2015
National Centre of
Literacy and Numeracy
for Adults Symposium
Inspiring Potential
Tukua Kia Rere
FLYING HIGHER: Literacy and numeracy in the tertiary sector and workforce
E RERE E: Te Tuhituhi me te tatau i te mātauranga matua me te wāhi mahi
Tuesday 7 July and Wednesday 8 July 2015
Welcome/Whakatau
A warm welcome to all.
The National Centre is a key part of the
national infrastructure to strengthen
the literacy and numeracy skills of
adult learners in New Zealand.
This year our theme is Flying higher:
Literacy and Numeracy in the tertiary
sector and workforce. E rere e: Te
tuhituhi me te tatau i te mātauranga
matua me te wāhi mahi, in accordance with the National Centre’s
slogan: ‘tukua kia rere’.
Next year will see the release of New Zealand’s results in PIAAC,
the international survey of adult skills. This year’s Symposium gives
us the chance to come together to review how high we’ve flown
since the last international survey in 2006 and to look ahead.
All of us working with and for adult learners in government and
non-government organisations and in the tertiary sector and the
workforce, as practitioners, as researchers, as policy-makers and
policy implementers, need to consider how we can ‘fly higher’ and
ask ourselves:
Welcome to the
National Centre
of Literacy and
Numeracy for Adults
Symposium 2015.
We are delighted to be hosting the
Symposium for the sixth year and at
the Westpac Stadium Function Centre
in Wellington for the second time.
Thank you to the Tertiary Education Commission for contributing
to this opportunity and to all those who are presenting at the
Symposium this year.
Thank you, too, to all delegates for attending and contributing.
We hope everyone finds the two days stimulating and enjoyable.
Professor Roger Moltzen
Dean, Faculty of Education, University of Waikato
What more can we do to ensure that all adult New Zealanders
have the ‘4C’s’ as well as the ‘3R’s’ of reading (w)riting and
(a)rithmetic, that is, until they are competent, critical, confident
and comfortable with the literacy and numeracy opportunities and
demands of their lives?
We value your feedback and your input. Are you flying higher?
Is literacy and numeracy making a difference? We would
like to hear what you think is needed to make it even better.
We have a full and fascinating programme of speakers and
workshops to inspire and challenge us as we ‘take to the skies’.
We hope you will find the programme, the company, and the
Wellington setting stimulating and enjoyable and that we all ‘fly
higher’ as a result of coming together at the Symposium.
Ngā mihi.
Professor Diana Coben
Director, National Centre of Literacy and Numeracy for Adults
Special thanks to BusinessNZ, Industry Training Federation, Westpac Massey Fin-Ed Centre, and the Government’s Skills Highway programme for
hosting the Skills Highway networking event.
Symposium Programme
Tuesday 7 July – Morning
Series 1
Time
Details
Venue
9.00am – 4.30pm
Pathways Awarua … an all day display (See page 8 for details)
Presenter: Dr Gill Thomas, Maths Technology Ltd
Area 2
9.00 – 9.45am
Registration
Level 4,
Members’
Gallery
10.00 – 11.00am
Mihi whakatau
Welcome from Professor Alister Jones, Deputy Vice-Chancellor, University of Waikato
Address: Hon Steven Joyce, Minister for Tertiary Education, Skills and Employment
Area 2
Launch of new versions of the Assessment Tool (See page 8 for details)
11.00 – 11.15am
Morning tea
11.20am – 12.05pm
Keynote Address (See page 5 for details)
Area 2
Literacy and Numeracy for Adults Assessment Tool contribution to educational outcomes.
Dr Ganesh Nana, Chief Economist, Business and Economic Research Limited (BERL), and Kathryn
Hazlewood, Senior Analyst, Tertiary Education Commission
12.15 – 1.00pm
1.00 – 1.30pm
Series 1 (See page 9-11 for details)
» Teacher beliefs about how adults learn to read
Presenter: Janet McHardy, University of Western Australia
Area 1
» Te Ata Hāpara and Starting Points assessment development
Presenters: Ben Gardiner, Jan Eyre, Liesje Stevens, Verena Watson, New Zealand Council for
Educational Research (NZCER), and Waitiahoaho Emery, Contractor
Area 3
» Knowing the Learner
Presenters: Conny Huaki, Asher Sexton and Wendy Hulbert, Te Wānanga o Aotearoa
Area 4
» Embedding language and literacy development in the New Zealand Police context
Presenter: Emma McLaughlin, New Zealand Police
Area 5
Lunch
National Centre of Literacy and Numeracy For Adults Symposium 2015
1
Symposium Programme
continued
Tuesday 7 July – Afternoon
Series 2-3
Time
Details
Venue
9.00am – 4.30pm
Pathways Awarua … an all day display (See page 8 for details)
Presenter: Dr Gill Thomas, Maths Technology Ltd
Area 2
1.35 – 2.10pm
Series 2 (See pages 12-14 for details)
» Listening to our tutors: What do tertiary tutors really think about teaching literacy and numeracy?
Presenters: Karen Farmer, Sue Murray and Elena Pomare, Waiariki Institute of Technology
2.20 – 3.20pm
Area 1
» Literacy and Numeracy Implementation Strategy consultation
Presenters: Aroha Puketapu and David Do, Tertiary Education Commission (TEC)
Area 2
» Safety in numbers: Improving health and safety reporting through a workplace literacy programme
Presenters: Sarah Balfour and Holly Patterson, Upskills
Area 3
» Mā tō rourou, mā taku rourou – Reciprocal teaching and learning
Presenter: Benita Tahuri, Te Wānanga o Aoteaora and He Taunga Waka Project
Area 4
» Training that hit the nail on the head: Core strength – working with 98 men and two women in
construction and concrete
Presenters: Tina Rose and Shirley Murphy, Education Unlimited
Area 5
Plenary Session – National Centre’s 2014 International Literacy Day Award recipients
(See page 5 for details)
Area 2
Transfer – not so hard after all
Susan Reid, Workbase
To embed with understanding: Next steps in the progression
Mark Smith, Unitec Institute of Technology
3.20 – 3.30pm
Afternoon tea
3.35 – 4.20pm
Series 3 (See pages 15-16 for details)
» Learners’ experience of assessment conversations
Presenter: Linda Bonne, New Zealand Council for Educational Research (NZCER)
4.30 – 5.30pm
Area 1
» He mana tō te kupu: Re-engaging Māori with literacy
Presenter: Āneta Hinemihi Rāwiri, Te Wānanga o Raukawa
Area 3
» Designing tasks to transfer learning to and from the workplace
Presenters: Nick Moore, Languages International, and Yvonne Bruce, The Selwyn Foundation
Area 4
» Research-based literacy and numeracy interventions in industry training
Presenters: Mike Styles and Marianne Farrell, Primary Industry Training Organisation (Primary ITO)
Area 5
Plenary Session (Panel) (See page 6 for details)
Area 2
Take the next step – workplace literacy and numeracy
Facilitator: Phil O’Reilly, BusinessNZ Chief Executive and Tertiary Education Commissioner
5.35 – 7.00pm
2
Skills Highway networking event (See page 8 for details)
National Centre of Literacy and Numeracy for Adults
Level 3,
Members’
Clubroom
Wednesday 8 July – Morning
Series 4-6
Time
Details
Venue
9.00 – 9.45am
Plenary Session (See page 6 for details)
Area 2
Update from the Tertiary Education Commission (TEC)
Presenters: Aroha Puketapu, Principal Adviser, and David Do, Adviser, Literacy and Numeracy
Implementation, TEC
9.55 – 10.40am
Series 4 (See pages 17-19 for details)
» Workplace mentoring
Presenter: Sandra Johnson, Peninsula People
» Adding more feathers to the wings: How to widen the context of our teaching and learning
Presenter: Jill Dorothy Davidson, Otago Polytechnic
Area 2
» Haea Te Pū Ata project
Presenters: Dr Jessica Hutchings, New Zealand Council for Educational Research (NZCER)
Area 3
» Literacy circles: Engaging reluctant learners
Presenters: Anwyl Minnaar and Jodie Cook, Matapuna Training Centre
Area 4
» Improve your literacy and numeracy outcomes by thinking more like an entrepreneur
Presenter: Graeme Smith, Adult Literacy and Education Consulting Limited (ALEC)
Area 5
10.40 – 10.55am
Morning tea
11.00 – 11.45am
Series 5 (See pages 20-22 for details)
» The ecology of programme development: Establishing whānau literacy programmes in context
Presenters: Dr Jane Furness, University of Waikato; Bronwyn Yates and Peter Isaacs, Literacy Aotearoa
11.55am –
12.40pm
12.40 – 1.15pm
Area 1
Area 1
» Writing – a manly pursuit!
Presenter: Charles Hayward, English Language Partners NZ Trust
Area 2
» Working together: Raising literacy in and across cities and towns
Presenter: Alison Sutton, COMET Auckland
Area 3
» Prison-based literacy and numeracy delivery: Educational Facilitation and Vocational Training
working together to contextualise literacy and numeracy for learners within a prison environment
Presenters: Brent McGrannachan, Aleeshea Reid and Adam Corner, Department of Corrections
Area 4
» Industry Training Organisations talking about their literacy and numeracy work from the learner/
trainee perspective (their voice) (first of two sessions)
Presenters: Gavin Good, BCITO; Nicola Beentjes, MITO; and Marion Drew, The Skills Organisation
Area 5
Series 6 (See pages 23-27 for details)
» Aligning literacy and numeracy learning with learners’ lives for social benefits
Presenter: Dr Judy Hunter, Tajinder Kaur and Susie Steens, University of Waikato
Area 1
» Literacy and Numeracy Implementation Strategy consultation (repeat from Series 2)
Presenters: Aroha Puketapu and David Do, Tertiary Education Commission (TEC)
Area 2
» Tairāwhiti Literacy Hub
Presenters: Hannah Hohapata Osborne, Dianah Foley and Rene Babbington, Tairāwhiti Hub
Area 3
» “What the f*** miss, I didn’t come here to learn theory!” Embedding literacy and numeracy and
meeting the requirements on a Level 2 construction programme.
Presenters: Rawiri Whare, Manaini Cama and Emma McLaughlin, Wellington Institute of Technology
Area 4
» Industry Training Organisations (ITOs) talking about their literacy and numeracy work from an
industry/employer and/or ITO perspective (our voice) (second of two sessions)
Presenters: Di Boss, ServiceIQ; Lee Agnew, The Skills Organisation; Mike Styles, Primary ITO; and
Cushla Wilson, Careerforce
Area 5
Lunch
National Centre of Literacy and Numeracy For Adults Symposium 2015
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Symposium Programme
continued
Wednesday 8 July – Afternoon
Series 7
Time
Details
Venue
1.20 – 2.05pm
Series 7 (See pages 28-31 for details)
» Re-engaging adult learners with their dreams, passions and potentials through numeracy education
Presenter: Damon Whitten, National Centre of Literacy and Numeracy for Adults
Area 1
2.15 – 3.00pm
» Navigating words and numbers for Pasifika learners
Presenters: Bruce George, He Taunga Waka Project and Len Mata’utia, Wellington Institute of
Technology and He Taunga Waka Project
Area 3
» The boxes are ticked but what else do Literacy and Numeracy for Adults Assessment Tool
results tell us?
Presenters: Barbara Morris and Gary Sharpe, Western Institute of Technology
Area 4
» One journey, many directions: The possibilities of Pathways Awarua
Presenters: Nimi Kaur, Annette Tofaeono and Charlotte Cogle, ACG Tertiary and Careers Group
Area 5
Plenary Session (Panel) (See page 7 for details)
Area 2
New Zealand adults – literacy, language and numeracy: Making it real
Facilitators: David Earle, Ministry of Education, and Diana Coben, National Centre of Literacy and
Numeracy for Adults Panel members: Greg Allen, Workbase; Bruce George, Literacy Aotearoa; Aleeshea
Reid, Department of Corrections and Wellington Institute of Technology; Nita Zodgekar, Ministry of
Business, Innovation and Employment; and Mike Styles, Primary ITO
3.00 – 3.30pm
4
Closing and Poroporoaki
National Centre of Literacy and Numeracy for Adults
Area 2
Keynote and Plenary Speakers
Literacy and Numeracy for Adults Assessment
Tool contribution to educational outcomes
This is a joint presentation by Dr Ganesh Nana, Chief Economist,
Business and Economic Research Limited (BERL) and Kathryn
Hazlewood, Senior Analyst, Tertiary Education Commission (TEC).
