'One size does not fit all’: how five tertiary education organisations embed literacy, language and numeracy: summary report

1. Introduction

This summary outlines findings from a project funded by the New Zealand Ministry of Education. The research was designed to answer the following question: How do tertiary education organisations (TEOs) profile, develop and deliver effective literacy, language and numeracy (LLN) within programmes? A number of sub-questions sought information about the profiles of LLN in TEOs: their governance and management, the way they organise and deliver the teaching of LLN, and how they provide training and development for tutors.  

The research design used for the project was case study, “an intensive, holistic description and analysis of a single entity, phenomenon or social unit” (Merriam, 1988, p. 16). Five cases were researched in organisations deliberately chosen from across the sector: one wānanga, one Institute of Technology and Polytechnic (ITP), two Private Training Establishments (PTEs), and one Industry Training Organisation (ITO). Organisations known to be embedding LLN were invited to participate.

While each aspect of the project was planned collaboratively, individual case studies were researched by a researcher who contacted the organisation, liaised with a contact person, visited the site/s, gathered and analysed the data and wrote up the case. Data-gathering methods included document analysis of relevant organisational documents, interviews with managers who had responsibility for LLN provision, and focus group interviews with vocational teachers who were embedding LLN in their practice and with literacy specialists.

As with any research, there are limitations with this study. It is a snapshot at the time the data was gathered, during the early days of the embedded LLN initiatives. Already organisations will have moved on. While the five cases were deliberately chosen to reflect different parts of the tertiary sector, they are not representative of the whole sector. Moreover, participants in each case study do not necessarily represent all the people involved in that organisation. In this kind of study the researcher is not an objective bystander; each case and the project findings in some way reflect interpretations of the data gathered. Finally, as in all research, the focus of the study was shaped by the specified research questions. Different questions may have elicited different information and findings. The summary needs to be read with these limitations in mind.

1.1. Relevant literature

The project began with a review of relevant international and national literature to inform the case studies. The Skills for Life Development Centre (2006, p. 8) definition of embedded literacy in vocational contexts backgrounds the study:

Embedded teaching and learning combines the development of literacy, language, and numeracy with vocational and other skills. The skills acquired provide learners with the confidence, competence and motivation necessary for them to succeed in qualifications, in life and work.

Literature is increasing rapidly as interest grows in adult LLN and as research centres, especially in the United Kingdom and Australia, report on a variety of projects. There are also a growing number of studies in Aotearoa New Zealand, supported by the Ministry of Education, the Tertiary Education Commission (TEC) and the Department of Labour. A theoretical framework and guidelines for embedding in different sectors have been published (TEC, 2009a, 2009b, 2009c and 2009d). Some recent studies focus on provision for Māori and Pasifika (e.g. May, 2009; McMurchy-Pilkington, 2009; Mlcek et al., 2009; White et al., 2009); some explore ESOL in the workplace (Wright, 2008).

Internationally, interest is growing in LLN provision and in findings related to what works for adult students in different contexts. The review noted the emergent nature of this international literature. Four strands in the international literature can be identified: vocational LLN, English as an Additional Language (EAL) and biliteracy, LLN practice, and critical literacy/New Literacy Studies (NLS).  Some studies found benefits from embedding (Casey et al., 2006; Roberts et al., 2005; Skills for Life Development Centre, 2006; Vorhaus, 2006), although embedding was understood in different ways. There is no single perfect model of embedding. Rather, there is evidence that multiple, not unitary, approaches to provision work best, that more flexible patterns of participation are needed (Vorhaus, 2006), and that a ‘one size fits all’ approach is not the best (Rogers & Kramer, 2008).

Factors associated with successful embedding include a ‘built in not bolted on’ approach (Millar & Falk, 2002; Wickert & McGuirk, 2005); a whole-of-organisation involvement and commitment (Ní Chinnéide, 2008; Skills for Life Development Centre, 2006); a close collaboration between vocational and LLN teachers (Barton & Pitt, 2003; Callan & Ashworth, 2004; Casey et al., 2006); identification of learners’ needs in terms of both vocational and LLN provision (Guthrie, 2008); and planning (King & Bingman, 2004), professional development (Berghella et al., 2006; Casey et al., 2006; Dymock, 2007) and resource development (Berghella et al., 2006).

1.2. Structure of this summary

In the following sections we first present summaries of each of the five case studies. Each ends with specific conclusions as is appropriate in a case study design. The case studies are ordered on the basis of TEOs’ experience in providing embedded LLN, from the least experienced at the time of writing to the most experienced. Then eight themes that emerged in all five of the cases are synthesised from individual case study conclusions into overall findings. These findings, when linked to the literature, are particularly valuable as they emerged from such different contexts.