2015 National Centre of Literacy and Numeracy for Adults ...Draft... · 2015 National Centre of Literacy and ... National Centre of Literacy and Numeracy For Adults Symposium 2015

2015 National Centre of Literacy and Numeracy for Adults Symposium

Inspiring PotentialTukua Kia Rere

FLYING HIGHER: Literacy and numeracy in the tertiary sector and workforce E RERE E: Te Tuhituhi me te tatau i te m!tauranga matua me te w!hi 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 m!tauranga matua me te w!hi 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:

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.

Ng! mihi.

Professor Diana Coben Director, National Centre of Literacy and Numeracy for Adults

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

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.

1National Centre of Literacy and Numeracy For Adults Symposium 2015

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

Launch of new versions of the Assessment Tool (See page 8 for details)

Area 2

11.00 – 11.15am Morning tea

11.20am – 12.05pm Keynote Address (See page 5 for details)

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

Area 2

12.15 – 1.00pm Series 1 (See page 9-11 for details) » Teacher beliefs about how adults learn to read

Presenter: Janet McHardy, University of Western Australia

» Te Ata H!para 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

» Knowing the Learner Presenters: Conny Huaki, Asher Sexton and Wendy Hulbert, Te W!nanga o Aotearoa

» Embedding language and literacy development in the New Zealand Police context Presenter: Emma McLaughlin, New Zealand Police

Area 1

Area 3

Area 4

Area 5

1.00 – 1.30pm Lunch

Symposium Programme

2 National Centre of Literacy and Numeracy for Adults

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

» Literacy and Numeracy Implementation Strategy consultation Presenters: Aroha Puketapu and David Do, Tertiary Education Commission (TEC)

» Safety in numbers: Improving health and safety reporting through a workplace literacy programme Presenters: Sarah Balfour and Holly Patterson, Upskills

» M! t" rourou, m! taku rourou – Reciprocal teaching and learning Presenter: Benita Tahuri, Te W!nanga o Aoteaora and He Taunga Waka Project

» 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 1

Area 2

Area 3

Area 4

Area 5

2.20 – 3.20pm Plenary Session – National Centre’s 2014 International Literacy Day Award recipients (See page 5 for details)

Transfer – not so hard after all Susan Reid, Workbase To embed with understanding: Next steps in the progression Mark Smith, Unitec Institute of Technology

Area 2

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)

» He mana t" te kupu: Re-engaging M!ori with literacy Presenter: "neta Hinemihi R!wiri, Te W!nanga o Raukawa

» Designing tasks to transfer learning to and from the workplace Presenters: Nick Moore, Languages International, and Yvonne Bruce, The Selwyn Foundation

» Research-based literacy and numeracy interventions in industry training Presenters: Mike Styles and Marianne Farrell, Primary Industry Training Organisation (Primary ITO)

Area 1

Area 3

Area 4

Area 5

4.30 – 5.30pm Plenary Session (Panel) (See page 6 for details)

Take the next step – workplace literacy and numeracy Facilitator: Phil O’Reilly, BusinessNZ Chief Executive and Tertiary Education Commissioner

Area 2

5.35 – 7.00pm Skills Highway networking event (See page 8 for details) 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)

Update from the Tertiary Education Commission (TEC) Presenters: Aroha Puketapu, Principal Adviser, and David Do, Adviser, Literacy and Numeracy Implementation, TEC

Area 2

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

» Haea Te P# Ata project Presenters: Dr Jessica Hutchings, New Zealand Council for Educational Research (NZCER)

» Literacy circles: Engaging reluctant learners Presenters: Anwyl Minnaar and Jodie Cook, Matapuna Training Centre

» Improve your literacy and numeracy outcomes by thinking more like an entrepreneur Presenter: Graeme Smith, Adult Literacy and Education Consulting Limited (ALEC)

Area 1

Area 2

Area 3

Area 4

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 wh!nau literacy programmes in context

Presenters: Dr Jane Furness, University of Waikato; Bronwyn Yates and Peter Isaacs, Literacy Aotearoa

» Writing – a manly pursuit! Presenter: Charles Hayward, English Language Partners NZ Trust

» Working together: Raising literacy in and across cities and towns Presenter: Alison Sutton, COMET Auckland

» 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

» 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 1

Area 2

Area 3

Area 4

Area 5

11.55am – 12.40pm

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

» Literacy and Numeracy Implementation Strategy consultation (repeat from Series 2) Presenters: Aroha Puketapu and David Do, Tertiary Education Commission (TEC)