The TEC is undertaking research to better understand the
contribution the Assessment Tool is making to educational
outcomes. This session will discuss two pieces of recent research.
Kathryn will talk first about in-depth qualitative research that looked
at how Assessment Tool use at a teaching and organisational level
contributed to educational outcomes.
To complement and build on this qualitative work, the TEC and
Ministry of Education commissioned BERL to undertake statistical
modelling to look at the Assessment Tool’s contribution to educational
outcomes. Ganesh will present the statistical model and show
how it tested the relationship and level of attribution between the
Assessment Tool, other key variables and student achievement.
DR GANESH NANA
Chief Economist, Business and Economic
Research Limited (BERL)
Ganesh is Chief Economist at BERL, a privately
owned, independent economic research
consultancy. His current focus is on the Māori
economy, and the interrelationship of the
Māori economy to the wider New Zealand
economy. He has had over 30 years of experience in the field of
economics since first working as a researcher at Victoria University
and joining BERL in 1983. His experience includes a variety of contract
project work for BERL, research, tutoring and lecturing at Victoria
University, as well as macroeconomic policy analysis and forecasting
during a four-year stint in the UK using the IMF Multimod model.
Despite his passion for numbers, Ganesh believes economics is about
people: their jobs, incomes, opportunities and futures. He strongly
believes robust economic analysis is critical to ensure informed
choices and policy decisions are made that have positive effects on
the lives and prospects of New Zealanders.
Transfer – not so hard after all
This short presentation will look at how the speaker’s experiences in
workplace literacy readily transferred to working in a new context,
health literacy.
SUSAN REID
Consulting Manager, Workbase
Susan has worked at Workbase since 1992.
Her initial career was in workplace literacy –
setting up programmes, working as a tutor,
writing resources and developing and delivering
professional development. Since the mid2000s Susan has worked mainly in the area
of health literacy – as a researcher, leading health literacy projects
and programmes including resource development and professional
development. Susan has worked with the Ministry of Health, the
Health Quality and Safety Commission, the University of Auckland, the
University of Otago, various District Health Boards and Non Government
Organisations (NGOs) and a range of health professionals.
To embed with understanding:
Next steps in the progression
The TEC-funded work in literacy and numeracy over the last six
or seven years has covered everything from educational resources
through learning opportunities to professional development. It
has been an interesting journey. Some at this Symposium are just
starting out; others have been working in this area for decades;
presenters are sharing knowledge and wisdom they have gained over
time. In his talk, Mark will review his experiences, acknowledging
that it would be good to go back to the beginning and start again,
knowing what he knows now. He’ll present a framework that he’s
found helpful in working with teachers and also explore what ‘flying
higher’ might mean in 2016.
MARK SMITH
Academic Adviser,
Unitec Institute of Technology
KATHRYN HAZLEWOOD
Senior Analyst, Tertiary Education
Commission (TEC)
Kathryn is a Senior Researcher and Evaluator
at the TEC. She has worked at the TEC for
four years and loves working in the education
space. She has a particular interest and
passion for being part of research that
supports improving numeracy and literacy outcomes. It is in her
blood! She is a daughter of teachers and has the gift of dyslexia
running strongly throughout her family – both past and present.
Over the last six years Mark has been involved
in embedding literacy and numeracy in
learning and teaching across all levels in
the institution. His areas of interest include
literacy and numeracy, academic literacies,
transition into tertiary study and assessment and feedback.
He started teaching at tertiary level in Unitec’s Department of
Languages. Prior to that he worked in the energy sector and as a
commercial lighting designer.
She is excited to be part of work that pulls the strengths of the
qualitative and quantitative together to form a fuller picture
around the impact of the Assessment Tool. Taking this holistic
approach and entwining the story with the numbers goes a long
way to better understanding the Assessment Tool’s contribution to
educational outcomes.
National Centre of Literacy and Numeracy For Adults Symposium 2015
5
Keynote and Plenary Speakers
continued
Panel Session: Take the next step – workplace
literacy and numeracy
Update from the Tertiary Education
Commission (TEC)
Managers and employees discuss the benefits and challenges
associated with workplace literacy and numeracy training.
Over the past 12 months a number of significant developments in
literacy and numeracy are being finalised. At the 2014 Symposium,
amongst other things, the Youth option of the Assessment Tool
was launched, we advised that the work on Statistically Significant
Gain benchmarks would commence and Minister Joyce requested
a refresh of the Literacy and Numeracy Implementation Strategy.
At this Symposium we will update the sector on all of the above
and more.
Facilitator:
PHIL O’REILLY
BusinessNZ Chief Executive and Tertiary Education Commissioner
Panel members:
AROHA PUKETAPU
Principal Adviser Literacy and Numeracy,
Tertiary Education Commission (TEC)
DEBBIE KIRBY
Senior HR Business Partner Central Region, Downer Construction
NELSON FRENCH
Warehouse Manager, New Zealand Post
ANDRE COLBERT
Northern Region Learning and Development Specialist,
New Zealand Post
Aroha Puketapu is the Principal Adviser
Literacy and Numeracy at the TEC. She has
worked in every subsector of the tertiary
environment and has been involved with the
Literacy and Numeracy team since 2008.
Aroha is Te Atiawa ki Waiwhetu and Ruapani ki Waikaremoana. She is
also a Fullbright Scholar and holds a Master of Education (Adult) from
Massey University.
DAVID DO
Adviser Literacy and Numeracy, Tertiary
Education Commission (TEC)
David Do is Adviser Literacy and Numeracy,
working alongside Aroha. He worked
on completing TEC’s Adult Literacy and
Numeracy Implementation Strategy in 2012
which set directions for the TEC’s future work
in this priority area. David was the Co-President of the New Zealand
Union of Students’ Associations 2010-2011 and was also on the
TEC Board as a Learner Participant over those two years. He has a
Bachelor of Arts (Honours) in Politics from the University of Auckland.
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National Centre of Literacy and Numeracy for Adults
Panel Session: New Zealand adults – literacy,
language and numeracy: Making it real
The PIAAC survey will provide us with updated and new information on
the skills of adults. It will provide us with an opportunity to better tell
the story of what literacy, language and numeracy means in everyday
lives and contexts. The panel will discuss how we can communicate the
results through an informed set of compelling stories. The session will be
run as a conversation between the panellists and the audience.
The panel will be chaired by David Earle and Diana Coben and made up
of people who can provide a range of views and experience.
BRUCE GEORGE
Pasifika Project Manager for He Taunga Waka, Ako Aotearoa
Ko oku Matua no Kuki Irani ara Atiu me Rarotonga.
Bruce has had the privilege of working in adult literacy and
education for over 23 years as a trainer, educator and learner. He has
worked with learners at different level courses from foundation to
postgraduate as well as with Workbase and Corrections. His passions
are adult literacy theory, tino rangatiratanga (self-determination),
counter hegemony, organic intellectuals and the empowerment of the
individual and whānau.
Facilitators:
ALEESHEA REID
PROFESSOR DIANA COBEN
Director, National Centre of Literacy and Numeracy for
Adults, University of Waikato, and Emeritus Professor of
Adult Numeracy, King’s College London
Diana undertakes research and consultancy, teaches and publishes
internationally, specialising in adult numeracy education, the
professional development of adult educators and the policy and politics
of adult education from an international comparative perspective,
including successive international surveys of adult skills. She was a
member of the New Zealand delegation to the international invitational
conference held in Washington DC in November 2013 on the latest such
survey: PIAAC, the Programme for the International Assessment of Adult
Competencies.
Adviser, Department of Corrections and Wellington Institute
of Technology
Aleeshea has worked in the field of literacy education as a secondary
school teacher and literacy educator. Most recently Aleeshea’s work
has involved working with staff to build their capability to embed
literacy into their programmes and meet the diverse needs of their
learners. Literacy transitions and supporting learning pathways
through the various literacy contexts that individuals must navigate
is a current area of work and interest. This topic formed the basis for
Aleeshea’s recent research for her Master’s in Adult Literacy and
Numeracy Education (AUT) which she will complete this year.
MIKE STYLES
National Literacy and Numeracy Adviser, Primary Industry
Training Organisation (Primary ITO)
DAVID EARLE
Chief Research Analyst, Ministry of Education
David Earle is Chief Research Analyst in the Tertiary Sector
Performance Analysis team of the Ministry of Education. He leads
research and analysis on literacy, language and numeracy in the
Ministry of Education. He has published several analytical reports on
the results of the Adult Literacy and Life Skills survey since 2006 and
has also overseen the Ministry’s qualitative research on adult literacy
and numeracy. He is the New Zealand representative on the Board of
Participating Countries for the PIAAC survey. He has a background in
research, evaluation and policy development.
Panel members:
GREG ALLEN
Workplace Training Manager, Workbase
Greg has been the Workplace Training Manager at Workbase since
2007. He has managed the delivery of over 250 workplace literacy,
language and numeracy programmes for 5,500 participants in
150 businesses. Workbase is a not-for-profit trust with more
than 20 years’ experience in developing adult literacy skills
and helping companies to work smarter and safer. Greg has a
secondary teaching background, and wide business experience.
Prior to joining Workbase, Greg worked in an international medical
publishing company for ten years, four years based in Philadelphia
and four years as the organisation’s CIO. Greg also worked as a
consultant for five years in an international accounting firm.
Mike has been at Primary ITO for 4.5 years, where he leads the ITO’s
literacy and numeracy strategy. Primary ITO has been active in
providing support for its industry trainees by setting up a mentoring
programme and a dyslexia support initiative to support trainees with
dyslexia. Prior to working at Primary ITO Mike was the manager at
Literacy Aotearoa Wellington.
NITA ZODGEKAR
Principal Policy Adviser, Ministry of Business, Innovation and
Employment (MBIE)
Nita joined MBIE in 2014 having previously worked in a number of
senior policy roles, including with the Ministry of Education and the
Social Policy Evaluation and Research Unit (Superu). She has been
involved in a wide range of policy projects over the years, including
youth transitions, skills strategies, work life balance policies and,
most recently, skills utilisation and development in firms.
National Centre of Literacy and Numeracy For Adults Symposium 2015
7
Symposium Events
Launching new options in the Assessment Tool for Māori learners, and for ESOL and low-level
literacy learners
The TEC is excited to launch two new options of the Literacy
and Numeracy for Adults Assessment Tool (Assessment Tool):
• Te Ata Hāpara: a reading assessment option for Māori learners
(to be available online and in paper form), and
• Starting Points: a listening vocabulary option for ESOL
learners, and a reading assessment option for both ESOL
and low-level literacy learners (developed for tablets but
available on laptop and PC).
The Minister of Tertiary Education, Skills, and Employment will
officially launch the new options as part of his address.
Extensive sector consultation and feedback over 2014 and 2015
has supported the development of culturally and educationally
appropriate content. The new options are designed to be more
engaging for their target audiences and assist diverse learners
improve their literacy and numeracy skills. The new options are a
further evolution of the Assessment Tool, and build on last year’s
launch of the Youth option.
A more detailed workshop by NZCER later on Tuesday will
explore key features of these new options in detail and proposed
release dates.
Skills Highway networking event
An opportunity for Symposium attendees and Wellington
employers to informally discuss workplace literacy and
numeracy fund training and get a quick update on the
Workplace Literacy and Numeracy Fund. Master of Ceremonies
for the evening will be Tertiary Education Commission Chief
Executive Tim Fowler. Keynote speaker for the event will be
Dominion Constructors Ltd General Manager, Robert Gibbes.
Pathways Awarua… going places
Pathways Awarua is a free, online and interactive resource used
by thousands of adult learners in New Zealand to improve their
reading, writing, listening and numeracy skills. Visit the Pathways
Awarua display to check out its new content, new functionality,
and to discuss how to maximise its use in your organisation and
with your learners.
