Category Archives: Professional Development

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Certificate IV qualification for the delivery and assessment of foundation skills – update

Throughout June Innovation & Business Skills Australia (IBSA) conducted a consultation process to scope a proposed certificate IV qualification that would equip VET practitioners with the skills and knowledge to address the foundation skills needs of learners.

 Scoping process and findings

Targeted consultations were held in a number of locations and more than 50 written responses to the scoping discussion paper were received from individuals and organisations representing a wide range of stakeholders.

Key findings from the scoping process were:

  •  widespread acknowledgement of a gap in VET workforce capability, but little support for a new certificate IV qualification as an appropriate workforce development solution
  • many suggestions for a more narrowly focussed product, such as a skill set or qualification stream, to extend the skills and knowledge of vocational practitioners
  • questions about the fitness for purpose of the current TAE certificate IV and diploma qualifications in relation to equipping VET practitioners with the ability to address the foundation skills needs of their learners.

Recommendations for development

Findings from the scoping process were considered by IBSA’s National Project Reference Group (NPRG) at a meeting on 16 July 2012. After considering a number of options, the NPRG recommended that IBSA should:

  • develop a new skill set within the TAE10 Training Package comprising the existing units TAELLN401 and TAELLN501 and new units focused on sourcing specialist expertise and resources, working collaboratively with LLN specialists and effective instructional strategies for building foundation skills within a vocational training context. Units developed for the new skill set will be made available as electives in both the TAE40110 Certificate IV in Training and Assessment and the TAE50111 Diploma of VET providing a developmental pathway between the two qualifications.
  • continue to monitor the fitness for purpose of the TAE40110 and the TAE50111 to ensure that they meet the needs of the VET workforce. The NPRG noted that the structure of both of these qualifications will be changed in 2014 to move current LLN elective units into the core – TAELLN401 into the core of the TAE40110, and TAELLLN501 into the core of the TAE50111.

Development work on the new skill set will be conducted between August and November 2012.

Further information about the project will be added to the IBSA website as the project progresses.

Thanks to all the members of the WA Adult Literacy and Numeracy (ALaN) Network that contributed to this result. This was the most popular topic on the CGEA Network Google Group this year.

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‘Literacy and Numeracy Studies’ free journal

Literacy and Numeracy Studies  is a free journal published by the University of Technology Sydney.

The  latest issue  Vol 20, No 1 (2012) includes:

  • Editorial – Keiko Yasukawa, Stephen Black
  • Developing Social Capital In ‘Learning Borderlands’: Has the Federal Government’s budget delivered for low-paid Australian workers? – Maree Keating
  • Health Literacy as a Complex Practice – Judy Hunter, Margaret Franken
  • Methadone, Counselling and Literacy: A health literacy partnership for Aboriginal clients – Stephen Black, Anne Ndaba, Christine Kerr, Brian Doyle
  • ‘Passivity’ or ‘Potential’?: Teacher responses to learner identity in the low-level ESL classroom – Sue Ollerhead
  • Book Review – Phonetics for Phonics by Ross Forman

You can subscribe to the journal here

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2012 NSW ALNC Conference 10 December, 2012

Reading the digital word, to read the digital world?

2012 NSW Adult Literacy and Numeracy Council  (NSWALNC) Conference 10 December, 2012

The theme of the 2012 NSWALNC conference is: Reading the digital word, to read the digital world. The conference will work with a ‘twist’ of Paulo Freire’s idea of literacy – that we read the word in order to read the world we live in.  Conference participants will consider what this means in our contemporary context, as forms of reading have expanded dramatically with the introduction of new media and technologies. What has changed about literacy, what hasn’t? What does this mean for literacy teaching? (And of course,what does this mean for numeracy?)

The conference will feature keynote addresses by Professor Robyn Jorgensen on numeracy, and Helen De Silva Joyce on visual literacy.

For further information, email nswlanc@gmail.com

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IBSA Foundation Skills projects status update

 

It is all systems go at IBSA on the foundations skills front!

