Essays on Improving the Language, Literacy, and Numeracy Skills of the Australian Workforce Research Paper

Download full paperFile format: .doc, available for editing

The paper “ Improving the Language, Literacy, and Numeracy Skills of the Australian Workforce” is an inspiring example of the research paper on education. The basis of this project is the 2010 report Skills Australia where 40 percent of the total workforce does not have sufficient literacy to meet workplace requirements. In particular, the workforce lacks the necessary skills in language, literacy, and numeracy or LLN. For this reason, the government emphasizes the need for VET schools to address these important needs by adjusting their current practices and development of effective strategies to improve students’ LLN skills.

This project is a small initiative developed to assess the effectiveness of the general awareness-raising unit (TAELLN401A) designed to enable practitioners to answer specific questions that can enhance the quality of their training and assessment practices. Moreover, it gives practitioners the chance to self-examine their existing delivery and assessment methods in accordance with government-imposed LLN skills development standards. The following sections discuss the issues surrounding LLN skills acquisition and implementation of techniques taken from the government recommended the LLN skills training package. These include identification of students' LLN skills level, the corresponding approach to elevate their level, and enhanced classroom practices contributing to a rapid and better understanding of LLN.

The analysis and discussion section contain the details of the project’ s implementation including observations and outcomes. Literature Review – Acquiring LNN SkillsLNN and UnemploymentThe relationship between language, literacy, and numeracy is an established and recognized fact as a number of studies show that students with language difficulties often experience difficulty acquiring literacy and numerical skills (Clegg & Ginsborg, 2006). In the United Kingdom, for instance, up to 7 million adults have literacy and numeracy problems that include unemployed and employed low-skilled people and younger adults age 16 to 19 years.

In addition to providing courses to meet the demand for LNN, the UK government strategy include improving the quality of teaching and learning in literacy, numeracy, and English for Speakers of Other Language (ESOL) by building national learning, teaching, and assessment structure (Reder & Bynner, 2009).

References

7. References

Chiswick B. & Miller P., (2007), The economics of language: International Analysis,

United States: Taylor & Francis

Clegg J. & Ginsborg J., (2006), Language and Social Disadvantage: Theory in

Practice, United Kingdom: John Wiley & Sons

Hinkel E., (2011), Handbook of Research in Second Language Teaching and

Learning, Volume 2, United States: Taylor & Francis

IBSA, (2010), VET Workforce Skills in Language, Literacy and Numeracy, IBSA

VET Workforce LLN capability project 2010, Australia, pp. 1-21

Looney J., (2008), Teaching, Learning and Assessment of Adults: Improving

Foundation Skills, France: OECD Publishing

Reder S. & Bynner J., (2009), Tracking adult literacy and numeracy skills: findings

from longitudinal research, United Kingdom: Taylor & Francis

Skills Australia, (2010), Australian Workforce Futures: A National Workforce

Development Strategy, Australia, pp. 1-102

Smith C., (2007), Review of Adult Learning and Literacy: Connecting Research,

Policy, and Practice, United States: Routledge

Williams J., (2003). The Skills for Life Survey: A National Needs and Impact Survey

of Literacy, Numeracy and ICT Skills, United Kingdom: The Stationery Office

Download full paperFile format: .doc, available for editing
Contact Us