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National Centre of Literacy and Numeracy for Adults
(Dominion Constructors Ltd received the 2014 Skills Highway
Award). The networking event is supported by BusinessNZ,
Industry Training Federation, Westpac Massey Fin-Ed Centre, and
the government’s Skills Highway programme. Complimentary
wine, beer, non-alcoholic beverages and nibbles will be available,
along with a cash bar. You will need to show your Symposium
name badge to attend this event.
DR GILL THOMAS
Managing Director, Maths Technology Ltd
Maths Technology Ltd is a company
that undertakes research, resource
development and consultancy in
mathematics and numeracy education.
Over the last decade Gill has led a number
of mathematics and adult numeracy
initiatives and projects at the national level. These include the
Adult Numeracy Learning Progressions and Pathways Awarua for
the Tertiary Education Commission and the nzmaths website for
Ministry of Education.
Series 1
Tuesday 7 July 12.15 – 1.00pm
Teacher beliefs about how adults learn to read
Area 1
The reading component of adult literacy is a pivotal skill. To build
reading skills individuals need research-based instruction. Evidence
suggests many practitioners do not consistently use instructional
practices compatible with adult reading research, the availability
of which is limited. One contributing factor to this is that varying
practices often reflect teachers’ own idiosyncratic beliefs about
how adults learn to read.
This presentation reports on findings of an online survey exploring
beliefs about building adult reading skill. Respondents are adult
reading teachers in New Zealand (NZ) and Western Australia (WA).
The survey is part of a broader study investigating beliefs and
practices of adult reading teachers and less-skilled adult readers
undertaken as part of a doctoral programme at the University of
Western Australia (UWA).
Presenter: Janet McHardy, University of Western Australia
Janet has over twenty years’ experience in adult teaching and
education. Before moving to Australia in 2011 she worked at the
National Centre of Literacy and Numeracy for Adults where her
responsibilities included professional development in embedding
literacy skills into existing education and training programmes. Other
roles have included workplace skills programme developer and tutor,
specialist learning consultation advisory roles and community tutor.
Janet’s focus since moving to Perth has been her doctoral study
on adult reading at UWA. She continues professional development
delivery part-time.
Emerging findings suggest adult reading teaching in New Zealand
and Western Australia is underpinned by differing understandings
of reading skill acquisition. Findings are described and discussed
with implications for existing practice. The presentation will be
of interest to programme developers and adult reading teachers.
National Centre of Literacy and Numeracy For Adults Symposium 2015
9
Series 1
continued
Te Ata Hāpara and Starting Points Assessment Development
Area 3
Last year we reported on the consultation phase for two new
Assessment Tool options: the development of Mātauranga Māori
content to improve engagement with Māori learners; and Starting
Points assessment options to better support our learners at or below
koru/step one, including ESOL learners.
We are proud to be launching the Mātauranga Māori content, known
as Te Ata Hāpara, at our Symposium this year. We are also excited to
preview ‘Starting Points: Listening Vocabulary’ and ‘Starting Points:
Reading’ ahead of their release in 2016. Join us to hear more about
these new developments and how you can be involved in trialling
these two new options.
Presenter: Ben Gardiner, New Zealand Council for Educational
Research (NZCER)
Ben is the TEC Programme Manager and Service Desk Co-ordinator
for the Literacy and Numeracy for Adults Assessment Tool
(LNAAT) at NZCER. He has had extensive experience in supporting
organisations and literacy and numeracy leaders across the tertiary
sector. He has detailed knowledge of the LNAAT and a deep
understanding of the ways in which it has been implemented across
the tertiary sector. Ben was heavily involved in the development
of Youth assessments options in 2014 and is co-leading the
development of the Starting Points (ESOL and low-level literacy)
and Te Ata Hāpara reading assessments.
Ben has worked as a primary school teacher, and has several years’
research and evaluation experience. He has worked in a number of
projects in the secondary/tertiary sectors that focus on the educational
experiences of young people and young adults.
Presenter: Jan Eyre, New Zealand Council for Educational
Research (NZCER)
Jan is a Senior Researcher/Resource Developer at NZCER and has
experience working on assessment, research, and evaluation projects.
She is the Project Leader for the Starting Points Assessment Tool
options. Jan has taught in the primary, tertiary, and adult sectors and
has a keen interest in foundation education. Before joining NZCER,
Jan worked as a Literacy and Numeracy Adviser for a regional
polytechnic. She holds a MPhil (second language teaching), a BEd,
and NCALNE (Voc), and is currently completing the final paper for a
MEd focused on adult literacy and numeracy education.
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National Centre of Literacy and Numeracy for Adults
Presenter: Liesje Stevens, New Zealand Council for Educational
Research (NZCER)
Liesje is a Researcher at NZCER and is involved in the TEC Starting
Points Assessment Development for ESOL and low-level literacy
learners. Liesje’s research expertise includes a strong linguistic
focus in the analysis of educational texts and discourses. Liesje’s
working background in educational administration provides a good
understanding of the school environment, the management and
governance of schools, and school finances.
Presenter: Verena Watson, New Zealand Council for Educational
Research (NZCER)
Verena Watson is an Assessment Resource Developer at NZCER,
working in literacy and assessment. Verena has worked in bilingual
and multicultural school settings, been involved in establishing
a resource centre for schools, and in creating resources and
delivering educational programmes in a range of contexts outside
the classroom.
Presenter: Waitiahoaho Emery, Contractor, Ngāti Pikiao/Ngati
Unu – Ngati Kahu ki Ngati Maniapoto
Waitiahoaho is an Education and Cultural Consultant. She is
currently working as a researcher/writer at NZCER engaged in
consultation, item writing, and review, in the development of
Te Ata Hāpara – the Mātauranga Māori reading option for the
Assessment Tool. Waitiahoaho has taught in mainstream and
kaupapa Māori from primary to tertiary. She has experience in
literacy and numeracy project development and management in
tertiary and iwi environments. Waitiahoaho’s research interests are
in kaupapa Māori education with whānau transformation as the
focus. Her qualifications include MA, BA(Hons), BEd, Dip Teaching,
NCALNE (Voc).
Knowing the learner
Area 4
There are many aspects to knowing your learner. We consider the
most significant to be their culture, which incorporates various
cultural contexts, such as cultural values, beliefs, ethics, language,
customs and protocols. We will discuss this in the workshop.
If learners are to ‘fly higher’ these cultural aspects need to be
taken into consideration. This workshop offers hands-on, practical
experience to assist this.
Presenter: Conny Huaki, Te Wānanga o Aotearoa
Conny is currently employed as a Subject Matter Expert –
Literacy and Numeracy at Te Wānanga o Aotearoa. She leads
the implementation of the literacy and numeracy strategy,
has successfully delivered Assessment Tool training, including
interpretation of results, to over 250 staff and delivers Pathways
Awarua training. She has developed and designed contextualised
embedded teaching and learning strategies and resources that align
with the Tertiary Education Commission’s Learning Progressions
framework. Conny was part of the capability project and is involved
in the delivery of the National Certificate in Adult Literacy and
Numeracy Education (NCALNE) qualification.
Presenter: Asher Sexton, Te Wānanga o Aotearoa
Asher is currently employed in the Literacy, Language and Numeracy
Co-ordinator role at Te Wānanga o Aotearoa, based in Hamilton.
In previous roles she has taught literacy and numeracy at Waikeria
Prison for two years, had embedding experience within Matapuna
Training Centre in Gisborne and taught the National Certificate
in Adult Literacy and Numeracy Education (NCALNE) (Educator)
for two years with Te Tairāwhiti Polytechnic, Gisborne. Asher is
passionate about the learner, knowing the demands and knowing
what to do and, in particular, sharing the knowledge with Kaiako,
teaching NCALNE, embedding and working with the Assessment Tool
and the awesome Learning Progressions.
Presenter: Wendy Hulbert, Te Wānanga o Aotearoa
Wendy has worked at Te Wānanga o Aotearoa for seven years in an
administration role. Until recently she was involved in all aspects of
the student management system including enrolments, outcomes
and other reporting functions including literacy and numeracy. Her
new role, as a full-time administrator for language, literacy and
numeracy data, is to ensure the integrity of data imported and
exported into the student management system and the Assessment
Tool, as well as analysing and reporting on learner activity and
organisational performance.
Embedding language and literacy development in the New Zealand Police context
Area 5
Challenges, methods, materials and frameworks. This presentation
outlines work that has been undertaken over the past ten years,
embedding language and literacy development in the New Zealand
Police context. Firstly, it will begin by describing what the initial
literacy need was, the analysis that followed and the framework
and materials that were developed and implemented. This will
include how support has been delivered on an ongoing basis. An
example of a technique used with trainers to raise awareness of
literacy challenges that learners face will then be described, along
with feedback from those trainers. The final stage of this session
will involve trying out and sharing some of the activities that were
used to ‘train trainers’ to embed literacy and language development
into a range of police training areas. This session will conclude by
summarising the three key ideas that this work has been based on.
Presenter: Emma McLaughlin, Contractor, New Zealand Police
Emma McLaughlin works as an Academic Adviser at Wellington
Institute of Technology. She has a background in Applied
Linguistics, Adult Literacy Development and teaching and training
others. Her two key areas of interest are firstly, understanding
discourse and how people acquire, use and move between
different discourse communities and secondly, supporting tutors
and trainers to teach and train others. She has worked for the
New Zealand Police for the last 10 years embedding language and
literacy development, training trainers to embed literacy
and advising on issues related to language and literacy. She
is currently part of a three-year national project funded by
Ako Aotearoa focused on language and literacy development
in trades training.
National Centre of Literacy and Numeracy For Adults Symposium 2015
11
Series 2
Tuesday 7 July 1.35 – 2.10pm
Listening to our tutors: What do tertiary tutors really think about teaching literacy and numeracy?
Area 1
There is a growing expectation that tutors in tertiary institutions
will embed literacy and numeracy into their teaching, but what do
they think about this? A team at Waiariki Institute of Technology
is investigating tutors’ attitudes and points of view. The hypothesis
is that tutors will hold a diverse range of attitudes and viewpoints
towards improving learners’ literacy and numeracy. These will have
been shaped by a variety of experiences both within and outside the
control of the institution.
This session will present the researchers’ journey so far, including
the development of the research concept, the plan, future
directions for the research and, if available, some early results.
Participants will take part in their own focus group session using
the key questions of the researchers.
Presenter: Karen Farmer, Waiariki Institute of Technology
Karen has worked as the Learning Adviser at the Whakatane Campus
of Waiariki Institute of Technology since 2012. She has a varied
background including primary teaching, special education teaching
and assessing students for both special education and gifted and
talented programmes and, more recently, careers guidance. Karen is
particularly interested in working with tutors to overcome barriers
to embedding literacy and numeracy by finding creative ways to
embed literacy and numeracy into their programmes.
Presenter: Sue Murray, Waiariki Institute of Technology
Sue Murray, PGDip Adult Literacy and Numeracy Education, is the
Learning Adviser at Waiariki Institute of Technology, Taupō Campus.
Her background is in primary education in New Zealand, England
and China. Working with teachers from all over the world has given
Sue a global perspective and exposure to a wide range of excellent
strategies and resources to enhance teaching and learning. Sue’s
role as a Learning Adviser includes not only providing assistance
to learners but also supporting staff with their pedagogy. Sue’s
interests lie in understanding how reluctant tutors can be
motivated to embed literacy and numeracy skill development into
their vocational programmes.
Presenter: Elena Pomare, Waiariki Institute of Technology
Ni sa bula vinaka. Elena Pomare has been working at Waiariki
Institute of Technology for the past five years, and is currently
the Learning Adviser at the Tokoroa campus. She has always
been interested in teaching, and has a BEd (Adult Education).
Elena is currently working towards a PGDip in Adult Literacy
and Numeracy. Her passion lies in working with people, especially
supporting Māori and Pasifika students to achieve academic
success. Her greatest achievements are her four children and
two grandchildren.
