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NCALNE (Voc) Module 1 New Zealand Context
- 1. 1. New Zealand Context Section 1 Content
- 6. Case Study: Aotearoa NZ
- 8. What is literacy & numeracy? Different perspectives
- 9. TEC Maori Trades Everyday What is literacy & numeracy? Different perspectives
- 10. What do you see?What do you see?
- 11. What do you see?What do you see?
- 12. What do you see?What do you see?
- 15. Whakapapa of LN in NZ
- 18. The ALL Survey 2006 measured literacy & numeracy skill levels on a scale of 1 to 5
- 19. State of the Nation 5 = Excellent 3 = Baseline 1 = Poor
- 25. Reasons Poverty Education system ESOL Student mobility Learning disabilities Lack of time Low self expectations Lack of use Family problems Technological change Increasing standards for what counts as LN
- 27. Impact on training Communities Credits Families UnderstandingUnit standards Self confidence Quality Self-directed learning Qualifications Willingness to learn Attitude
- 30. What is the co$t to attract, recruit & train?
- 35. Industry Professional development Workplace & chalkface Your subject expertise Embedded LN Greatest impact + = ExpertiseExpertise
- 38. Time LN
- 40. Definitions
- 41. read vs “read”
- 42. Wh y?
- 44. What literacy & numeracy challenges do your learners face?
Hinweis der Redaktion
- Kia ora and welcome. Graeme Smith from ALEC here again This presentation takes you through what you need to know about part 1 of this training – the New Zealand Context You may wish to refer to your Study Guide or Assessment Guide for further information.
- Before we get into the context, we need to take a look at some of the acronyms we use in this field But… what’s an acronym? Anyone know What acronyms have we used so far? What other acronyms do you know from education?
- How many of these do you know? Hopefully some of them will be familiar
- What acronyms do you use? Does your industry have it’s own technical language or jargon?
- So what about it? What’s the context for adult literacy and numeracy in Aotearoa New Zealand? Well to get some basic understanding of the context we need to discuss the following Key initiatives & background Current definitions used by the TEC and others Reasons for low levels of literacy and numeracy Impacts of low literacy and numeracy Resources you might already have access to Specialist organisations that can help We’ll get into all that shortly, but what about we back up and figure out what we mean by literacy and numeracy
- Different perspectives = Different definitions Discussion: How would your friends or whanau define literacy and numeracy if you asked them? Even for yourself or your learners... what connotations do these words have? So what comes to mind when you hear the words literacy, numeracy? For your learners? Connotation = qualities or ideas that a word makes you think of that are more than its basic meaning Photo cards: What is literacy and numeracy for Maori? Carpenter Video: What about for trades? How would a trades person define literacy and numeracy? Matching cards: How do big government and others define literacy and numeracy
- Different perspectives = Different definitions Discussion: How would your friends or whanau define literacy and numeracy if you asked them? Even for yourself or your learners... what connotations do these words have? So what comes to mind when you hear the words literacy, numeracy? For your learners? Connotation = qualities or ideas that a word makes you think of that are more than its basic meaning Photo cards: What is literacy and numeracy for Maori? Carpenter Video: What about for trades? How would a trades person define literacy and numeracy? Matching cards: How do big government and others define literacy and numeracy
- Everyone sees different things… and different groups of people often see different things Some reactions to these images include the following Image 1: aggression, anger, having fun, playing around Image 2: wisdom, pride, experience, confidence Image 3: Anger, challenge, ? What’s going on here?
- Kete as metaphor
- We need to look at the present situation as well as forward to the future, but first can we look back? Can we construct a whakapapa of key events impacting literacy and numeracy in Aotearoa New Zealand? Timeline?
- So, what do we really mean by literacy and numeracy Let’s have a look at some of the official definitions Do the matching activity MATCHING ACTIVITY
- Some very brief context: Introducing the ALL Survey... Anyone heard of it?
- Introducing the ALL Survey... Anyone heard of it?
- Why do we have this problem? What about your learners? What does it mean for your people?
- Discussion point Give participants one or two topics from the list and ask them to discuss, brainstorm, and mind map as much as they can about it. They can discuss their own learners and context. Set a time limit and ask participants to report back.
- What does it all mean? What are the IMPACTS for ? Our society Us in our work Communities For learners on a personal level What about for training? For business?
- Ask the question: What is the specific impact of low numeracy in the 21st century workplace? Go to Readings Guide and open at (D). Discuss orange cover pages as relevant. The first page is the cover of the journal. Turn over for the actual article. Give 1 minute to skim headings, boxes, and graphs. Then divide the class in two groups. Ask one group to scan pages 10 – 11 from Greater Employment Opportunities and the other group to scan Employment in Day to Day Transactions for answers to the question above. Discuss again as points arise.
- Do you experience attrition through the recruitment process? How much? What causes attrition? How much of that is preventable? How could it be prevented? Is there a role here for increased awareness of foundation skills like literacy and numeracy in reducing attrition? What would that role look like? E.g. what supports?
- What current literacy and numeracy initiatives do you know about? Locally - What’s going on at your place? Nationally – What’s going on with government Could do KWL activity here with participants... Use the handout. Direct them to the list of initiatives in the Study Guide. Alternatively, discuss local or known initiatives WHAT’S HAPPENING at your place
- New Zealand now has a national infrastructure for literacy and numeracy Discuss what people know as relevant Programme for the International Assessment of Adult Competencies PIAAC: Programme for the International Assessment of Adult Competencies
- Discuss known or currently used resources What resources do you use? DISCUSSION
- These are the Literacy and Numeracy Learning Progressions There are seven in total... more than I can fit on the screen here These now underpin assessment A shared language to talk about what’s going on More on that soon These are important... Have a quick flick through if you like... Can anyone name the items on the covers? More on the Progressions on Day 2
- Discuss ESITO vocabulary cards made by Grant Brown This is how your subject knowledge and expertise can permeate your industry and workplace
- Discuss organisations that provide specialist LN expertise or support Which ones do you know? Used any of them? Any further thoughts on this?
- So, what do we really mean by literacy and numeracy Let’s have a look at some of the official definitions Do the matching activity MATCHING ACTIVITY
- Everyone sees different things… and different groups of people often see different things Some reactions to these images include the following Image 1: aggression, anger, having fun, playing around Image 2: wisdom, pride, experience, confidence Image 3: Anger, challenge, ? What’s going on here?
- Why do we have this problem? What about your learners? What does it mean for your people?
- What does it all mean? What are the IMPACTS for ? Our society Us in our work Communities For learners on a personal level What about for training? For business?
- Let’s discuss this together One of the questions you need to ask: Are your learners representative of the rest of the country? Do they have the same issues? Are they better or worse than anyone else?