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 2009Wellington

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

The Research Questions:What is the range of models and practices being What is the range of models and practices being used by ITOs for embedding LLN skills training, and used by ITOs for embedding LLN skills training, and how easily are these models being translated in how easily are these models being translated in practice in workplaces?practice in workplaces?

Are some models more effective than others, and Are some models more effective than others, and what explains the differences?what explains the differences?

How can the knowledge be transferred across How can the knowledge be transferred across industries and workplaces?industries and workplaces?

Key features of the research:Formative – provide feedback Formative – provide feedback along the wayalong the wayAction research approachAction research approachCollaborativeCollaborativeEvidence and outcomes focusedEvidence and outcomes focusedMulti-level involvementMulti-level involvement

Where we are at:

Phase 1: Scoping – completedPhase 1: Scoping – completed– Documentation, literature scan, research design and

protocols, establishment of advisory group

Phase 2: Engagement – almost completed!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)

Methods used in phase 2:

Single interview with ITO CE/LLN advisorSingle interview with ITO CE/LLN advisorData collected from ITF online surveyData collected from ITF online surveyAnalysis of ITO reports to TEC on embedded Analysis of ITO reports to TEC on embedded

projectsprojectsThis has provided broad rather than in-depth This has provided broad rather than in-depth

information – provides an overviewinformation – provides an overviewAnalysed using TEC guidelines as a frameworkAnalysed using TEC guidelines as a framework

Overall findings – capability component

Taking a “whole-of-organisation” approach to Taking a “whole-of-organisation” approach to embedding takes timeembedding takes timeDevelopmental pathway for ITOs – move from Developmental pathway for ITOs – move from a “project based approach” to a foundation a “project based approach” to a foundation stone for ITO approach to workforce stone for ITO approach to workforce developmentdevelopmentClose relationship between industry and ITO Close relationship between industry and ITO priorities is important to successpriorities is important to success

Overall findings – trainee learning component

ITOs are working in an “ecosystem” in which ITOs are working in an “ecosystem” in which availability of trainee literacy and numeracy learning availability of trainee literacy and numeracy learning opportunities are influenced by a range of factorsopportunities are influenced by a range of factorsITO has indirect levers – awareness raising with ITO has indirect levers – awareness raising with stakeholders, professional developmentstakeholders, professional developmentITO has direct levers – Qualifications review process, ITO has direct levers – Qualifications review process, teaching and learning resources, contractual teaching and learning resources, contractual arrangements with providers, training agreements in arrangements with providers, training agreements in workplacesworkplaces

LLN skill development as part of ITO core business

ITOs understand the importance of whole- of-ITOs understand the importance of whole- of-organisation approaches, but some still at early stagesorganisation approaches, but some still at early stagesMajor investment in upskilling ITO staff – particularly Major investment in upskilling ITO staff – particularly field staff and instructional designersfield staff and instructional designersContinuum of practice related to length of time the Continuum of practice related to length of time the ITO has been engaged with literacy and numeracy ITO has been engaged with literacy and numeracy issues (single qualification/company focus to integrated issues (single qualification/company focus to integrated across business) across business)Depends a lot on the acceptance by industry Depends a lot on the acceptance by industry stakeholders of literacy and numeracy as a prioritystakeholders of literacy and numeracy as a priority

Qualifications Reviews Lots of activity around Level 2 and 3 Lots of activity around Level 2 and 3 qualificationsqualificationsLimitations on effectiveness: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 An opportunity to review teaching and learning resourceslearning resources

Learning and Teaching resources

““Embedding literacy and numeracy in trainee Embedding literacy and numeracy in trainee workbooks” a key focus given on-job contextworkbooks” a key focus given on-job contextIncreased readability of text but in next phase Increased readability of text but in next phase will look at: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 Opportunities for inclusion in teaching resourcesresources

Training Arrangements

Implementation of systematic and sustainable Implementation of systematic and sustainable approaches approaches Assessment of new trainees at the time of new Assessment of new trainees at the time of new training agreements – sustainable beyond ELPs?training agreements – sustainable beyond ELPs?

Biggest issueBiggest issue: embedding literacy and : embedding literacy and numeracy skill developments in effective on-job numeracy skill developments in effective on-job training arrangementstraining arrangements

Off-job training providers

Mixed experiences – mixed range of providersMixed experiences – mixed range of providers

Lots of literacy and numeracy activity going on Lots of literacy and numeracy activity going on in ITPs independent of ITOSin ITPs independent of ITOS

ITOs making increasing demands on tutors ITOs making increasing demands on tutors and providers – importance of good and providers – importance of good relationshipsrelationships

Any questions??