Literacy and Numeracy Implementation Strategy consultation
Area 2
The TEC is seeking your views on its draft Literacy and Numeracy
Implementation Strategy. We’d love to hear from you in person,
as well as any questions you might have. The Strategy sets out
how the TEC plans to work with the tertiary sector, employers, and
across government to 2019 to help lift literacy and numeracy skills.
It is sharper, shorter, and more focused compared to our previous
Strategy and the Consultation Paper put out earlier this year. These
workshops will be informal and conversational in tone, with some
group work involved. We will also be in Area 2 at lunch and morning
tea on Tuesday and Wednesday to answer questions and receive
feedback, if you cant make either of those workshops.
Presenter: Aroha Puketapu, Principal Adviser Literacy and
Numeracy, Tertiary Education Commission (TEC)
Reading the Strategy before the workshop means we can all have
an informed discussion. We’ll have some hard copies of the Strategy
for reference at the workshops. In the meantime, you can ago
to www.tec.govt.nz and search ‘literacy and numeracy strategy
consultation’ to get an electronic copy of the Strategy, feedback
form, and other information.
David Do is Adviser Literacy and Numeracy, working alongside
Aroha. He worked on completing TEC’s Adult Literacy and Numeracy
Implementation Strategy in 2012 which set directions for the TEC’s
future work in this priority area. David was the Co-President of the
New Zealand Union of Students’ Associations 2010-2011 and was
also on the TEC Board as a Learner Participant over those two years.
He has a Bachelor of Arts (Honours) in Politics from the University
of Auckland.
Consultation opened on June 19 and closes 15 July 2015. Feedback
needs to be emailed to sectorhelpdesk@tec.govt.nz
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National Centre of Literacy and Numeracy for Adults
Aroha Puketapu is the Principal Adviser Literacy and Numeracy
at the TEC. She has worked in every subsector of the tertiary
environment and has been involved with the Literacy and
Numeracy team since 2008. Aroha is Te Atiawa ki Waiwhetu and
Ruapani ki Waikaremoana. She is also a Fullbright Scholar and
holds a Master of Education (Adult) from Massey University.
Presenter: David Do, Adviser Literacy and Numeracy, Tertiary
Education Commission (TEC)
Safety in numbers: Improving health and safety reporting through a workplace literacy programme
Area 3
In order for the workforce to engage effectively with health and
safety practices, its members need to understand and engage with
health and safety documentation, and communicate health and
safety messages to others. This workshop looks at the case study of
a workplace literacy and numeracy programme with a clear focus on
training some of the literacy aspects of health and safety – such as
completion of near-miss forms and verbal communication strategies
for working safely.
What did we do within the programme? What difference did it make?
This practical workshop will be of real interest to employers and
practitioners with a genuine interest in how low levels of literacy can
impact on workplace health and safety culture.
Presenter: Holly Patterson, Upskills
Holly has worked in the field of adult education for 20 years, the
last six in workplace literacy for various providers. Currently she
is a Project Manager on the Goodman Fielder Workplace Literacy
programme and Co-director of Upskills, an organisation she founded
with Sarah Balfour in 2013 to provide targeted training interventions
with a focus on long-term sustainability for client organisations
and learners. Holly also works in the Organisational Development
team at Unitec part-time and is a busy mother to three school-age
children. Engagement of employees with key aspects of health and
safety legislation and consequent behaviour change has been a key
sustainability measure in many of the programmes Upskills has
worked on.
Presenter: Sarah Balfour, Upskills
Sarah Balfour is focused on creating sustainable learning
opportunities for adults to realise their potential. She has been
involved in adult education for the last 17 years, from teaching
English as a Second Language in Greece and South Korea, to
facilitating and project managing literacy and numeracy programmes
in New Zealand workplaces. Sarah is particularly interested in how
literacy and language impacts on health and safety in the workplace.
Mā tō rourou, mā taku rourou – Reciprocal teaching and learning
Area 4
The tertiary education sector in Aotearoa is primarily concerned with
enhancing learner success, in particular success for Māori, Pasifika
and Youth. Benita Tahuri is a respected and dynamic Māori tertiary
educator who is passionate about the learner experience, safety and
experience of that learning journey. She suggests that the approach
she uses, underpinned by Māori values, can also have a positive
impact on engagement, participation and, therefore, the success of
all learners, irrespective of their culture and or background.
Presenter: Benita Tahuri, Te Wānanga o Aoteaora and
‘He Taunga Waka’ Project
Benita uses the following Māori core values to underpin her approach:
Benita began her journey with Te Wānanga o Aotearoa as one of the
advisers for the national roll out of literacy and numeracy training
for all kaiako Levels 1-3 for TWoA. This small team of advisers was
responsible for the training, development, design and delivery of
the Level 5 National Certificate in Literacy and Numeracy. Although
she moved roles she has continued to deliver the programme for Te
Wānanga o Aotearoa throughout the subsequent years.
• Whanaungatanga (relationships)
• Aro (reflective practice)
• Ako (reciprocal teaching and learning).
This presentation will share insights and understandings of
this approach that can be utilised and incorporated to support,
enhance and engage Māori learners and, in fact, all learners. It
also acknowledges that the concepts and understandings can be
utilised by all tutors, teachers and kaiako to strengthen and address
engagement and participation in current literacy and numeracy
delivery. This presentation is also supported by applied practice,
research and a calm, relaxed, safe space.
Ngāti Kahungunu, Tūhoe, Irish, English.
Benita’s current role is Subject Matter Expert – Leadership
Development and Capability, Kiriwhanake, Human Resources (HR)
at Te Wānanga o Aoteaora. Previously she was Kaiako Matua –
Campus Manager of the Degree site based in Glenview, Hamilton.
Qualifications include – Master’s in Education, PGDip Teach
(Secondary), PGDip Teach (Māori), TESOL, Master Practitioner in NLP
and Hypnosis, NCALNE, and author of ‘Moko Kauae – Taonga Tuku
Iho’. She was a member on the working group that developed ‘He
Taunga Waka’.
National Centre of Literacy and Numeracy For Adults Symposium 2015
13
Series 2
continued
Training that hit the nail on the head: Core strength – working with 98 men and two women in
construction and concrete
Area 5
Delivering workplace literacy training is challenging, particularly
in the complex construction environment. ‘Core Strength’, an
employer-led, TEC-funded programme at Dominion Constructors
Ltd and Rod Gordon Contracting focused on four key strands:
workplace numeracy, workplace communication, health and safety
and money management. Over a two-year period the companies
involved went from a focus on compliancy to fully supporting
capability training, winning the EEO Skills Highway and Site Safe
‘Safety in Leadership’ awards.
Presenter: Tina Rose, Education Unlimited
The training directly engaged with 100 employees, their families
and two companies. It shows how a genuine partnership between
employer, employees and training provider can positively impact
on an organisation from pre-employment through recruitment
into induction and beyond, into employment. The challenges,
frustrations and joys will be shared, along with practical examples
of how this programme came to be part of the everyday learning
and development mix of the companies.
Shirley Murphy has delivered and helped co-ordinate workplace
literacy and ESOL programmes for three Private Training
Establishments, English Language Partners and community education
providers for the past 13 years. She thrives on the challenge of
meeting widely varying workplace and learner needs and situations
and is passionate about empowering employees (and indirectly their
families) to better equip themselves for the future. She is currently
employed as Programme Manager/Trainer for Education Unlimited.
14
National Centre of Literacy and Numeracy for Adults
Education Unlimited (EU) was established in 2010 by Tina Rose and
Angela Bush who worked on key projects together at a large tertiary
institution. Tina has 14 years’ experience in workplace literacy, adult
education and the tertiary sector. With a passion for delivering
training that makes a difference to people’s lives, the companies
they work in and the communities they are part of, EU has gained
recognition for its upskilling training.
Presenter: Shirley Murphy, Education Unlimited
Series 3
Tuesday 7 July 3.35 – 4.20pm
Learners’ experience of assessment conversations
Area 1
Learner-educator conversations about formative assessment results
can have a profound impact on learning. Over the last year, NZCER
has worked with tertiary education organisations offering Youth
Guarantee places to find out about young people’s experiences of
formative assessment practices. From a review of related literature,
we developed two sets of indicators: one relating to effective
conversations about formative assessment in general, and a second
relating to conversations about literacy and numeracy assessments
in particular. The indicators were used to develop survey and focus
group questions. We analysed the data to build a picture of learners’
perspectives on the conversations they have with educators about
their results from the Literacy and Numeracy for Adults Assessment
Tool (either Youth or Adult versions). We present young people’s
reported experiences to illustrate key findings, and highlight
potential opportunities during conversations about literacy and
numeracy assessments to support young people’s learning.
Presenter: Linda Bonne, New Zealand Council for Educational
Research (NZCER)
Linda Bonne is a Senior Researcher at the New Zealand Council for
Educational Research in Wellington. Her research interests include
literacy and numeracy, assessment, learners’ self-beliefs, and learners’
experiences after leaving school.
He mana tō te kupu: Re-engaging Māori with literacy
Area 3
English language literacy has come to hold very little positive
meaning and experience for Māori. This has resulted in a general,
intergenerational resistance to literacy engagement. The statistics
are alarming. These recent phenomena are in stark contrast to the
remarkably high levels of engagement at the introduction of written
and print literacy. These forms of literacy were quickly adopted and
highly valued by our tūpuna, who wrote and self-published widely.
Research reveals that when Māori shape our literacy context and
outcomes, there is high engagement. Conversely, when we do
not, there are significant adverse impacts. Māori have distinctive
English language literacy realities and aspirations. Whether these
are acknowledged and how they are addressed, determines literacy
participation and outcomes. It is apparent that what is required
is a paradigm shift away from the current, entrenched, functional
approach to literacy, to one based on social practice theory.
Presenter: Āneta Hinemihi Rāwiri, Te Wānanga o Raukawa
He muka tēnei nō Te Taurawhiri a Hinengākau, he maramara hoki
nō Rāhiri.
Nō Ngāti Rangi, nō roto i a Whanganui Iwi; ā, nō Ngāti Hine, nō roto i
a Ngā Puhi nui tonu.
Āneta has experience in a number of Māori adult literacy research and
policy development projects. She is currently a Pūkenga (researcher) at
Te Wānanga o Raukawa.
Social practice theory promotes an understanding of
multiliteracies: that is, multiple purposes for English language
literacy in different contexts. Incorporating kaupapa- and tikangabased philosophies and practices into Māori adult literacy
strategy, policy, teaching and research will transform literacy
into a meaningful, purposeful activity for Māori. In turn, this will
motivate Māori to read and write, and strengthen our literacy
engagement and skills.
National Centre of Literacy and Numeracy For Adults Symposium 2015
15
Series 3
continued
Designing tasks to transfer learning to and from the workplace
Area 4
“There was a resident complained a new staff. I explained the reason
and sorted the problem.” (Learner feedback)
An essential outcome of workplace literacy and numeracy
programmes should be proficiency gains. However, employers really
value changes in practice as newly learnt skills are applied in the
workplace. The model of instruction we use is classroom-based so
it is important to engineer tasks that learners carry out in their
everyday work to put what they are learning into practice. This
workshop is an opportunity for participants to sample some of the
transfer tasks and consider how these ideas could be adapted for
other teaching situations.
The context is the Business Communications Course, a workplace
literacy and numeracy initiative for caregivers and nurses at The
Selwyn Foundation, an Upper North Island elder care provider. In
the workshop we describe the goals, structure of the course and
some of its initial impacts. We then look at tasks used on the course.
Participants evaluate the extent to which these tasks scaffold
transfer to the workplace. The final part of the workshop considers
how the course content is feeding back into regular training and
workplace practices as The Selwyn Foundation moves towards
sustainability with Literacy, Language and Numeracy (LLN).
Presenter: Nick Moore, Languages International
Nick Moore is the Workplace Literacy Co-ordinator at Languages
International in Auckland where he plans and oversees workplace
literacy and numeracy projects with Auckland-based businesses.
He has a background in language teaching and language teacher
training and has worked in the UK, Turkey and New Zealand. He
completed his Master’s in Language Learning and Teaching at The
University of Auckland in 2006.