Here is brief status report to help you keep up.

The Foundation Skills Training Package  was released in draft form at the end of April. Feedback is now being considered. Western Australia hosted webinars that were reviewed by the project team so hopefully we should have some impact on improving the next version.  We are expecting a draft of the companion volume in July and the Training Package itself to be complete by September.

Work is proceeding  to implement the unit TAELLN401A as core in Cert IV TAA.  This will mean that all vocational practitioners will be required to demonstrate a basic understanding of a range of ways to meet the literacy, English language and numeracy needs of students seeking vocational qualifications. The skills profile needed for trainers and assessors of this unit

 Scoping of a Certificate IV for delivery/assessment of Foundation Skills has commenced. Feedback is due by 22 June 2012

The discussion paper proposes that this qualifaction is not for specialist literacy practioners but for those in the workforce who require a broader understanding of foundation skills to fulfil their VET sector role. Examples suggested are people writing currciulum and learning resources, those wishing to work better in a team teaching role with a LLN specialist and lead practioners.

Vocational Graduate Certificate and Vocational Graduate Diploma are also being discussed.

To get the full details and more information about what is happening in this area visit  IBSA’s current projects site

 

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IBSA scope new TAE qualification

Certificate IV qualification for the delivery and assessment of foundation skills

IBSA is scoping the development of a Certificate IV qualification for the delivery and assessment of foundation skills. The proposed qualification would form part of the TAE 10 Training Package.

A consultation paper is available on the IBSA website. IBSA welcome group responses to the consultation paper and encourage interested stakeholders to get together with their colleagues to discuss the proposed Certificate.

IBSA has workshop notes and feedback forms available to support this process and can potentially be involved in group discussions via telephone. Contact Anita Roberts anita@ibsa.org.au to access workshop materials.

Responses are due by 22 June 2012.

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Conference updates

WAALC Conference • 11-12 July, 2012

Central Institute of Technology Perth

At the heart of the matter – identity and trust in adult learning

Program now released.

Limited funding is still available for travel to the conference. See the DTWD Adult Literacy Sponsorship Program on VETinfoNet for application forms.  Applications close 18/06/2012

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ACAL Conference – Joining the Pieces: Literacy and Numeracy – one part of the picture

19-21 Sept • Hobart

Program will be available soon.

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Australian Council of TESOL Associations International TESOL Conference (ACTA) •  Cairns •  3rd to 5th July 2012

‘TESOL as a Global Trade – Ethics, Equity and Ecology’

http://www.astmanagement.com.au/acta12/

Pre-conference symposium Monday 2 July 2012 at the Cairns Convention Centre

‘Teaching and learning pronunciation: Local and global perspectives on research and practice’

A number of Western Australians are presenting at this conference on research connected to Two-Way Literacy and Learning.

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International Conference of Adults Learning Mathematics

The 19th International Conference of Adults Learning Mathematics – A Research Forum (ALM19) is to be held in Auckland, New Zealand, from Tuesday June 26 to Friday June 29 2012.

ALM is an international organisation which brings together practitioners and researchers who are involved in mathematics and numeracy education for adult learners in order to inform policy and practice. Information about the conference and registration are available at: http://literacyandnumeracyforadults.com/Professional-Development/Conferences/2012-ALM19-Conference

 

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Teaching Strategies for LLN Teachers

There’s an excellent article written by Sue Ollerhead in the latest edition of the Literacy and Numeracy Studies journal, which will be very interesting for any teachers working with ESL students with low level literacy skills.  It looks at the results of traditional teacher-led classes compared to less structured classes, which develop more according to what’s going on in the classroom.

You have to register for the Literacy and Numeracy Studies journal, which takes a couple of minutes, but it’s well worth it.

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New feature: In the media

It’s about confidence and trust in teachers

Emma Alberici on ABC TV’s Lateline talks to Pasi Sahlberg, director-general of the Ministry of Education in Helsinki, about why Finland consistently beats most of the rest of the countries in the OECD in maths, reading and literacy at all levels of primary and high school. The secret, according to him, is to be found in Finland’s highly educated teachers.

