12th International Congress on Mathematical Education (ICME-12)

to be held July 8-15, 2012, Coex, Seoul, Korea --- http://www.icme12.org/

Topic Study Group 5: Mathematics education in and for work

Call for papers

The aim of TSG 5 at ICME-12 is to bring together researchers, practitioners and policy makers in mathematics education, adult education, workplace education, adult numeracy education, citizenship education, social movement education - for the exchange of ideas related to mathematics education in and for work.

We view mathematics to be inclusive of the formal academic discipline of mathematics as well as the range of practices in which mathematics is embedded.

We view education to be inclusive of formal, informal and non-formal learning, that is, in education settings (e.g. adult community education, vocational and further education) as well as in the community and workplaces; and both individual and collective learning.

We view work to be inclusive of paid work and unpaid work such as work in the home, and activist work in social movements.

ACAL input for the NFSS

ACAL sought assistance from Rosie Wickert to provide suggestions for the scope and implementation of the proposed National Foundation Skills Strategy (NFSS).

See the paper ACAL submitted to DEEWR as part of the consultation process.

Public Consultations on Employability Skills

Ithaca Group has been contracted by the Department of Education, Employment and Workplace Relations (DEEWR) to develop a framework that will build upon existing frameworks to more clearly define the underpinning skills needed for successful participation in work. A series of consultations were held during August around the country to identify issues that might impact on the further development and implementations of the framework.

Here's the Background Paper

Conference presentations are now available

Congratulations!

ACAL wishes to congratulate two members of our executive for winning the award for the 'Best Paper' at the 14th Annual Australian Vocational Education and Training Research Association (AVETRA) Conference held in Melbourne 28 and 29 April.

We congratulate Stephen Black and Keiko Yasukawa on their award winning paper titled 'Beyond Deficit Approaches to Teaching and Learning: Literacy and Numeracy in VET Courses'. See the full paper on the AVETRA website. Their abstract states:

Beyond Deficit Approaches to Teaching and Learning: Literacy and Numeracy in VET Courses

Literacy and numeracy skills (L&N), now framed nationally as ëfoundation skillsí, are high on government and industry agendas, and a new National Foundation Skills Strategy is currently in the making. L&N support provided to students in vocational education and training (VET) courses is anticipated to feature strongly in this new strategy, especially in light of the national focus on increasing post school qualifications. Predominantly, current models of L&N support in VET courses can be seen largely as a ëdeficití approach in which individual students are identified, usually through a test or screen at the beginning of their course, as being in deficit of the L&N skills needed to complete their course. Students are often given the opportunity of obtaining assistance through attending additional ëstand-aloneíL&N classes, a study centre, or a L&N teacher providing assistance in the vocational classroom. This paper considers other models of support, both in the research literature and in Australian case studies, which ëintegrateí L&N with VET courses. This involves a variety of team teaching arrangements between vocational and L&N teachers in which the aim is to assist the whole student group and not just those identified with L&N ëproblemsí. This approach may improve vocational learning by more directly linking L&N practices with vocational practices. It also avoids the negative labeling of students associated with the deficit approach, and may be seen as a more active pedagogy, encouraging change in VET practices.

The paper is based largely on semi-structured, taped interviews with a total of fifty- three L&N teachers, vocational teachers and VET managers across most Australian states and territories.

These interviews were undertaken by the authors as part of a Department of Education, Employment and Workplace Relations (DEEWR) funded research project on integrated L&N support in VET which is due for completion in mid 2011.

Keiko and Stephen are speaking at the ACAL conference in September.

'No More Excuses'

An industry response to the language, literacy and numeracy challenge

The Industry Skills Councils (ISCs) believe that responsibility for building the LLN skills of Australians should be shared by industry and all education sectors. Nothing less than a co-ordinated response to the LLN challenge will succeed. To achieve this, the Council of Australian Governments (COAG) should establish an overarching blueprint for action on LLN in Australia 2012-2022 to identify and address long-term goals that will profoundly shift the capacity of learners and the workforce and significantly impact our nation’s future.