Presenter: Yvonne Bruce, The Selwyn Foundation
Originally from the UK, Yvonne Bruce is the Organisation
Performance and Development Manager at the Selwyn Foundation,
where her role includes overseeing learning and development,
quality, compliance and health and safety for the group. She
has been working with Nick and the team from The Literacy
Professionals at Languages International recently on a workplace
literacy and numeracy initiative called the Business Communication
Course, which forms the context for this workshop. She has
a background in Human Resource Management and Quality
Management roles and has worked in Scotland and New Zealand.
She completed her BA in 1991, a Diploma in Psychology in 2011
and NCALNE (Voc) in 2014.
Research-based literacy and numeracy interventions in industry training
Area 5
Primary Industry Training Organisation (Primary ITO) has
introduced a number of programmes to support literacy and
numeracy skill development in industry training in the primary
sector. In addition to the administration of the Literacy and
Numeracy for Adults Assessment Tool, and the embedding of
literacy and numeracy into training resources, the ITO has
introduced a volunteer mentoring scheme to support trainees
who are struggling with low literacy and numeracy skills, and
who are therefore not completing their training. This initiative
has been independently reviewed and found to be very effective.
The ITO has also researched the literacy and numeracy demands
of higher-level training as a way of improving the number of
trainees completing qualifications at a higher level. Lastly, the
ITO has introduced a wrap-around support package to support
trainees with dyslexia, and has a research project to evaluate the
effectiveness of that intervention.
This workshop reports on the effectiveness of these three
interventions and looks at how they might be applied more widely
across the industry training sector. There will be some interactive
activities for workshop attendees.
16
National Centre of Literacy and Numeracy for Adults
Presenter: Mike Styles, Primary Industry Training Organisation
(Primary ITO)
Mike Styles is the National Literacy and Numeracy Adviser for the
Primary ITO. He has been there for 4.5 years and before that he was
the Manager of Literacy Aotearoa Wellington. In an earlier life he
worked for Workbase on an in-house workplace literacy programme
at Formway Furniture in Gracefield Wellington. In his current role Mike
has introduced a very successful mentoring programme, and has led
an initiative to support dyslexic trainees in the primary sector.
Presenter: Marianne Farrell, Primary Industry Training
Organisation (Primary ITO)
Marianne has been a Training Adviser for the AgITO (now Primary
ITO) since 2007. Since 2012 she has been a Learning Support
Co-ordinator, with a specific responsibility for the ITO’s mentoring
programme and the ITO’s new programme to support dyslexic
trainees. She has a diploma of Farm Management and the NCALNE
(Voc) qualification from UCOL.
Marianne is currently the Project Leader of the ITO’s hub-funded Ako
Aotearoa project to examine the literacy and numeracy demands
of higher-level training in the primary sector. Marianne has been an
active member of the project group for two other Ako Aotearoa hubfunded research projects.
Series 4
Wednesday 8 July 9.55 – 10.40am
Workplace mentoring
Area 1
This workshop looks at research currently being undertaken within
Downer New Zealand to introduce a collaborative approach to
mentoring apprentices into a business environment. Working
closely with two Industry Training Organisations (Connexis and
Primary Industry Training Organisation) the project has involved
establishing mentoring relationships with apprentices, mentoring
workshops for mentors and ITO Field Officers across the country
as well as ongoing monitoring and embedding of a three-way
(apprentice, ITO and business) mentoring relationship.
While not the key outcome for this project, the research has
identified some interesting trends around how the business is
selecting employees to invest in trade training based on their
literacy and numeracy skills, as well as the importance placed
on study documentation needs and workplace documents by
the apprentices, business mentors and ITO Field Reps. It raises
the question – Where does LLN fit within a business mentoring
environment? This research is funded by an AKO Aotearoa National
Research Grant.
Presenter: Sandra Johnson, Peninsula People
Sandra Johnson is an independent contractor who works with business
in the learning and development space. She is currently undertaking
research into workplace mentoring at an apprentice level, involving
the introduction of a collaborative mentoring model (between the
apprentice, business and Industry Training Organisations) within
Downer New Zealand. The research is funded by Ako Aotearoa and is
the first employer-led (Downer New Zealand), nationally funded project
to be awarded. Sandra has worked closely with Downer New Zealand
over a number of years. In 2008 the literacy strategy she developed for
Downer New Zealand enabled them to become the first employer to
be awarded funding directly from the Workplace Literacy Fund. She
places high importance on sustainability of literacy support within a
business culture. Sandra was responsible for establishing and chairing
the Project Managers Literacy and Numeracy Network Group of
Literacy Leaders between 2009 and 2013, a key support group for
businesses investing in supporting the literacy and numeracy needs of
their people.
Adding more feathers to the wings: How to widen the context of our teaching and learning
Area 2
I have long been incorporating strands in the courses I teach, that
are useful for students who may be unemployed at various times
in their careers and who need skills for surviving unemployment
(the same sort of skills, in fact, as for managing employment).
Recently, the tertiary sector has been enhanced by the work of
the Scarfie Army. As a tool to highlight, connect and involve our
communities it has been enriching. Now I feel we can use that
model to add texture to the learning experience, and empower the
learners to ‘own’ their environment.
Presenter: Jill Dorothy Davidson, Otago Polytechnic
Jill has 15 years of experience teaching literacy and numeracy
through Literacy Aotearoa and Otago Polytechnic. She engaged
in university study for the first time in her 30s and tutored and
taught at Otago University. She has qualified and worked in the
Hospitality Industry in New Zealand and abroad.
This workshop is about how and what we can add to the courses we
deliver or the research we do, to enhance the lives of our learners
and to actively build the skillbases of the communities we and they
live in. (Attendees are encouraged to bring a course outline which
can be workshopped by themselves and others).
National Centre of Literacy and Numeracy For Adults Symposium 2015
17
Series 4
continued
Haea Te Pū Ata Project
Area 3
Many Māori adults have been identified as not meeting the
national minimum standards of literacy and numeracy. There are
many complex reasons for this and among the most critical is the
failure of the colonial education system to cater for the needs of
Māori learners and their whānau. Diverse Māori communities have
responded to this failure by recreating their own learning institutions
from pre-school through to tertiary, to provide a range of kaupapa
Māori pathways for Māori educational achievement and success.
There is much to learn from Māori-driven approaches to Māori
education, particularly in relation to pedagogy and provision of
services for literacy and numeracy. Māori approaches to addressing
literacy and numeracy challenges provide relevant opportunities for
Māori adults and their whānau to improve their competency in those
areas. These approaches and other initiatives were widely discussed at
the recent consultation rounds to develop the first national strategy
for Māori Adult Literacy and Numeracy, ‘Haea Te Pū Ata’.
Presenter: Dr Jessica Hutchings,
New Zealand Council for Educational Research (NZCER)
Jessica Hutchings, PhD (Manager, Te Wāhanga, NZCER) is from
the tribe of Ngai Tahu and is also of Gujarati, Indian descent.
Dr Hutchings works in a future-focused, decolonised frame to
consider how education and learning in its broadest sense can
assist Māori communities and whānau to reach their potential.
She has a sound understanding of kaupapa Māori research
processes and methods and has led and contributed to a wide
range of Māori research projects that have made a contribution
across the education, environment and health sectors. Before
moving to NZCER to lead the kaupapa Māori research unit, Te
Wāhanga, Dr Hutchings held the Resident Scholar post at Te
Mata o Te Tau, Massey University as well as a Post-Doctoral
Research Fellowship from the Health Research Council.
In late 2014 the Tertiary Education Commission contracted the
New Zealand Council for Educational Research to engage with Māori
and other communities to identify key priorities and initiatives for a
National Strategy for Māori Adult Literacy and Numeracy. Two rounds
of consultation were held to support the development of a strategy
that would drive significant improvements in Māori adult literacy
and numeracy and be a catalyst for change. This session will outline
the key priorities of ‘Haea Te Pū Ata’, along with the key factors
that will enable the achievement of the strategy’s objectives and
implementation pathway.
Literacy circles: Engaging reluctant learners
Area 4
Literacy circles constitute a collaborative, comprehensive literacy
approach in which student-led circles or small groups, gather to
discuss a piece of literature or written text in depth. The discussion
is guided by students’ (readers’) responses to what they have read,
including events, characters, and their personal connection to the
story or information. It is guided by their insights and questions –
relating to their worldview and experiences. The technique provides
opportunities for students to engage in critical thinking and reflection
as they read. As each member has a role to play, their senses of
independence, responsibility and ownership are developed through
mastering the technique. It develops their reading and comprehension;
listening and speaking; and writing skills, which in turn enhances
students’ abilities and skills to successfully complete their NCEA
literacy requirements. It can be adapted for any type of text and group
roles can be modified to fit each tutor’s needs. It helps students gain
experience, confidence and insights to do things differently.
This workshop will demonstrate how to integrate this approach into
your programmes, provide examples and data showing student growth
and websites to source tools for running the activities, including
extension activities. Finally, we will let you have a go yourselves!
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National Centre of Literacy and Numeracy for Adults
Presenter: Anwyl Minnaar, Matapuna Training Centre
Anwyl is a Specialist Tutor – Numeracy and Literacy at Matapuna
Training Centre. She comes from a background in primary and
secondary education and has worked on both special needs and
enrichment programmes.
Presenter: Jodie Cook, Matapuna Training Centre
Jodie is the Chief Executive Officer of Matapuna Training Centre.
She worked in Educational Leadership and Governance on contract
to the Ministry of Education in schools until joining Matapuna in
December 2012.
Improve your literacy and numeracy outcomes by thinking more like an entrepreneur
Area 5
Literacy and numeracy is a tough business to work in due to the
increasing demands of… well, everything. Government policy,
assessment requirements, administration workload, not to mention
living in the most information-rich and technologically advanced
century in human history make our work in adult literacy and
numeracy education increasingly complex. How do you improve
your own outcomes, and those of your learners, AND survive
and possibly even thrive in a rapidly changing and seemingly
unpredictable tertiary education landscape? Here’s one possible
answer: You might need to think more like an entrepreneur (even if
you’re ‘just’ a tutor).
Presenter: Graeme Smith, Adult Literacy and Education
Consulting Limited (ALEC)
Graeme Smith is Director of ALEC. He and the ALEC team have been
delivering literacy and numeracy professional development, including
the National Certificate in Adult Literacy and Numeracy Education
(Vocational/Workplace), since 2007.
In this workshop, Graeme Smith from Adult Literacy and Education
Consulting Limited (ALEC) discusses how he’s applied entrepreneurial
thinking to his own work in the literacy and numeracy sector in
Aotearoa New Zealand. This includes an introduction to some of the
digital tools Graeme uses. Small-group discussion will focus on how
literacy and numeracy educators can get started on thinking more
like entrepreneurs in the business of improving adult literacy and
numeracy education outcomes.
National Centre of Literacy and Numeracy For Adults Symposium 2015
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Series 5
Wednesday 8 July 11.00 – 11.45am
The ecology of programme development: Establishing whānau literacy programmes in context
Area 1
Thinking about programme establishment ecologically can aid
literacy education providers seeking to establish new programmes.
An ecological systems-based approach can help identify and
clarify the factors which influence and impact on the way the
programme must be designed, managed and implemented for
optimal participation and outcomes. Understanding programme
development as occurring within multiple and layered social systems
helps providers to identify and respond effectively to the challenges
of programme establishment.
This paper describes, from an ecological perspective, what was
learned about establishing whānau literacy programmes in a
pilot undertaken by Literacy Aotearoa. Literacy Aotearoa Poupou
worked with schools or early childhood education centres in
their communities to establish programmes that met individual,
family and community aspirations and could meet government
objectives for adult literacy programmes. In an independent process
evaluation, programme elements that were important across all of
the programmes, as well as contextual factors that required local
or idiosyncratic responses, were identified. Taking common and
contextual factors into account, steps in preparing for, establishing
and developing whānau literacy programmes are proposed. These
findings and propositions will have application in the establishment
of a range of adult literacy and numeracy programmes including, but
not limited to, those focused on whānau.
