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DOCUMENT RESUME ED 387 659 CE 070 054 TITLE Adult Literacy Teaching: A Flexible Delivery Program. INSTITUTION National Staff Development Committee for Vocational Education and Training, Chadstone (Australia). REPORT NO ISBN-0-642-23301-2 PUB DATE 95 NOTE 514p. AVAILABLE FROM Adult Basic Education Resource and Information Service (ARIS), National Languages and Literacy Institute of Australia, GPO Box 372F, Melbourne, Victoria 3001, Australia ($80 Australian). PUB TYPE. Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF02/PC21 Plus Postage. DESCRIPTORS Adult Basic Education; *Adult Educators; *Adult Literacy; Competency Based Teacher Education; Educational Strategies; Foreign Countries; Graduate Study; Instructional Materials; Learning Activities; Learning Modules; *Learning Theories; *Literacy Educ4tion; Professional Development; Teaching Methods IDENTIFIERS Australia ABSTRACT This course aims to give experienced practitioners additional knowledge and skill in relation to the following: changing contexts of national policy and delivery practices in adult literacy and basic education; current theories, issues, and concerns informing practice in the field; and their own practice in light of these reviews. It is intended as a nationally accredited graduate-level cours,! in professional development. An overview provides information on the course curriculum, including the following: structure, assessment, and course delivery; a guide for the course presenter that addresses participants, purpose, elements of competency, flexible delivery, negotiation, content, course structure and organization, introductory workshop, journals, and assessment; and information for the participants with rationale and key features of the course. The course is composed of three core modules with a total of approximately 80 hours. Each module consists of these elements: outline of structure and requirements and lists of highly recommended resources and additionk.I resources. Each module then presents participants with a series of questions and reading and learning activities, written along the lines of a self-paced learning guide. Presenters and participants negotiate the number and choice of learning activities to be undertaken; the range, depth, and conditions for each activity; and the assessment requirements. The modules cover adult learners and learning, curriculum areas and issues, and program development. The 17 readings are provided in a separate section at the end. (YLE) Adult Literacy & Basic Education A project commissioned by U.S. DEPARTMENT Of EDUCATION Oftce ol F ducat*nal -PERMISSION TO REPRODUCE THIS Research and Improvement I EDçJCAIIONAL RESOURCES MATERIAL HAS BEEN GRANTED BY INFORMATION CENTER (ERICI Thrs document has been reProdocod an National Stall recerved born the person or organttatron oricunabno o Development Committee U Minor c.langes have been made to rmprove reproduction quably IJ * Points of oeve or opinionn stated in this docu menl do not necessarily TO THE EDUCATIONAL RESOURCES rePreSeRI crIIrc.aI OE RI posrtion or pobc INFORMATION CENTER (ERIC)" ) _ BEST COPY.AVAILABLE Adult LITERACY Teaching A flexible delivery program A project commissioned by the National Staff Development Committee for Vocational Education and Training 1995 3 Adult Literacy Teaching: A flexible delivery program is the result of a project commissioned by the National Staff Development Committee for Vocational Education and Training, Melbourne. Published 1995 by the National Staff Development Committee for Vocational Education and Training, Melbourne National Library of Australia ISBN: 0 642 23301 2 Copyright National Staff Development Committee for Vocational Education and Training and the Commonwealth of Australia 4 Contents Overview Course curriculum 1 Guide for the course presenter 9 Information for the participants 21 Module 1 Outline 25 Unit 1 33 Unit 2 61 Module 2 Outline 77 Unit 1 87 Unit 2 101 Unit 3 127 Module 3 Outline 167 Unit 1 173 Unit 2 189 Unit 3 207 Readings 209 Readings for Module 1 213 Readings for Module 2 261 Readings for Module 3 367 Project development Development of Adult Literacy Teaching: A flexible delivery program, waq commissioned by the National Staff Development ComMittee for Vocational Education and Training. The project brief was to revise the original course, Adult Literacy Teaching: A professional development course (ACTC & DEVETIR Qld, 1992) by: designing it as a competency based curriculum modifying it in the light of recent changes and current issues in the field and converting it to flexible delivery mode. The project was conducted by representatives of a Consortium comprising: the State Adult Literacy Unit of South Australia the Customised Training Unit of the Tea Tree Gully Institute of Training and Further Education, South Australia and Luminis Pty Ltd, University of Adelaide, South Australia. Acknowledgments The Co _ortium and the Project Team thank the following organisations and persons who contributed to the project. Coordinators of trials of curriculum and materials: Carmel Darling and Annie Hastwell, Northern Territory Employment and Training Authority, Darwin Angela Simpson and Lilian Whitmarsh, Great Southern Region College of TAFE, Albany, Western Australia Baljit Bhela, Port Augusta Campus, Spencer Institute of TAFE, South Australia Anne Walsh and Robiny Stricker, Outer Eastern College of TAFE, Victoria All members of the Advisory Committee and the National Focus Group Other individuals who participated in the opinion survey early in 1994 and who responded to the penultimate draft distributed for comment in December 1994 Advisory Centre for University Education, University