See the report

Building the foundations: outcomes from the adult language, literacy and numeracy search conference – NCVER 2011

The importance of adult language, literacy and numeracy for greater workforce participation, productivity and social inclusion are well recognised, with both national and international research demonstrating the benefits of increasing proficiency for both individuals and communities. More

National Foundation Skills Strategy

Here's some of the recent papers and information about the National Foundation Skills Strategy. Follow the links for more details.

Western Australia's response to the NFSS Consultations

See what WAALC had to say

National Foundation Skills Strategy - Stakeholder Input

The Foundation Skills Working Group (FSWG) is seeking stakeholder input into the development of the National Foundation Skills Strategy for Adults (the ‘National Strategy’). The term ‘foundation skills’ encompasses not only literacy and numeracy, but also general employability skills, such as teamwork and problem-solving. More

Contribute to formulating ACAL's position for the new NFS Strategy

Black and Yasukawa paper

ACAL as the national professional peak body for adult literacy and numeracy has a critical role to play in ensuring that the knowledge and interests held by the practitioners, community groups, researchers, providers and teacher educators are represented and heard in the consultations that are expected to take place. To commence ACAL's discussion with adult literacy and numeracy community, Stephen Black and Keiko Yasukawa have contributed their ideas recently published as an article in Literacy and Numeracy Studies.

Australian workforce futures: a national workforce development strategy

Skills Australia More

Creating a future direction for Australian vocational education and training: a discussion paper on the future of the VET system

Skills Australia More

National Workforce Literacy Project :Report on Employers Views on Workplace Literacy and Numeracy Skills

Australian Industry Group More

National VET Equity Advisory Council

Equity Blueprint 2011-2016 - Creating Futures: Achieving Potential through VET More

Briefing on Foundation Skills More

2010 Recent Research Reports from NCVER

Blind date: an exploration of potential partnerships between literacy teachers and community service workers

Ann Leske More

Breaking down the barriers: strategies to assist apprentices with a learning disability

Sandra Cotton More

Bringing a social capital approach into the teaching of adult literacy and numeracy: Good practice guide

NCVER More

'Hands Up... Hands On...' 2010 Conference presentations now available

We're adding conference presentations as they are provided by the speakers. Many are available already, including the audio of two keynote presentations!

See pics of the Conference events as well.

The National Compact

The National Compact: working together. This document recognises the diverse and very substantial contribution of the Third Sector ( community and not-for-profit organisations) to Australia today, and its even greater potential for the future. It is my hope that the framework for future cooperation and partnership set out in this document can help foster creative and lasting collaborations that make a difference for our people, our environment and our nation’s future.

Reading Writing Hotline gets support

Commonwealth, State and Territory Education and Employment Ministers agreed to fund the Reading Writing Hotline in 2010.

Media release

Lobbying for National Literacy Funds

Adult Literacy National Project funding lost

A recent COAG decision has removed the adult literacy funding supporting the Reading Writing Hotline, the national newsletter, Literacy Link, the Adult Literacy Innovative Projects and various other activities sponsored by the Federal Government.

The Adult Literacy National Project, with a budget of $1,500,000 (reduced from $2m in 2006), was managed by the Adult Literacy Policy Section of DEEWR. The Council of Australian Governments (COAG) meeting on 29 November 2008 decided that funding for those programs funded through Strategic National Initiatives should be reallocated to the states’ base funding. The affected programs are: Schools-based Skill Centres, Reframing the Future, Adult Literacy, Commonwealth-State Skill Shortages, Adult Learner’s Week, VET in Schools and Major Capital. See http://www.coag.gov.au/ for the full announcement.