Presenter: Dr Jane Furness, University of Waikato
Jane Furness is a Postdoctoral Research Fellow in the Wilf Malcolm
Institute of Educational Research at the University of Waikato.
She is currently researching school-university collaborations and
mathematical thinking and criticality in initial teacher education
programmes. She has researched and written about family and
whānau literacy, and has written about participating as a Pākehā
researcher in Māori communities. The focus of her adult and family
literacy interests is on literacies as social practices and their links to
wellbeing for individuals, families and communities.
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National Centre of Literacy and Numeracy for Adults
Presenter: Bronwyn Yates, Literacy Aotearoa
Of Te Arawa, Ngati Maniapoto, Te Aitanga ā Mahaki, and
Rongowhakaata descent, Bronwyn Yates is Te Tumuaki (Chief
Executive) of Literacy Aotearoa, a Treaty-based organisation with
the largest national network of adult literacy providers throughout
New Zealand. Bronwyn has worked in the field of adult and
community education for more than two decades and has a
particular interest in education as a vehicle for excellence for te
iwi Māori. As an experienced adult literacy and ACE practitioner,
Bronwyn continues to promote, support and lead efforts to build
capacity and excellence in the adult literacy and adult education
sectors. Bronwyn was a foundation Trustee of Workbase and a
founding Executive member of Adult and Community Education
(ACE) Aotearoa. She is a founding and current member of the Adult
and Community Sector Strategic Alliance and the Literacy Alliance.
She is a current member of the Māori Education Trust and various
tertiary sector advisory and working groups, as well as a volunteer
for a number of charitable organisations.
Presenter: Peter Isaacs, Literacy Aotearoa
Peter Isaacs is Manager of Research and Development at
National Office of Literacy Aotearoa. He has been involved in
the development of the Confidence Grid and the ACE outcomes
framework. He was also part of the development team for ‘He Ara
Ako ki te Oranga’, the Wellbeing Model for Māori Students. He has
had involvement in the development of various research reports,
including ‘He Whānau Matau, He Whānau Ora’, ‘Literacy, Language
and Numeracy for Māori Adults and their Whānau 2013’ for Te Puni
Kōkiri, and ‘Adult Literacy Provision and Early Childhood Achievement
2013’ for the Ministry of Education. Peter has had a number of roles in
Literacy Aotearoa since 1995.
Writing – a manly pursuit!
Area 2
How can practitioners make literacy classes appealing to ‘good, keen
blokes’ (eg potential police recruits/boat-building apprentices)?
How do you get these learners to participate and contribute
to discussions on ‘audience and purpose’ and to consider the
importance of reading critically? How do you also get them to
identify themselves as writers when appropriate, so that they can
‘step into character’, as a writer, and do the sorts of things that
writers do when the occasion demands it?
In this workshop (where participants assume the role of learners)
you will:
• complete a hands-on, construction-type activity.
• identify and then describe your own problem-solving process and
then derive from that your own process-driven approach to writing.
Participants will also consider how authors’ ‘values’ influence their
written texts and then discuss the critical reading skills needed for
interpreting those texts. Post-activity discussion will also consider
how a pragmatic approach to literacy teaching can incorporate
elements of a ‘social practices’ approach with elements of a
‘measurable literacy skills’ approach to literacy teaching.
Presenter: Charles Hayward, English Language Partners
New Zealand Trust
Charles Hayward works for English Language Partners New
Zealand Trust, a Non Government Organisation (NGO) that
teaches English to migrant and refugee background learners to
help them settle well in New Zealand. Part of his role there has
been to provide literacy support to ESOL learners wanting to
achieve the literacy levels required for joining the New Zealand
Police. His previous role was with the New Zealand Marine
Industry Training Organisation (New Zealand Marine ITO) as
the Learning Development Manager. There he was responsible
for embedding literacy and numeracy into vocational training
programmes for boat-building apprentices. Prior to that, he spent
eight years in Japan as a Training and Development Consultant
and as an English Language Instructor/Programme Manager for
Berlitz Japan Ltd. Charles has a strong interest in both adult
literacy and adult ESOL and the discussions and debates that
these fields engender.
Working together: Raising literacy in and across cities and towns
Area 3
What could we achieve if we joined up and took on the challenge
of raising literacy together as a community? I have just had the
privilege of a Winston Churchill Memorial Fellowship that took
me to towns and cities in England the USA where organisations
are collaborating on a big scale to raise literacy achievement.
I will share some observations and encourage discussion about
local action.
Presenter: Alison Sutton, COMET Auckland
Alison Sutton works as a Strategic Analyst for COMET Auckland,
an education trust linked to Auckland Council. COMET Auckland is
working to drive systems change to make the education system more
effective and equitable across Auckland. Alison has been a Researcher,
Evaluator and Project Developer in adult literacy for 27 years. Alison
leads COMET’s work on family learning and literacy and supports
collaboration around digital inclusion and financial literacy. Alison also
provides data and analysis to underpin education collaborations in
communities with high education need. In 2015 Alison was awarded a
Winston Churchill Memorial Fellowship which took her to England and
the USA to look at city-wide literacy action. Recently she has been
part of the Foundation Learning Review of Qualifications.
National Centre of Literacy and Numeracy For Adults Symposium 2015
21
Series 5
continued
Prison-based literacy and numeracy delivery: Educational facilitation and vocational training
working together to contextualise literacy and numeracy for learners within a prison environment
Area 4
What happens when you introduce learners to the opportunity to
study towards a trade qualification and at the same time obtain
NCEA certification? In this workshop, Department of Corrections
Lower North Region Education Team Leader, Brent McGrannachan,
introduces the results and findings of a recently completed pilot
programme conducted by the Department of Corrections which
had a goal of bringing educational and vocational training together
to improve the engagement of learners in programmes and
improving these learners’ outcomes. The focus of the programme
was core literacy and numeracy skill acquisition by participants
involved in a vocational pathway. This workshop looks at the
results obtained by contextualising the learning environment.
Presenter: Brent McGrannachan, Department of Corrections
Presenter: Aleeshea Reid, Department of Corrections
Aleeshea has worked in the literacy sector as a Secondary Teacher,
Tertiary Tutor and Staff Capability Adviser. Most recently her work has
been about supporting staff to meet the literacy and numeracy needs
of their learners and establishing frameworks for learning pathways.
Presenter: Adam Corner, Department of Corrections
Adam has worked in the timber industry for approximately 30
years. For 20 of those years he has been training apprentices, for
15 assessing apprentices and for the last two years he has been
involved in the Total Review of Qualifications representing the
Department of Corrections. He has worked for the Department of
Corrections for the past seven years.
Brent is the Education Team Leader for the lower north region for
the Department of Corrections. He has worked extensively with
challenged and at-risk youth whilst working for the Department
and serving within the Armed Forces previously. Brent believes in
empowering learners with the abilities to be the best they possibly
can. He holds a Diploma in Tertiary Teaching from the Central
Institute of Technology and the NCALNE (Voc) Level 5.
Industry Training Organisations (ITOs) talking about their literacy and numeracy work from the
learner/trainee perspective (their voice) (first of two sessions)
Area 5
Come and view the first two of six short, snappy and interesting
presentations from six different Industry Training Organisation
representatives, plus a mini workshop. The presentations showcase
a range of industry and on-job training – Literacy, Language and
Numeracy (LLN) related challenges, barriers, interventions and
solutions. This first session focuses on how trainees really feel. It also
includes a 20-minute mini workshop on Financial Literacy from the
Skills Organisation.
Presenter: Nicola Beentjes, Motor Industry Training Organisation
Inc (MITO)
Presenter: Gavin Good, Building and Construction Industry
Training Organisation (BCITO)
Presenter: Marion Drew, The Skills Organisation
Gavin is part of the BCITO Learning and Development team which
supports the learning and assessment teams out in the field. He
has been with the BCITO for over fifteen years and some of his
key responsibilities are the management of the BCITO’s use of the
Literacy and Numeracy for Adults Assessment Tool, the BCITO LLN
database and interventions.
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National Centre of Literacy and Numeracy for Adults
Nicola has worked as a Learning Designer for MITO for the past
three years. Prior to working at MITO, Nicola was with Workbase
where she was involved in analysing the literacy and numeracy
demands of jobs for a range of ITOs. MITO works with apprentices
and learners across the automotive, transport and logistics,
extractive and industrial textile fabrication sectors.
Marion has been the Financial Literacy Lead and Vocational
Literacy and Numeracy Adviser at the Skills Organisation for the
last eighteen months. The Skills Organisation is partnering with
the Commission for Financial Capability to help promote financial
education across their 23 industries. With a background in business
and accounting Marion ran her own business for 11 years before
gaining her teaching qualification and joining Cardiff and Vale
College of Further Education as a Lecturer teaching the literacy and
numeracy elements of vocational courses. Marion also taught the
basic skills certificates for teaching and supporting adult learners.
Series 6
Wednesday 8 July 11.55am – 12.40pm
Aligning literacy and numeracy learning with learners’ lives for social benefits
Area 1
The 2012 TEC Adult Literacy and Numeracy (L&N) Implementation
Strategy identifies the potential social benefits of literacy and
numeracy competence as “improved personal well-being, social
development of individuals, whānau and communities, better health
and better parenting” (p. 6). Educational research on learning affirms
the importance of context, which is reflected in our national policy
on embedding.
This presentation will show how the concept of embedding can be
adapted to apply to our teaching in two interrelated ways. First, it
will look at context in terms of domain knowledge and meanings in
interaction. Second, it will show how issues in learners’ everyday lives
can drive teaching and learning in collaborative ways. The talk will be
framed drawing on literacy research and education. Two literacy and
numeracy tutors will describe how they draw on learners’ lives in their
classrooms to build stronger literacy and numeracy together with
social benefits for learner engagement in everyday society.
Presenter: Dr Judy Hunter, University of Waikato
Judy Hunter is a Senior Lecturer in Adult Literacy and Numeracy
Education in the Faculty of Education at the University of Waikato.
She also co-ordinates the Postgraduate Diploma in Adult Literacy
and Numeracy Education and supervises thesis students in language
and literacy education. She has researched literacy in health,
workplace and educational settings.
Presenter: Tajinder Kaur, University of Waikato
Tajinder Kaur is an Adult Literacy and English as an Additional
Language (EAL) tutor working with adult migrants and former
refugees with English Language Partners. She has over 10 years’
experience teaching EAL at international language schools in
New Zealand and the UK. Tajinder is working towards completing
a master’s degree in Education at the University of Waikato this
year. Her work with refugees and migrant employees has developed
an interest in understanding more fully the complexities of adult
literacy and the challenges her learners face.
Presenter: Susie Steens, University of Waikato
Susie Steens has been a Foundation Educator with Waiariki for the
past seven years, and has worked in various levels of education
over the last 20 years, but is particularly passionate about adult
literacy and numeracy teaching and learning. She also has a
background in journalism. Holding a Diploma in Education (ALNE),
she is currently studying towards the Postgraduate Diploma
through the University of Waikato.
National Centre of Literacy and Numeracy For Adults Symposium 2015
23
Series 6
continued
Literacy and Numeracy Implementation Strategy consultation (repeat from Series 2)
Area 2
The TEC is seeking your views on its draft Literacy and Numeracy
Implementation Strategy. We’d love to hear from you in person,
as well as any questions you might have. The Strategy sets out
how the TEC plans to work with the tertiary sector, employers, and
across government to 2019 to help lift literacy and numeracy skills.
It is sharper, shorter, and more focused compared to our previous
Strategy and the Consultation Paper put out earlier this year. These
workshops will be informal and conversational in tone, with some
group work involved. We will also be in Area 2 at lunch and morning
tea on Tuesday and Wednesday to answer questions and receive
feedback, if you cant make either of those workshops.
Presenter: Aroha Puketapu, Principal Adviser Literacy and
Numeracy, Tertiary Education Commission (TEC)
Reading the Strategy before the workshop means we can all have
an informed discussion. We’ll have some hard copies of the Strategy
for reference at the workshops. In the meantime, you can ago to
www.tec.govt.nz and search ‘literacy and numeracy strategy
consultation’ to get an electronic copy of the Strategy, feedback
form, and other information.
