Research Projects – 1998

In 1998 the Research Node sponsored a number of practitioner research projects. Some of these were fully completed and produced written documentation, others involved supporting novice researchers to learn research techniques and therefore did not require a written report of the project.

The following projects were included in the program and links are available where a report has been produced.

 

 

Challenges and Future Scenarios:Literacy Provision in South Australia with special reference to TAFE SA
Tess Were
Torrens Valley Institute of TAFE

This research examines changes in policy affecting the provision of adult literacy in South Australia with special reference to Institutes of Further Education. Over the past ten years the philosophical basis of adult literacy provision has shifted. This shift has been from notions of social justice and equity made concrete through publicly funded programs where there was a strong element of student centred voluntary participation to user pays programs tailored to meet the needs of business and industry rather than the individual.

More and more the literacy and numeracy needs of individuals are being made to suit the requirements of the workplace in an increasingly competitive, global environment. This trend towards economically competitive programs has had, and will continue to have, far reaching effects on TAFE institutes as they struggle to compete for the ever shrinking dollar. One of the most important changes has been the increased casualisation of teaching staff.

This research warns practitioners of the trends towards deskilling of literacy providers through the delivery of training packages by less qualified personnel. Practitioners are advised to be aware of the changes and to seek ways of keeping themselves properly informed so that they can lobby for sensible policies in the future. This is a vital responsibility for literacy educators given their vulnerable constituency.

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Impact of communication training on team leadership in health services : a case study
Wing-Yin Chan Lee
Adelaide Institute of TAFE, Workplace Education Services

Communication skills have long been recognised as one of the key competencies required by the workforce in workplaces which have been undergoing rapid and continual changes when globalization and technological revolution are continually transforming the way we work and live. The forces of change are increasing the demand for skills (ANTA 1998). A group of the workforce have emerged with specific needs are the first line managers including supervisors and team leaders who are expected to implement innovative management practices. A leaner and more competitive public sector will need first line managers to be more confident in their capacity to lead others and deal with complex situations. This paper explores the reasons for the high priority given to communication training for first line managers in the public health services. It also analyses the effects of communication training on work practices from the perspectives of middle management and the participants at two health sites within the context of the health services' organisational goals.

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Developing literacy and language skills using the learner's numeracy and spatial understanding and experiential strategies.
John Stone
Private Consultant

Numeracy is generally taught as an adjunct to literacy, as a subset of genre normally practiced in providing access to language, literature, reading and writing. This project has identified the use of numeracy and spatial skills as a basis for teaching language skills is restricted primarily to those teaching areas associated with industry-based programs. The research project is limited in its scope and spread of research inquiry due in part to the timing of the program in relation to the academic year, the number of responses received to the formal questionnaire and the limited funding base available to the researcher. At the time of promoting this research exercise, the effect of each of these factors was recognised and the project was never intended to be a definitive statement of the existence of a formal and structured teaching paradigm. The project sought only to provide the basis for further research across a more extensive practitioner population at some opportune time.

The research has indicated this small sample of teachers do not deliberately set out to use student numeracy and spatial concept skills as a basis for constructing learning and development of language skills. They do however use these skills to advantage within a teaching and learning process related to reading, writing and verbal communication if they can be related to the activities involved in the program. Those teachers involved in work-based programs where funding has allowed for a more extensive identification and analysis of training needs have consciously been able to adapt programs to take advantage of these pre-evident skills, particularly in programs directed at work-based numeracy skills development.

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FURTHER RESEARCH ACTIVITY DURING 1998

The following list provides information about projects not completed in the 1998 research cycle. Each of the novice researchers in this list participated in the research workshops and developed a research proposal, however for various reasons the projects were not completed.

Investigating the barriers to continuing education for young indigenous males
Sharon A’Hang; Taoundi Inc.

The Learning Teaching Exchange - ESL students using technology
Chris Campbell; LM Training Specialists

How do adult literacy learning environments reflect the training needs of young adult males?
Anne Gilleade; Gilles Plains Campus, Torrens Valley Institute of TAFE

Labour Market Literacy Programs and Student Learning Outcomes - A Case Study’
Jayne Hynes; Multicultural Services

Community Literacy: How can the human, cultural and social aspects of learning in Community Programs be represented in national reporting data?
David Tong; Grange Community Centre