» Tair!whiti Literacy Hub Presenters: Hannah Hohapata Osborne, Dianah Foley and Rene Babbington, Tair!whiti Hub

» “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

» 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 1

Area 2

Area 3

Area 4

Area 5

12.40 – 1.15pm Lunch


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

» 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

» 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

» One journey, many directions: The possibilities of Pathways Awarua Presenters: Nimi Kaur, Annette Tofaeono and Charlotte Cogle, ACG Tertiary and Careers Group

Area 1

Area 3

Area 4

Area 5

2.15 – 3.00pm Plenary Session (Panel) (See page 7 for details)

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

Area 2

3.00 – 3.30pm Closing and Poroporoaki Area 2

Symposium Programme continued


Keynote and Plenary Speakers

Literacy and Numeracy for Adults Assessment Tool contribution to educational outcomesThis 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 M!ori economy, and the interrelationship of the M!ori 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.

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.

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.

Transfer – not so hard after allThis 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 mid-2000s 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 progressionThe 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

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.


Panel Session: Take the next step – workplace literacy and numeracyManagers and employees discuss the benefits and challenges associated with workplace literacy and numeracy training.

Facilitator:

PHIL O’REILLY

BusinessNZ Chief Executive and Tertiary Education Commissioner

Panel members:

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

Update from the Tertiary Education Commission (TEC)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.

AROHA PUKETAPU

Principal Adviser Literacy and Numeracy, Tertiary Education Commission (TEC)

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.

Keynote and Plenary Speakers continued


Panel Session: New Zealand adults – literacy, language and numeracy: Making it realThe 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.

Facilitators:

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.

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.

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 wh!nau.

ALEESHEA REID

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)

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.


Symposium Events

Launching new options in the Assessment Tool for M!ori learners, and for ESOL and low-level literacy learnersThe TEC is excited to launch two new options of the Literacy and Numeracy for Adults Assessment Tool (Assessment Tool):

• Te Ata H!para: a reading assessment option for M!ori 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 eventAn 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.

(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.

Pathways Awarua… going placesPathways 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.

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 1The 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).

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.

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.


Te Ata H!para and Starting Points Assessment Development

Area 3Last year we reported on the consultation phase for two new Assessment Tool options: the development of M!tauranga M!ori content to improve engagement with M!ori 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 M!tauranga M!ori content, known as Te Ata H!para, 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 H!para 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.

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, Ng!ti 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 H!para – the M!tauranga M!ori reading option for the Assessment Tool. Waitiahoaho has taught in mainstream and kaupapa M!ori 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 M!ori education with wh!nau transformation as the focus. Her qualifications include MA, BA(Hons), BEd, Dip Teaching, NCALNE (Voc).

Series 1 continued


Knowing the learner

Area 4There 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 W!nanga o Aotearoa

Conny is currently employed as a Subject Matter Expert – Literacy and Numeracy at Te W!nanga 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 W!nanga o Aotearoa

Asher is currently employed in the Literacy, Language and Numeracy Co-ordinator role at Te W!nanga 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 Tair!whiti 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 W!nanga o Aotearoa

Wendy has worked at Te W!nanga 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 5Challenges, 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.


Listening to our tutors: What do tertiary tutors really think about teaching literacy and numeracy?

Area 1There 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, Taup" 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 M!ori and Pasifika students to achieve academic success. Her greatest achievements are her four children and two grandchildren.

Literacy and Numeracy Implementation Strategy consultation

Area 2The 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.

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.

Consultation opened on June 19 and closes 15 July 2015. Feedback needs to be emailed to [email protected]

Presenter: Aroha Puketapu, Principal Adviser Literacy and Numeracy, Tertiary Education Commission (TEC)


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 3In 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: 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.

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.

M! t" rourou, m! taku rourou – Reciprocal teaching and learning

Area 4The tertiary education sector in Aotearoa is primarily concerned with enhancing learner success, in particular success for M!ori, Pasifika and Youth. Benita Tahuri is a respected and dynamic M!ori 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 M!ori values, can also have a positive impact on engagement, participation and, therefore, the success of all learners, irrespective of their culture and or background.

Benita uses the following M!ori core values to underpin her approach:

• 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 M!ori 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.

Presenter: Benita Tahuri, Te W!nanga o Aoteaora and ‘He Taunga Waka’ Project

Ng!ti Kahungunu, T#hoe, Irish, English.

