implementation of systematic and sustainable approaches • Assessment of new trainees at the time of new training agreements – sustainable beyond ELPs? • Biggest issue: embedding literacy and numeracy skill developments in effective on-job training arrangements

  13. Off-job training providers Mixed experiences – mixed range of providers Lots of literacy and numeracy activity going on in ITPs independent of ITOS ITOs making increasing demands on tutors and providers – importance of good relationships

  14. Any questions??

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