David Do is Adviser Literacy and Numeracy, working alongside
Aroha. He worked on completing TEC’s Adult Literacy and Numeracy
Implementation Strategy in 2012 which set directions for the TEC’s
future work in this priority area. David was the Co-President of the
New Zealand Union of Students’ Associations 2010-2011 and was
also on the TEC Board as a Learner Participant over those two years.
He has a Bachelor of Arts (Honours) in Politics from the University
of Auckland.
Consultation opened on June 19 and closes 15 July 2015. Feedback
needs to be emailed to sectorhelpdesk@tec.govt.nz
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National Centre of Literacy and Numeracy for Adults
Aroha Puketapu is the Principal Adviser Literacy and Numeracy
at the TEC. She has worked in every subsector of the tertiary
environment and has been involved with the Literacy and
Numeracy team since 2008. Aroha is Te Atiawa ki Waiwhetu and
Ruapani ki Waikaremoana. She is also a Fullbright Scholar and
holds a Master of Education (Adult) from Massey University.
Presenter: David Do, Adviser Literacy and Numeracy, Tertiary
Education Commission (TEC)
Tairāwhiti Literacy Hub
Area 3
On 30 November 2014, the Tairāwhiti Literacy and Numeracy
Symposium was held in Gisborne involving local tertiary providers,
community literacy and numeracy providers, employers, government
agencies, the Tertiary Education Commission (TEC) and the National
Centre of Literacy and Numeracy for Adults (National Centre).
The Symposium was opened by Mayor Meng Foon and Dr Jill Chrisp
from the Human Rights Commission who shared six key principles
for capability building and a framework for how communities can
work collaboratively for collective impact. Dr Chrisp’s inspiring
kōrero together with feedback from Symposium participants evolved
into the co-creation of a vision for what a ‘prosperous Tairāwhiti’
would look like in the future. This was essentially the catalyst for
establishing the Tairāwhiti Literacy Hub. At the Symposium the TEC
made a commitment to provide putea to support a Tairāwhiti-driven
initiative to build literacy capability in our communities. A draft
strategic plan for 2015 and beyond was developed with a deadline
of 30 December 2014 and approved by the TEC and Symposium
participants for implementation in January 2015.
The Tairāwhiti Literacy Hub is a unique, Tairāwhiti-driven initiative
and transformation project ‘in action’ to build literacy capability
for the collective benefit of our whānau on the East Coast from
Hicks Bay to Gisborne and Wairoa. We have taken a whole-ofregion approach to maximise the synergies of hub participants,
our communities and others who are supporting this initiative.
Admittedly, there have been some learning curves. As Dr Jill
Chrisp shared at the Symposium, it is the ‘we’ that is the most
important driver.
Tairāwhiti Literacy Hub members, Dianah Foley (Tautoko Work
Trust), Rene Babbington (Te Whare Whai Matauranga o Turanga)
and Hannah Hohapata Osborne (Turanga Ararau) look forward
to sharing their strategic plan, key strategies, learning and
experiences with others who are seeking to build literacy
capability in their own regions.
Presenter: Hannah Hohapata Osborne, Tairāwhiti Hub, Ngati Porou
Hannah is the Quality Manager for Turanga Ararau, the Iwi tertiary
provider in Gisborne with Te Runanga o Turanganui a Kiwa and
has over 20 years’ experience of working in the Private Training
Establishment (PTE) sector in management, quality assurance and
embedding literacy and numeracy at an organisation, programme,
teaching and learning level. She is a highly adaptable practitioner
and has developed and engaged in projects with the National Centre
of Literacy and Numeracy for Adults (NCLANA), the TEC and Ako
Aotearoa. She has been involved in research initiatives with the TEC,
Te Puni Kōkiri, NZQA, the Ministry of Education and Pasifika groups.
Hannah is currently engaged in projects with the TEC, Ako Aotearoa,
the Ministry of Youth Development and the Practices’ Project Advisory
(NCLANA and Ministry of Education) – a project which intends to
complement the Assessment Tool. She is committed to supporting
Māori achievement and innovative youth initiatives.
Presenter: Dianah Foley, Tairāwhiti Hub, Ngati Porou
Dianah is the General Manager of Tautoko Work Trust, a Māori PTE
in Gisborne. In her 17 years of working in the PTE sector she has
been involved with AMPTEE, Alternative Education National Body,
Tairāwhiti ACE Network, and the new initiative, the Tairāwhiti
Literacy Hub. She is committed to the needs of the generation of
youth from low socio-economic backgrounds and non-supportive
family backgrounds and those who have had unsuccessful
mainstream education and who predominantly have high needs in
literacy and numeracy.
Presenter: Rene Babbington, Tairāwhiti Hub, Ko Ngariki
Kaiputahi, Ngati Kahunungu nga iwi
Rene is the Manager of Te Whare Whai Matauranga o Turanga;
her job is to grow literacy and numeracy in the community. Our
programmes are flexible, mobile and accessible and offer key
foundational skills with realistic and achievable outcomes. Rene’s
personal branding is networking. Networking is walking the talk,
gathering knowledge and new ways, being seen at events building
connections, opening up opportunities and turning ideas into reality.
National Centre of Literacy and Numeracy For Adults Symposium 2015
25
Series 6
continued
“What the f*** miss, I didn’t come here to learn theory!” Embedding literacy and numeracy and
meeting the requirements on a Level 2 construction programme
Area 4
Embedding literacy and numeracy and meeting the requirements
of the literacy and numeracy unit standards on a Level 2
construction programme.
This presentation reports on work being undertaken to support
both tutors and learners on a Level 2 construction programme
at Wellington Institute of Technology (WelTec). The focus is to
embed literacy and numeracy whilst at the same time collecting
appropriate evidence at the appropriate level to meet the
requirements of the six literacy and numeracy unit standards
which assess through naturally occurring evidence. We will begin
by outlining the challenges we faced, particularly learner need, the
complexity of these assessment processes for new tutors and the
constraints of the situation. We will then outline ideas we developed
to address those, including processes, frameworks and resources
and the extent to which the various approaches worked. The
interactive part of this session will involve using tasks and vocational
assessments to share ideas of embedding literacy and numeracy
which include sources of evidence to meet the requirements of the
literacy and numeracy unit standards.
Presenter: Rawiri Whare, Wellington Institute of Technology
Rawiri has spent the last 25 years working as a Carpentry Tutor at
Wellington Institute of Technology and has spent the last five years
working with offenders for Corrections, teaching them carpentry
skills, building their confidence and ability, as well as their skills,
to carry out construction-related projects. His current focus is on
working with students returning to the education system on a
Level 2 construction programme. Rawiri’s interest is in supporting
his learners to achieve on the construction course and helping
them to maximise any learning opportunities. He is passionate
about enabling learners to find their strengths and develop these
to realise future ambitions.
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National Centre of Literacy and Numeracy for Adults
Presenter: Manaini Cama, Wellington Institute of Technology
Manaini works as Learning Adviser, Literacy and Numeracy at
Weltec. Manaini’s work involves championing the development of
literacy and numeracy strategies and activities and helping tutors,
students and support staff make meaning from the results of the
Assessment Tool. Manaini’s interest is in identifying opportunities
to build learner literacy and numeracy skills and supporting
tutors embed literacy and numeracy. Seeing the progress and
achievements learners make through embedding literacy and
numeracy into their trades and programmes is something Manaini
finds rewarding.
Presenter: Emma McLaughlin, Wellington Institute of Technology
Emma McLaughlin works as an Academic Adviser at Wellington
Institute of Technology. She has a background in Applied
Linguistics, Adult Literacy Development and teaching and training
others. Her two key areas of interest are firstly, understanding
discourse and how people acquire, use and move between different
discourse communities and secondly, supporting tutors and trainers
to teach and train others. She has worked for the New Zealand
Police for the last 10 years embedding language and literacy
development, training trainers to embed literacy and advising on
issues related to language and literacy. She is currently part of a
three-year national project funded by Ako Aotearoa focused on
language and literacy development in trades training.
Industry Training Organisations (ITOs) talking about their literacy and numeracy work from an
industry/employer and/or ITO perspective (our voice) (second of two sessions)
Area 5
Come and view the remaining four of six short, snappy and
interesting presentations from six different Industry Training
Organisation representatives. The presentations showcase a range
of industry and on-job training – Literacy, Language and Numeracy
(LLN) related challenges, barriers, interventions and solutions. This
second session focuses on what employers really think.
Presenter: Di Boss, Service Industries ITO, ServiceIQ
Di is a Literacy, Language and Numeracy (LLN) specialist and has
been involved in LLN and adult learning for the last six years in the
ITO sector. Prior to that she spent a year with the TEC as the LLN/
ITO adviser and has worked all her life in either education or the
arts and theatre. Her role in ServiceIQ is to develop and oversee
implementation of LLN strategy. ServiceIQ trains around 11,000
people at any given time from the service industries including
Retail Supply Chain, Food Services, Aviation, Clubs, Quick Service
Restaurants, Accommodation, Travel, Museums, Cafes/Bars/
Restaurants and Tourism.
Presenter: Lee Agnew, The Skills Organisation
Lee is the Vocational Literacy Manager at the Skills Organisation. She
has more than 20 years of experience working with adult literacy and
foundation learning providers. Joining The Skills Organisation in 2008,
Lee’s role is to support the establishment and implementation of
the organisation’s literacy and numeracy strategy and operationalise
policy. Representing 23 industries, The Skills Organisation equips Kiwis
for workplace success. The organisation currently has approximately
18,000 enrolled trainees across all their industries.
Presenter: Mike Styles, Primary Industry Training Organisation
(Primary ITO)
Mike has been the National Literacy, Language and Numeracy
Adviser for Primary ITO for the past 4.5 years. Prior to that he was
the manager of Literacy Aotearoa Wellington. Primary ITO has
around 20,000 trainees from agriculture, horticulture, equine, sports
turf and food processing, and facilitates the delivery of courses from
Level 1 through to diploma level.
Presenter: Cushla Wilson, Careerforce Industry Training
Organisation (ITO)
Cushla is the Learning Engagement Adviser with Careerforce
ITO. Cushla’s portfolio covers supporting workplace educators
to identify their trainees’ literacy and numeracy learning needs
and respond appropriately. She has been with Careerforce for
two years. Prior to that she ran a national peer mentoring
programme with the Council of Trade Unions. Careerforce enrols
around 3,800 new trainees each year on programmes from
Level 2-6 on the framework. It covers healthcare support in the
age-care and disability sectors including community, residential
and hospital care. It also covers social services including social
worker and youth worker qualifications, allied health including
hospital orderlies, vision /hearing screening and mental health and
addiction and brain injury support. Careerforce also covers the
cleaning industry, both hospital and commercial cleaning, as well
as urban pest control.
National Centre of Literacy and Numeracy For Adults Symposium 2015
27
Series 7
Wednesday 8 July 1.20 – 2.05pm
Re-engaging adult learners with their dreams, passions and potentials through numeracy education
Area 1
Re-engaging learners with numeracy has become an imperative for
the tertiary sector, and a perpetual challenge for tutors. Compounding
this challenge are the beliefs adults have developed during negative
past experiences with mathematics. While many students were
learning mathematics in school, they were also learning damaging
lessons about what maths is, how maths is learned, and what it
means to fail or succeed in mathematics. As a consequence, for many
adults, mathematics simply evokes feelings of failure and animosity.
Meanwhile, the need for strong numeracy skills continues to rise,
driven by ever-increasing technologies, tighter economies and global
competition. For those seeking to avoid mathematics, the options
are increasingly narrow, and the negative outcomes increasingly
damaging. Re-engaging adult learners with numeracy, no matter how
negative their past, or their beliefs, is now a necessity.
This presentation reports on a study that explored the relationship
between learners’ beliefs and their engagement with numeracy.
Learner beliefs were associated with classroom behaviours that led
to poor learning outcomes and, worse, behaviours associated with
perpetual cycles of failure. However, learner beliefs may hold the
key to realigning learners with pathways that lead to amazingly
successful futures, reaffirming the potential of adult learners.
