- 2017Design
- 2018Implementation
- 2019Implementation
- 2020Completed
Background
The Department of Education and Skills (DES) implementation plan included a specific objective to expand the evidence base to inform literacy and numeracy policy.
Objectives
The purpose of the study was to explore the benefits and challenges associated with integrated approaches and the extent of existing practice and evidence of impact.
Description
A study was commissioned to support the ambitions set out in the FET strategy (2014-19) for a FET sector where ‘literacy and numeracy are being addressed effectively and are not a barrier to participation in FET or in achieving employment or education and training progression outcomes’.
Policy considerations for SOLAS
A key strength of existing ILN models is that there is a strong vocational focus and contextualisation of learning. This encourages learner participation as they recognise it is relevant for their FET area. It also ensures that literacy and numeracy provision is framed around supporting learners to achieve success in their FET programme.
The targeting of provision to particular learners on level 5 and 6 programmes and most level 4 programmes seems to reflect needs. These are the types of programme in which learners are most likely to require literacy and numeracy support, especially as the learner cohort evolves in response to the growing FET role in tackling unemployment.
There are issues with inconsistency in practice and variability in the proportion of students offered support. This mainly stems from the fact that there is no consistent approach being adopted by FET providers to screen learners’ needs in relation to literacy and numeracy. There is also variable tutor buy-in, as some are not aware of the benefits of ILN. In some cases, it reflects a probable lack of demand/need for certain courses and...
A study was commissioned to support the ambitions set out in the FET strategy (2014-19) for a FET sector where ‘literacy and numeracy are being addressed effectively and are not a barrier to participation in FET or in achieving employment or education and training progression outcomes’.
Policy considerations for SOLAS
A key strength of existing ILN models is that there is a strong vocational focus and contextualisation of learning. This encourages learner participation as they recognise it is relevant for their FET area. It also ensures that literacy and numeracy provision is framed around supporting learners to achieve success in their FET programme.
The targeting of provision to particular learners on level 5 and 6 programmes and most level 4 programmes seems to reflect needs. These are the types of programme in which learners are most likely to require literacy and numeracy support, especially as the learner cohort evolves in response to the growing FET role in tackling unemployment.
There are issues with inconsistency in practice and variability in the proportion of students offered support. This mainly stems from the fact that there is no consistent approach being adopted by FET providers to screen learners’ needs in relation to literacy and numeracy. There is also variable tutor buy-in, as some are not aware of the benefits of ILN. In some cases, it reflects a probable lack of demand/need for certain courses and learner cohorts.
Specific areas for policy considerations:
- collating and sharing ILN resources developed by FET providers;
- providing training to leaders in ETBs and providers on the organisational
- approaches to integrating literacy and numeracy, possibly using/adapting professional development courses that have already been developed (e.g. the SOLAS course targeted at community training centre managers);
- reviewing funding arrangements with Adult Literacy Services to ensure they are sufficiently incentivised to work with FET providers to deliver ILN programmes;
- supporting the FET sector to employ a consistent approach to conducting initial learner screening;
- ensuring support for a plurality of models for integrating literacy and numeracy within FET, reflecting there is no ‘one-size-fits-all’ approach to effectively integrating literacy and numeracy;
- promoting particularly effective features for delivering ILN that are already in use across the various delivery models.
Research on delivery of integrated literacy and numeracy was commissioned.
Research on delivery of integrated literacy and numeracy was concluded with policy recommendations.
Policy recommendations were drafted based on the report and incorporated into the FET services plan.
Policy recommendations were incorporated into the 2020-24 FET strategy. A plan for the development of a new 10-year strategy for adult literacy, numeracy and digital literacy strategy was announced by government.
Bodies responsible
- Further Education and Training Authority (SOLAS)
Target groups
Learners
- Adult learners
Entities providing VET
- VET providers (all kinds)
Thematic categories
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).