of Adelaide Manager, Vocational Education and Training Denise Janek Preparatory Program Group, South Australia Curriculum Services, DETAFE, SA and Coordinator Meryl Thompson (1995), State Adult Literacy Unit, South Australia . Carmel Hall State Adult Literacy Unit, South Australia State Adult Literacy Unit, South Australia Valli Kemp State Adult Literacy Unit, South Australia Doug Purcell Customised Training Unit, Tea Tree Gully Institute of Susan Young TAFE, SA Project management Natinnal manager Liz Harris, NSDC Project team Project Leader: Trish Branson, State Adult Literacy Unit, South Australia Project Manager: David Wyatt, Luminis Pty Ltd, University of Adelaide Curriculum Drafters: Beth Flenley, Customised Training Unit, Tea Tree Gully Institute of TAFE Val Baker, Customised Training Unit, Tea Tree Gully Institute of TAFE Phillip Callahan, Luminis Pty Ltd, University of Adelaide Vic Hibovesky, Luminis Pty Ltd, University of Adelaide Administrative Jean Kent, Advisory Centre for University Education, Assistants: University of Adelaide (to September 1994) Judy Young, Luminis Pty Ltd (from October 1994) Advisory committee Linda Are Coordinator (1994), State Adult Literacy Unit, SA Carmel Darling Northern Territory Employment and Training Authority Liz Harris National Staff Development Committee Adult Community and Further Education, Victoria Li Ili Lipa Christine O'Callaghan Canberra Institute of Technology, ACT Angela O'Connell Access Equity and Foundation Studies, Queensland David Riordan Foundation Studies Training Division, NSW Hermine Scheeres University of Technology, Sydney Keith Stacey Adult Education, Tasmania (represented by Jill Taylor) Jim Thompson Adult Literacy Services Bureau, Western Australia State and territory representatives on the Advisory Committee were members of the National Adult Literacy and Basic Education Professional Development Reference Committee of the National Staff Development Committee for Vocational Education and Training. National focus group Queensland Distance Education Colleg3 Sue Banks Adult Literacy Services Bureau, Western Australia Sue Bates Batchelor College, Northern Territory Pat Beattie Adult Literacy and Basic Education, Tasmania Ann Brooks Elizabeth Campus, Para Institute of TAFE, SA Pam Ciampa Adult Community and Further Education, Victoria Sharon Coates Western Metropolitan College of TAFE, Victoria Daryl Evans Flexible Delivery Working Party, South Australia Chris Harrison Holmesglen College of TAFE, Victoria Helen Jenkins Adult Education and Foundation Studies, Queensland Anne Kelly Canberra Institute of Technology, ACT Anne Kiley Foundation Studies, Wagga Wagga TAFE, NSW Bernadette Kennedy Western Metropolitan College of TAFE, Victoria Rob McCormack National Food Industry Training Council, Melbourne Julie McQueen Education Department, Northern Territory University Margaret Palmer Western Metropolitan College of TAFE, Victoria Gerry Pancini Centre for Huh_ln Resource Studies, University of SA Sue Shore ABE Resource and Information Service (ARIS), Victoria Dave Tout Outer Eastern College of TAFE, Victoria Anne Walsh Jeannette Thiering, Positive Education Services Production, editing Hardys Bay, NSW and layout Intelink, Woolloomooloo, NSW Cover design Centatime, Rosebery, NSW Printing Adult LITERACY Teaching A flexible delivery program Course curriculum © NSDC/Commonwealth of Australia 1 Adult Literacy Teaching Course cuniculum 1 Course name, qualification and ASF level Course name Adult Literacy Teaching: A flexible delivery program Proposed credential The course is intended to be accredited nationally as a graduate level course in professional development. Practitioners who complete the course will be issued with a Statement of Achievement which may be used as the basis for securing transfer of credit with various university postgraduate and/or inservice awards. ASF Level Level 6 2 Course development The project team initially rewrote Adult Literacy Teaching: A professional development course (ACTC/DEVETIR Qld, 1992) in competency based terms and presented a draft outline and a series of questions regarding the directions for further revision of the course to a one-day workshop of the representative National Focus Group held in Adelaide on December 16 1993. Publication of the report of the national project 'What is a Competent ABE Teacher?' as The Adult Basic Education Profession and Competence: Promoting Best Practice (University of Technology, Sydney, 1993) offered a framework for the course outcomes. This was reinforced by the National Staff Development Committee's publication of its two courses, Induction Program for ALBE Personnel and Inservice Program for ALBE Personnel, which were related to the units of competence described in the UTS report. Following endorsement for the approach being adopted through a national opinion survey, telephone interviews and some interstate meetings, the Advisory Committee in March 1994 gave approval for revising Adult Literacy Teaching as a course for experienced practitioners who hold graduate qualifications and/or extensive experience in the field. In particular, it was recognised that the revised course should address the UTS units of competence for monitoring students' learning and for evaluation of programs; include a component on curriculum; and modify the existing component on numeracy in view of the parallel development of an Adult Numeracy Teaching professional development program. A meeting with key members of the National Focus Group during the 1994 Australian Council for Adult Literacy Conference gave further impetus to revision of the course along those lines. The meeting endorsed the draft NSDC/Commonwcalth of Australia 2 _