State and Commonwealth funding in the VET sector is managed through the bi-lateral National Skills and Workforce Development Agreements. Each state and territory will receive an additional amount in the next funding round following the COAG decision to roll up the Strategic National Initiatives. This signals a move to a new Commonwealth-State relationship where states have greater flexibility to target funding to address individual state needs and to achieve agreed outcomes. The intention is to reduce the prescription over how states should deliver training and create a more hands off approach underpinned by outcomes-based public accountability. However, no thought has been given to how valuable national services, such as the Reading Writing Hotline, can be supported in the absence of tagged national funding.

The new COAG outcomes and targets directly relate to the work of the adult literacy field. These are the two most relevant outcomes:

the working age population have gaps in foundation skills reduced to enable effective educational, labour market and social participation; and
the working age population has the depth and breadth of skills and capabilities required for the 21st century labour market

Progress towards these outcomes will be measured by:

proportion of the working age population at literacy level 1, 2 and 3 (ALLS or similar);
proportion of 20-64 year olds who do not have a qualification at or above Certificate III.

These aspirations imply the need for increased LLN effort through all AQF levels. This effort is to be measured by the next national Survey of Adult Competencies survey scheduled for 2011 (which will replace the Adult Literacy and Lifeskills survey). However, funding for adult literacy courses has not been increased, and in fact, is threatened as the states try to meet increased targets in higher levels qualifications. Neither is there any guarantee that the Adult Literacy National Project funding ($1.5m), distributed between the states and territories, will be made available at the state level for adult literacy programs. There is no chance at all that the states and territories will voluntarily make their own portion of the funding available to support national initiatives.

ACAL is concerned that at the very time that COAG is aiming for increased literacy outcomes for Australians, we are losing some of the national services that support our work and provide information to other stakeholder including members of the public and potential new students. These are some of the services that will now be lost:

The Reading Writing Hotline - the national telephone advisory, information and counselling service (the only one of its kind and emulated in other countries). The service is hosted by TAFE NSW on behalf of all other states and territories. It has been in operation since 1994 and has received 122,000 calls in that period. 86% of these callers are seeking help for the first time; most callers are employed and 45% live in regional areas. 2008 has seen the highest call volume – in excess of 6000 this year. The Reading Writing Hotline provides its callers with information about literacy services available in their localities and many callers report that it has taken them several years to work up the courage to make the call. The anonymity offered by the service was an important element in their taking this first step.

Literacy providers in all states get new enrolments through its referral process and members of the public, and a range of other Government and non-Government organizations call the Hotline for advice. (Funding $370,000.)

Adult Literacy Innovative Projects – a grant process managed by DEEWR to undertake research projects or produce new curriculum resources to improve the delivery of adult literacy services.

Literacy Link – national newsletter produced by ACAL and distributed free of charge to 1800 individuals and organisations.

Literacy Live – web-based professional develop program conducted by ACAL to support the national network of literacy practitioners.

Letter to Julia Gillard

Letter to Ursula Stephens

Response from Ursula Stephens (PDF 290KB)

Language, Literacy and Numeracy Program • DEEWR Discussion Paper

The discussion paper provided an opportunity for input from interested parties on the direction the Australian Government will take in purchasing Language, Literacy and Numeracy Program Services after existing contracts expire on 30 June 2009.

The first part of this paper provided some background information on the Australian Government’s objectives for skills and training more broadly and some background on current services.

The second part of the paper, headed “Issues for Consideration” posed a number of questions to guides responses to ‘what the Australian Government should be purchasing’.

The third part of the paper provided an indicative timetable for the tender process.

Here is ACAL's response (PDF135 KB)

The Adult Literacy and Life Skills (ALLS) survey

Hear the ABC program 'The World Today' interview with Dave Tout about the survey, broadcast on Thursday, February 21, 2008

The results of this survey, released by the Australian Bureau of Statistics, about the time of the Federal election in November 2007, continue to attract interest from many groups - including the media.

You can read the ACAL position paper Moving forward: Towards a Literate Australia (Jan 2008) (PDF 120KB).

You can also read the ABS summary of findings at the ABS web site, search on 'adult literacy' or use the code '4228.0'