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

3. Institute of Technology and Polytechnic case study

Experiences of embedding LLN

This case study explores the organisational factors affecting delivery of embedded LLN in an Institute  of Technology and Polytechnic (ITP). The ITP offers a wide variety of courses, from certificate to degree level, that focus on vocational outcomes. It offers face-to-face and online modes, part- and full-time courses. It also has a recognised regional facilitation role.

Organisational change for embedded literacy has been driven from within the organisation, led by organisational staff and supported by the governing body. A key goal is to “include literacy and numeracy embedding in (its) core business at organisational level”. LLN policies and quality assurance processes have been developed, new LLN positions created and appointments made, capability funding approved, and a commitment given to professional development. Partnerships with other regional providers and Industry Training Organisations (ITOs) are encouraged and fostered.

The approach to vocational education is holistic. Literacy and vocational skills training are seen to complement each other.

I don’t see … much of a division between the two. … I like to look at the whole person. … embedding literacy is good for that because I think it gives grounding not only in your vocational field and your course-specific literacy and numeracy but it’s going to enlarge your views as a person as well.

Staff see value in having a variety of forms of provision. Teaching is student centred. Different views on functional and critical literacy emerged:

... nearly all functional. … I think it [critical literacy] would blow the mind of half the vocational tutors.

Yet, others think there is a place for critical literacy:

Many people would argue that you could teach critical reading from the initial introduction to reading. … I do not believe you have to be at a certain maturational level to be a critical person and understand how people are positioning you against themselves.

Key issues for the organisation were time pressures, getting replacement tutors, fears that LLN funding might disappear, and staff having to complete an additional (literacy) qualification.

The organisation is fully supportive of embedded LLN and is progressing as follows:

• There is a whole-of-organisation focus.
• A champion influences organisational commitment to LLN.
• Government funding and professional development have been a major driver, though there is also a professional commitment to LLN provision.
• Policies and procedures inform organisational direction and practice.
• An organisational plan for developments to 2011 is in place.
• There is a commitment to professional development.
• Some partnerships with ITOs have been developed.
• Staff appointments support LLN delivery.
• Teaching is student centred; LLN provision is student centred.
• LLN provision is promoted as ‘good teaching’, as ‘deliberate acts of teaching’ and as ‘built in not bolted on’.
• Partnership between flexible learning, staff development and LLN is fostered.
• While aligning with the government model of embedded LLN, staff also understand that there is no single model of embedded provision.
• The friendly approach of the ‘specialists’ is a key factor in tutor take-up; these people work well together and with tutors.
• Opportunities exist for vocational and literacy specialists to work together.
• While some focus on functional literacy, there is recognition of critical literacy.