28
National Centre of Literacy and Numeracy for Adults
Presenter: Damon Whitten, National Centre of Literacy and
Numeracy for Adults
Damon Whitten has a rich background in the fields of literacy,
language and numeracy. This background includes extensive
tutoring and experience specialising in providing interventions for
adults with a range of literacy and numeracy needs. Damon also
provides professional development to the tertiary sector across
a variety of domains, including embedded literacy and numeracy,
intensive literacy and numeracy development, workplace literacy
design, assessment, and numeracy research. Damon is in his third
and final year of Doctoral study. The study investigates
the relationship between adult learners’ beliefs and their
engagement with numeracy in the tertiary sector. Damon has a
passion to see adults with problematic learning histories develop
their full potential through state-of-the-art teaching and learning.
Navigating words and numbers for Pasifika learners
Area 3
Our very contextualised tertiary education sector in Aotearoa
New Zealand demands that tertiary educators avoid a one-size-fitsall approach to teaching and learning. This is particularly so when
dealing with a Pasifika cohort which may be derived from a number
of Pacific cultures and languages.
Len Mata’utia (Samoa) and Bruce George (Cook Islands) are
tertiary educators at two different stages in their careers. Len has
established himself as a literacy and numeracy educator via the
trades and Bruce has had many years as a teacher and national
trainer in literacy and numeracy. Their work is distinguished by
a particular focus and expertise in delivering to Pasifika cohorts.
Their delivery considers and acts upon socio-cultural factors that
tertiary teachers in general struggle with and consequently fail to
incorporate effectively for their Pasifika learners.
In this presentation both men will address the following questions:
Who are Pasifika learners in literacy and numeracy? What should
literacy and numeracy educators know about Pasifika learners?
What are the challenges? What are the potential benefits?
Presenter: Bruce George, ‘He Taunga Waka’ Project
Bruce trained and worked as a NZQA Moderator for adult literacy
unit standards and has over 30 years’ experience working in the
literacy sector. His experiences range from tutoring on Training
Opportunities courses to conducting workplace literacy needs
analyses and programme setup at Whare Ako in Kawerau, The
Warehouse in Taupō and Rotorua, and New Zealand Post in Rotorua.
He has delivered a literacy programme at Paremoremo Prison and
has worked at the following tertiary institutions: Te Whare Wānanga
o Awanuiārangi (Learning Support Facilitator), Massey University
Albany (Māori Learning Adviser), Auckland University of Technology
(Lecturer for Māori Literacy on the Master of Adult literacy and
Numeracy programme).
Bruce is currently a National Trainer and Curriculum Manager for
Literacy Aotearoa and is a member of the Working Group for Adult
Literacy and Numeracy qualifications (TROQ) and the Reference
Group for ‘Pasifika Success as Pasifika’ (ACE Aotearoa). He is also
the Project Manager – Pasifika for the ‘He Taunga Waka’ project. His
qualifications include a Certificate in Workplace Basic Skills Training
(Lancaster University) a Bachelor of Māori Studies and a Master of
Indigenous Studies (Te Whare Wānanga o Awanuiārangi). Bruce also
enjoys working with community groups such as local Kōhanga reo,
Pasifika Parent groups, Rotorua Cook Islands Committee and the
Pacific Contemporary Arts Committee.
Presenter: Len Mata’utia, Wellington Institute of Technology
(WelTec) and ‘He Taunga Waka’ Project
Len is Samoan and has been a Carpentry Tutor for Pasifika Trades
Training at WelTec for the past four years. Prior to that he was a
qualified carpenter. His background is in Pasifika Studies, teaching
Pasifika students the fundamentals of construction, mentoring
staff (WelTec) on how to teach Pasifika students and developing
strategies on teaching Pasifika Students. Len has been involved in
the ‘He Taunga Waka’ project. He has a passion for rugby, rugby
league and church.
National Centre of Literacy and Numeracy For Adults Symposium 2015
29
Series 7
continued
The boxes are ticked but what else do Literacy and Numeracy for Adults Assessment Tool results tell us?
Area 4
Yes, all the boxes are ticked! The programme is mapped, the students
are assessed, the literacy/numeracy is embedded – hopefully the
outcome is that the students complete the course and all are
successful. It’s all done! Flying high!
Or is it?
Embedded literacy and numeracy, including assessment, offers
amazing possibilities – it potentially reveals which students will
or won’t cope with course content: the training offers academic
staff a raised awareness of student learning needs and helps them
develop a kete of presentation/teaching skills which will positively
impact on their teaching practice. The National Certificate in Adult
Literacy and Numeracy Education training provides opportunities
to explore course content demands and to determine ways to make
the content more manageable for students. On the downside it
also reinforces to students who have struggled with literacy and
numeracy all their lives that they still haven’t got it.
If we delve deeper, from an institutional perspective, student results
yield opportunities to increase institutional success and retention.
To date the Assessment Tool results have provided data which
have assisted with: early identification of learning issues and those
needing accommodations for exams; and revealed that students who
are speakers of other languages may have entry-level qualifications
which have not prepared them for the New Zealand tertiary
classroom. The results can help identify potential opportunities
to address these issues before they cause students to withdraw
from their chosen course and can provide the institute with an
opportunity to place students into more appropriate courses.
30
National Centre of Literacy and Numeracy for Adults
Presenter: Barbara Morris, Western Institute of Technology (WITT)
Barbara has worked within the WITT Learning Centre since its
inception in 1990. As the Senior Learning Skills Tutor she works with
academic staff and students as students adjust to an academic life
and learn the skills for successful mainstream participation. She
has a background in primary and SPELD teaching, later moving
to adult education, both private and public. While working, she
returned to study, beginning with a PG Diploma in Special Education,
a PG Diploma in Adult Education, and culminating in a Master of
Education with first class honours.
Barbara has presented many times at the Association of Tertiary
Learning Advisers Aotearoa New Zealand (ATLAANZ) conferences
and published in their refereed journal. She has also presented
at the First Year Experience Conference. Her research interests
revolve around improving the tertiary student experience with
a focus on enhancing opportunities for success and completion
via Learning Centre interventions. Topics have included working
with adults, adolescents and speakers of other languages with
specific learning disabilities (SLD); understanding tertiary academic
cultures; and exploring integration of academic literacies (study
skills) into the classroom. Her most recent research has involved
exploring effective student transitioning to tertiary education; the
use of open source software (Zotero) in a public institution and,
most recently, exploring institutional learnings from students’
literacy/numeracy results and their potential to influence early
identification of learning issues/interventions.
Presenter: Gary Sharpe, Western Institute of Technology (WITT)
Gary has two main roles at WITT. The first is a Learning Skills Tutor,
working with academic staff and students, either individually,
in study groups or class cohorts, mainly focusing on developing
learners’ maths skills and assisting academic staff in embedding
literacy and numeracy into their delivery. The second is a Literacy
and Numeracy Champion, responsible for the administration
of assessments for the Institute, staff development in literacy
and numeracy, and institutional self-assessment of literacy and
numeracy initiatives.
One journey, many directions: The possibilities of Pathways Awarua
Area 5
This presentation traces a tertiary provider’s experience in using
Pathways Awarua from the time the resource was launched to the
sector in 2011 to the present time. It outlines some of the less
common uses of Pathways Awarua and discusses how this resource
has benefited our learners, their families and our teaching staff. With
some innovative thinking, there has been an exponential increase
in Pathways Awarua usage at NZMA (part of the ACG Group) and
this has resulted in the resource being a lot more than a self-access
tool for learners. A recent initiative in setting up a new reporting
structure has enabled managers to identify issues with underutilisation and channel the required support to staff. This reporting
overview was enabled by Maths Technology Ltd and highlights
the possibilities and flexibility of data usage in a manner that is
meaningful for the provider.
This presentation captures the reasons for being an early adopter,
the issues along the way, the challenges with implementation and
the success achieved to date.
Presenter: Nimi Kaur, ACG Tertiary and Careers Group
Presenter: Annette Tofaeono, ACG Tertiary and Careers Group
After an extensive career in the hotel industry Annette Tofaeono
joined the Adult Education sector seven years ago and has never
looked back. With a passion for teaching, learning, and watching lives
transform, Annette strives to ensure there is organisational awareness
of how developing literacy and numeracy skills can be a life-changing
experience. Annette is currently the Literacy and Numeracy Team
Leader at NZMA and has a vision to make a difference in the lives of
her students, their families, and our communities.
Presenter: Charlotte Cogle, ACG Tertiary and Careers Group
Charlotte Cogle is the Literacy and Numeracy Facilitator at NZMA.
She has held a variety of interesting teaching positions, including
time spent in China and Japan, and has a Postgraduate Diploma
in Second Language Teaching. This year she has embarked on a
Master’s of Adult Literacy and Numeracy Education at Auckland
University of Technology (AUT). Supporting both students and tutors
with the Assessment Tool, embedding and Pathways Awarua are key
areas of her responsibilities.
Nimi has been involved in the education sector in various roles
as well as types of organisation. She has been a high school
teacher, owned an educational business, managed a language
school and is currently the General Manager of Quality and
Academic Development for the ACG Group. Nimi holds a Master
of Professional Studies in Language Teaching (Hons) from the
University of Auckland and a conjoint Bachelor of Science (Hons)
and Diploma in Education. Nimi has had the privilege of leading and
shaping the literacy and numeracy strategy of NZMA before it was
acquired by the ACG Group and will now extend that leadership to
the other PTEs within the Group.
National Centre of Literacy and Numeracy For Adults Symposium 2015
31
Notes
32
National Centre of Literacy and Numeracy for Adults
Westpac Stadium Function Centre Directions
Westpac Stadium Function Centre: 105 Waterloo Quay, Wellington, Phone 04 473 388
By foot
By bus
The Stadium is a short walk from the central business district of
Wellington. Get yourself to Wellington Railway Station. Join the
elevated walkway that takes you directly to the Stadium entrance.
Three access points to the walkway. From Thorndon Quay just north
of the railway station. From near Shed 21 on the port. Or directly
from the railway platforms (8/7, 6/5, 4/3). The walkway is 650m
long. It takes approximately five to ten minutes to walk the length
of the walkway.
The bus terminal is adjacent to the main walkway entry point near
the railway station at the south end of Thorndon Quay.
By car
Vehicle access is off Waterloo Quay, at the traffic lights opposite
the entrance to CentrePort (and adjacent to the overbridge between
CentrePort and the Stadium walkway). Parking is available on
the mezzanine car park (access is half way up the main vehicle
ramp). $9 flat rate. Parking is free for weekend functions, and
those commencing after 7pm on week nights. Two Pay and Display
machines are located on the mezzanine floor. Payment is by coins or
credit card. From the mezzanine car park, use the central staircase to
access the walkway which will take you to the main entrance of the
Stadium, and your function room.
Height clearance in car park
Mezzanine floor: 2.2 metres, ground floor: The roof height is variable
but 2.2 metres clearance is a guideline.
By train
There are special access ramps from Wellington Station to the
elevated walkway.
By taxi
The drop off point is at plaza level adjacent to the pedestrian ramp.
There is no rank for chartered or ‘ordered’ taxi or shuttles. Priority
will be given to mobility impaired passengers who have pre-booked
taxis or shuttles.
By ferry
From the Interislander ferry to the north of the Stadium, catch the
Interislander shuttle to the railway station, then join the walkway.
From the Bluebridge ferry to the south of the Stadium, you can walk
north along Waterloo Quay and join the walkway.
By plane
You can come to the Stadium from the airport by taxi, airport
shuttle or the Airport Flyer bus. The Airport website has
more information on transport options. Wellington airport is
approximately 10km from the Westpac Stadium.
National Centre of Literacy and Numeracy For Adults Symposium 2015
33
WHERE THE WORLD IS GOING
TE AHUNGA O TE AO
National Centre of Literacy
Faculty of Education
University of Waikato
Private Bag 3105
Hamilton 3240
and Numeracy for Adults
Phone:
07 838 4466
Email:
info.nclana@waikato.ac.nz
Website: www.literacyandnumeracyforadults.com
© The University of Waikato, June 2015.