This powerpoint reflects on outcomes from my research Blind Date: an exploration of potential partnerships between literacy teachers and community service workers within the current national Foundation Skills Strategy for Adults (2012). Also presented are different models and reflective comments from vocational teachers transitioning to embrace the LLN perspective.

1. More Blind Dates …………..
Ann Leske
Reading the digital
word, to read the
digital world

2. Reflections and Experiences
Post
Leske, A 2010, Blind date: an exploration of potential partnerships between
literacy teachers and community service workers, NCVER, Adelaide.
1.Reflection: Blind dates then and now
2.‘Up skilling’ Experiences:
1. TAELLN401A and TAELLN501B
2. TAELLN70110/70111Vocation Graduate Certificate in Language
Literacy and Numeracy Practice
• Group 1
• Group 2

3. Then …………………………………………

4. Then ……………………………………….
Potentially
a radical
shift – new
teaching
worlds to
learn
about
New team
teaching
approaches –
unchartered
waters
New
teachingframeworks,
New
terminology

5. Then ………………………………………
How to meet?
When you have that connection
you can break down the
perceptions and look at how
things can happen rather
than focus on the barriers for
why they can’t. (LT)
What to say?
Literacy is not the first thing we
talk about – it is hidden in the
conversation. (LT)

6. Fast forward ……………………………………..
• Language Literacy and Numeracy Program (LLNP) continued
• Influence and involvement of Australian Industry Skills Councils
• May 2010 Skills for Sustainable growth strategy
$120 million for increased opportunities for LLNP and Workplace English
Language and Literacy (WELL)
• August 2010 Building the Foundations: NCVER Adult language literacy
and numeracy search conference
• Industry LLN/ACSF awareness - raising
• Industry WELL Brokers
• WELL conferences, WELL networks
• Development of industry contextualised LLN resources
• Workforce Development funding (targeting qualification acquisition)
• Development of industry driven LLN up-skilling/re-skilling units/courses
to improve the capacity and capability of the current and potential
workforce to deliver effective training
• TAFENSW LLNHUB
• Revised ACSF (2012)

8. NOW ………………………………………………
Foundation Skills
under the
spotlight
The last national policy on Australian
Language and Literacy was released in 1991.

9. National Developments
1 Foundation Skills Strategy for Adults (2012)
‘By 2022 at least 2/3 working aged Australians (15 – 64) will have the
literacy and numeracy skills needed to take full advantage of
opportunities afforded by the new economy’ – ACSF level 3 or above
Measured by 2 long term targets:
By 2022
•Halve the proportion of Australians
20 – 64 without a qualification at Cert III or above.
•Double the number of higher qualification achievements
(National Foundation Skills Strategy for Adults, SCOTESE 2012 Executive Summary, and page 7)

10. Foundation Skills – what are they?
Australian Core
Skills
Framework
5 levels of competency
• Learning
• Reading
• Writing
• Oral
Communication
• Numeracy
Employability Skills
• Communication
• Collaboration
• Problem solving
• Initiative and enterprise
• Planning and
organising
• Self-management
• Learning
• Technology (ICT)
5
4
3
2
1
Pre

12. 2010/2011 ………………..WELL WELL WELL and beyond
Example 1
Wagga Wagga Regional Family Day Care
Impacted by National Quality Agenda
Certificate III in Children’s Services
Regulations, Early Learning Years Framework, ICT, compliance
Phase 1
WELL project
55 participants
TASTER option to start the Certificate III course
Embedded within and in addition to workplace and workforce professional
development
Outcome
Can we learn more about Language Literacy and Numeracy?
We want to know how to make ‘that difference’
Sustainable model

13. Phase 2
SSP funding - 3 units
TAELLN401A Address Language
Literacy and Numeracy Skills
- awakening
TAELLN501B Support the
Development of LLN Skills
- developing
BSBMGT516C Facilitate
Continuous Improvement
- embracing
Workforce Development strategy
3 ‘management’ clusters (8 workers)
•Manager/Assistant
•Administration team
•Child Development Officers
3 hours fortnightly PLUS PLUS PLUS
What changed?

14. 2011/2012 /2013………………..
Example 2
TAELLN7010 Vocational Graduate Certificate in Language Literacy and Numeracy
Practice
Delivery Model:
Moodle PLUS one day workshop PLUS mentoring
11 commencing students NSW/VIC
•TAFE teachers 4 LLN 2 vocational
•4 non teachers – community services /rto/private business
•1 high school teacher/not practising
7 continuing
Observations
‘De constructing’ existing perspectives about Literacy
Learning styles/preferences
Demonstrating AQF Level 8
Access to LLN classes/teachers
Time, completion, assessors, resubmits (budget )

15. 2012/2013 ………………..WELL WELL WELL and beyond
Example 3
TAELLN401A Address Language Literacy and Numeracy Skills
TAELLN 70111 Vocational Graduate Certificate in Language Literacy and Numeracy
Practice

19. RI Coomealla Campus
Delivery Model:
Video Conference (Connected Classroom) PLUS F2F (6 sessions
/semester)
5 completed TAELLN401A
3 continuing with VGC
Rob’s introduction
Evelyn’s approach
What’s different for Sharon?
Rob teaches differently
Evelyn knows her students
Sharon’s message
Evelyn’s message

21. Potentially a
radical shift
– new
teaching
worlds to
learn about
New team teaching
approaches –
unchartered waters
Leske A, 2010 Blind date: an exploration of potential partnerships between literacy teachers and community
service workers, NCVER
New
teachingframeworks,
New
terminology

22. Foundation Skills
under the
spotlight