Teaching in Finland is a respected and prestigious profession, and it’s paid accordingly. Gaining entry to study teaching is extremely competitive, and nearly every teacher in the country has a master’s degree.

Video and transcript at   http://www.abc.net.au/lateline/content/2012/s3441913.htm or available as a Vodcast from the ABC website archives.

 

Reporting teacher performance using student scores

20 March 2012

The  article, Teacher Performance Abusers of Statistics,   was written in response to the recent publication of the names of teachers and their “performance scores” by the New York Post (February, 2012).

 

 

 

 

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Conferences! WA, Interstate, or International?

WAALC Conference • 11-12 July, 2012

Central Institute of Technology Perth

At the heart of the matter – identity and trust in adult learning

As the OECD becomes convinced that the best performing education systems are those that strive for equity and quality, Australia continues to put its faith in the power of measurement and accountability to deliver ‘market changes’ that will improve outcomes in all our education sectors. This conference will place people – teachers and learners – at the heart of educational quality.  We want to move away from framing debates around policy imperatives, economic outcomes and abstractions such as ‘core skills’ or ’employability skills’.  We are asking the question: what makes learning work for people?

What causes a person to be able to learn? How do people develop resilience? What does it take to build confidence? What is it that teachers need to know and understand about their adult learners and their learner’s lives? How do differences between the identities of teachers and those of their learners impact on relationships and learning? How can teachers develop relationships with learners that enable them to understand how a person thinks and feels and does things? How will they use this understanding to create environments in which people can more successfully learn?

And what of the people who are teachers? What do teachers need from the system so that they can continue their own learning? What skills and knowledge do beginning teachers need – does initial training provide these? How can teachers use the variety of strengths they find in their students to harness learning energy? How can teachers consciously build social capital in their learning environments as a basis for and outcome of learning? How can teachers get support from their peers?

Develop a proposal now if you have information to share that will renew our focus on the heart of the matter: ways of working that meet the needs of learners and, as a natural result, achieve better outcomes for the wider society as well.

Call for papers closes 24 April 2012

http://www.waalc.org.au/12conf/callforpapers.htm

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ACAL Conference – Joining the Pieces: Literacy and Numeracy – one part of the picture

19-21 Sept • Hobart

The 2012 ACAL conference will explore three key questions about adult literacy and numeracy. These questions are about how we connect, co-operate and create.

Submit a proposal for a session that will:

  • stimulate thought and discussion on relevant issues and practice
  • be interactive and encourage dialogue
  • display innovation and flexibility in practice/research
  • demonstrate effective practice in a range of settings
  • exemplify adult learning principles
  • critique changes in state and federal government policies and priorities
  • communicate developments and findings in research and research practices.

Proposals are due by 12 May, 2012

http://www.tcal.org.au/12conf/index.htm

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VALBEC Annual conference  ‘Read the word, Read the world •  May 25 2012

Venue: William Angliss Conference Centre Melbourne

The program offers plenary sessions and a choice from fourteen workshops. Keynote speaker is Rowena Allen ACFE Chair.

Registrations are now open

http://www.valbec.org.au/2012conf/index.htm

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Australian Council of TESOL Associations International TESOL Conference (ACTA) •  Cairns •  3rd to 5th July 2012

‘TESOL as a Global Trade – Ethics, Equity and Ecology’

http://www.astmanagement.com.au/acta12/

Pre-conference symposium Monday 2 July 2012 at the Cairns Convention Centre

‘Teaching and learning pronunciation: Local and global perspectives on research and practice’

EARLY BIRD REGISTRATION CLOSES 20th APRIL 2012

Complete your registration and payment now to be eligible for the Early Bird discount registration.
Registration fees will be increased by $100 after the 20th April.
Registration to the Pronunciation Symposium held on the 2nd July is an
optional extra. Special discounts are offered to those attending the
conference.