Benita’s current role is Subject Matter Expert – Leadership Development and Capability, Kiriwhanake, Human Resources (HR) at Te W!nanga o Aoteaora. Previously she was Kaiako Matua – Campus Manager of the Degree site based in Glenview, Hamilton.

Benita began her journey with Te W!nanga 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 W!nanga o Aotearoa throughout the subsequent years.

Qualifications include – Master’s in Education, PGDip Teach (Secondary), PGDip Teach (M!ori), 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’.


Training that hit the nail on the head: Core strength – working with 98 men and two women in construction and concrete

Area 5Delivering 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.

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.

Presenter: Tina Rose, Education Unlimited

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

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.

Series 2 continued


Learners’ experience of assessment conversations

Area 1Learner-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 t" te kupu: Re-engaging M!ori with literacy

Area 3English language literacy has come to hold very little positive meaning and experience for M!ori. 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 t#puna, who wrote and self-published widely.

Research reveals that when M!ori shape our literacy context and outcomes, there is high engagement. Conversely, when we do not, there are significant adverse impacts. M!ori 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.

Social practice theory promotes an understanding of multiliteracies: that is, multiple purposes for English language literacy in different contexts. Incorporating kaupapa- and tikanga-based philosophies and practices into M!ori adult literacy strategy, policy, teaching and research will transform literacy into a meaningful, purposeful activity for M!ori. In turn, this will motivate M!ori to read and write, and strengthen our literacy engagement and skills.

Presenter: #neta Hinemihi R!wiri, Te W!nanga o Raukawa

He muka t$nei n" Te Taurawhiri a Hineng!kau, he maramara hoki n" R!hiri.

N" Ng!ti Rangi, n" roto i a Whanganui Iwi; !, n" Ng!ti Hine, n" roto i a Ng! Puhi nui tonu.

%neta has experience in a number of M!ori adult literacy research and policy development projects. She is currently a P#kenga (researcher) at Te W!nanga o Raukawa.



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 5Primary 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.

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 hub-funded research projects.

Series 3 continued


Workplace mentoring

Area 1This 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.

Series 4 Wednesday 8 July 9.55 – 10.40am

Adding more feathers to the wings: How to widen the context of our teaching and learning

Area 2I 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.

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).

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.


Series 4 continued

Haea Te P$ Ata Project

Area 3Many M!ori 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 M!ori learners and their wh!nau. Diverse M!ori communities have responded to this failure by recreating their own learning institutions from pre-school through to tertiary, to provide a range of kaupapa M!ori pathways for M!ori educational achievement and success. There is much to learn from M!ori-driven approaches to M!ori education, particularly in relation to pedagogy and provision of services for literacy and numeracy. M!ori approaches to addressing literacy and numeracy challenges provide relevant opportunities for M!ori adults and their wh!nau 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 M!ori Adult Literacy and Numeracy, ‘Haea Te P# Ata’.

In late 2014 the Tertiary Education Commission contracted the New Zealand Council for Educational Research to engage with M!ori and other communities to identify key priorities and initiatives for a National Strategy for M!ori Adult Literacy and Numeracy. Two rounds of consultation were held to support the development of a strategy that would drive significant improvements in M!ori adult literacy and numeracy and be a catalyst for change. This session will outline the key priorities of ‘Haea Te P# Ata’, along with the key factors that will enable the achievement of the strategy’s objectives and implementation pathway.

Presenter: Dr Jessica Hutchings, New Zealand Council for Educational Research (NZCER)

Jessica Hutchings, PhD (Manager, Te W!hanga, 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 M!ori communities and wh!nau to reach their potential. She has a sound understanding of kaupapa M!ori research processes and methods and has led and contributed to a wide range of M!ori research projects that have made a contribution across the education, environment and health sectors. Before moving to NZCER to lead the kaupapa M!ori research unit, Te W!hanga, 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.

Literacy circles: Engaging reluctant learners

Area 4Literacy 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!

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 5Literacy 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).

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.

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.


The ecology of programme development: Establishing wh!nau literacy programmes in context

Area 1Thinking 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 wh!nau 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 wh!nau 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 wh!nau.

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 wh!nau literacy, and has written about participating as a P!keh! researcher in M!ori 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.