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International Conference of Adults Learning Mathematics

The 19th International Conference of Adults Learning Mathematics – A Research Forum (ALM19) is to be held in Auckland, New Zealand, from Tuesday June 26 to Friday June 29 2012.

ALM is an international organisation which brings together practitioners and researchers who are involved in mathematics and numeracy education for adult learners in order to inform policy and practice. Information about the conference, the call for papers and registration are available at: http://literacyandnumeracyforadults.com/Professional-Development/Conferences/2012-ALM19-Conference

 

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Teach Me Grammar!

In the second half of 2011, twelve intrepid language and literacy teachers joined the Teach Me Grammar Project – an action learning project investigating the ins and outs of teaching grammar to various adult learner groups (CaLD, native speakers, ATSI, Deaf).

The aim was to identify the value of teaching grammar and of finding the most productive and effective ways of doing so. The participants attended ten, four-hour PD sessions to learn the grammar themselves (or ‘plug the gaps’ in their grammar knowledge) and to consider and learn about a variety of techniques for teaching it to their own learners.  Between the sessions, the participants were  expected to teach at least some of what they had learned to their own students, and then reflect on the experience through a specially designed blog.

The great success of the project has led to a slightly extended program and a second, more intensive program being organised for 2012. If you are interested in participating (or simply finding out a little more about it) contact Geoff Pearson on 9330 8989.

Teach Me Grammar is an Action Learning Professional Development Program funded by the WA Department of Training and Workforce Development (DTWD) open to all adult literacy and English language teachers working in Western Australia.

Applications for 2012 are open now 

What the 2011 participants said about the Teach Me Grammar (TMG) Program… 

  • “Vastly improved my understanding of grammar.  I came away with not just a better knowledge of grammar but as importantly, a lot less fear, and dare I say a bit of confidence. I look forward to using all I have learnt with my students in the future.”  – Jenni Wieland, Challenger TAFE, Fremantle 
  • “I now firmly believe that grammar [teaching] must be embedded in the material that students are learning and I’m beginning to understand why some of my earlier ‘grammar’ lessons made no impact on students, because they had no context.” – Gillian Pow Chong, Curtin College and CentaCare, Perth 
  • “I have learnt to integrate grammar with reading which helps me see the relevance of teaching the grammar and, I believe, makes it more real for the students.” – Chesson Henshaw, Polytechnic West, Perth 
  • “My ability to teach grammar to my students has improved to the extent that it has become so much easier, in fact exciting, to teach grammar in class.” – Silvano Fasolo, Eastern Goldfields Regional Prison, Kalgoorlie 
  • “TMG opened my mind to a whole new ‘grammar world’.” – Charmaine Marshall, ATA Training, West Perth 
  • “One student missed out an article and preposition.  He wrote “I felt hero.”  I used the terms ‘article’ and ‘preposition’ when discussing his editing with him.  He corrected his mistake very easily. It was really good to be able to use these terms with him and have him know what I was talking about.” – Sharyn Dauti, South Western Institute of Technology, Bunbury 
  • “Although I was a complete beginner, I have gained invaluable skills… [Grammar] is now one of my favourite hobbies!” – Susan Bates, Emmanuel Centre, East Perth 
  • “I have a better understanding of an approach to teaching grammar – the starting points and pathways from the points. I also have great ideas of how to make it fun!” – Nola Cigulev, South Western Institute of Technology, Bunbury 
  • “I found that my delivery including changes as learnt from the course has raised [my students’] motivation and awareness. There has been a marked improvement both in their writing and speaking.” – Seema Mazumdar, Polytechnic West, Balga 
  • “I can make ESL / literacy teaching more interesting, practical and effective by implementing new grammar concepts learned in the TMG Program.” – Maria Bunn, ATA Training, West Perth 
  • “An awesome course that was presented in a fun, enjoyable and informative way [and] modelled excellent learning techniques.” – Diane Vosganoff, WA Institute for Deaf Education, Belmont 

In their Program Exit Surveys, all participants said they would highly recommend the Teach Me Grammar Action Learning Program to other ESL / Literacy Teachers.