Presenter: Bronwyn Yates, Literacy Aotearoa

Of Te Arawa, Ngati Maniapoto, Te Aitanga ! 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 M!ori. 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 M!ori 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 M!ori Students. He has had involvement in the development of various research reports, including ‘He Wh!nau Matau, He Wh!nau Ora’, ‘Literacy, Language and Numeracy for M!ori Adults and their Wh!nau 2013’ for Te Puni K"kiri, 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.

Series 5 Wednesday 8 July 11.00 – 11.45am


Writing – a manly pursuit!

Area 2How 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 3What 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.


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 4What 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

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.

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.

Industry Training Organisations (ITOs) talking about their literacy and numeracy work from the learner/trainee perspective (their voice) (first of two sessions)

Area 5Come 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: Gavin Good, Building and Construction Industry Training Organisation (BCITO)

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.

Presenter: Nicola Beentjes, Motor Industry Training Organisation Inc (MITO)

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.

Presenter: Marion Drew, The Skills Organisation

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 5 continued


Aligning literacy and numeracy learning with learners’ lives for social benefits

Area 1The 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, wh!nau 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.

Series 6 Wednesday 8 July 11.55am – 12.40pm


Series 6 continued

Literacy and Numeracy Implementation Strategy consultation (repeat from Series 2)

Area 2The 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.

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.

Consultation opened on June 19 and closes 15 July 2015. Feedback needs to be emailed to [email protected]

Presenter: Aroha Puketapu, Principal Adviser Literacy and Numeracy, Tertiary Education Commission (TEC)


Presenter: David Do, Adviser Literacy and Numeracy, Tertiary Education Commission (TEC)



Tair!whiti Literacy Hub

Area 3On 30 November 2014, the Tair!whiti 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 k"rero together with feedback from Symposium participants evolved into the co-creation of a vision for what a ‘prosperous Tair!whiti’ would look like in the future. This was essentially the catalyst for establishing the Tair!whiti Literacy Hub. At the Symposium the TEC made a commitment to provide putea to support a Tair!whiti-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 Tair!whiti Literacy Hub is a unique, Tair!whiti-driven initiative and transformation project ‘in action’ to build literacy capability for the collective benefit of our wh!nau on the East Coast from Hicks Bay to Gisborne and Wairoa. We have taken a whole-of-region 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.

Tair!whiti 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, Tair!whiti 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 K"kiri, 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 M!ori achievement and innovative youth initiatives.

Presenter: Dianah Foley, Tair!whiti Hub, Ngati Porou

Dianah is the General Manager of Tautoko Work Trust, a M!ori PTE in Gisborne. In her 17 years of working in the PTE sector she has been involved with AMPTEE, Alternative Education National Body, Tair!whiti ACE Network, and the new initiative, the Tair!whiti 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, Tair!whiti 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.


“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 4Embedding 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.

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.

Series 6 continued


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 5Come 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.


Series 7 Wednesday 8 July 1.20 – 2.05pm

Re-engaging adult learners with their dreams, passions and potentials through numeracy education

Area 1Re-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.

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 3Our very contextualised tertiary education sector in Aotearoa New Zealand demands that tertiary educators avoid a one-size-fits-all 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 Taup" 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 W!nanga o Awanui!rangi (Learning Support Facilitator), Massey University Albany (M!ori Learning Adviser), Auckland University of Technology (Lecturer for M!ori 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 M!ori Studies and a Master of Indigenous Studies (Te Whare W!nanga o Awanui!rangi). Bruce also enjoys working with community groups such as local K"hanga 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.


The boxes are ticked but what else do Literacy and Numeracy for Adults Assessment Tool results tell us?

Area 4Yes, 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.

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.

Series 7 continued


One journey, many directions: The possibilities of Pathways Awarua

Area 5This 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 under-utilisation 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

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.

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.


Notes


Westpac Stadium Function Centre: 105 Waterloo Quay, Wellington, Phone 04 473 388

By foot

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.

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 bus

The bus terminal is adjacent to the main walkway entry point near the railway station at the south end of Thorndon Quay.

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.

Westpac Stadium Function Centre Directions

W H E R E T H E W O R L D I S G O I N G

T E A H U N G A O T E A O

© The University of Waikato, June 2015.

National Centre of Literacy and Numeracy for AdultsFaculty of Education University of Waikato Private Bag 3105 Hamilton 3240

Phone: 07 838 4466Email: [email protected]: www.literacyandnumeracyforadults.com

Documents

2015 National Centre of Literacy and Numeracy for Adults ...Draft... · 2015 National Centre of Literacy and ... National Centre of Literacy and Numeracy For Adults Symposium 2015