National Adult Literacy Agency Annual Report 2004

(01) 855 4332 [email protected] www.nala.ie

National Adult Literacy Agency76 Lower Gardiner StreetDublin 1

NALA CorkC/o VTSU Building Tramore Road,CorkPhone: (021) 4317011 Fax: (021) 431 5054 Email: [email protected]

NALA Mullingar Education & Employment Centre Austin Friar Street Mullingar Co Westmeath Phone: (044) 42111 Fax: (044) 45834 Email: [email protected]

What is NALAThe National Adult Literacy Agency (NALA)is a non-profit membership organisation,concerned with national co-ordination,training and policy development in adultliteracy work in Ireland. We were establishedin 1980 and have campaigned since then

for recognition of, and responses to, the adultliteracy issue in Ireland. We are a registeredcharity funded mainly by the Department ofEducation and Science. For more informationabout our work, log on to www.nala.ie.

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© February 2004National Adult Literacy Agency

ISBN 1-871737-32-X

National adult Literacy Agency76 Lower Gardiner StreetDublin 1

Telephone: 01 855 4332Fax: 01 855 5475

email: [email protected]: www.nala.ie

Freephone supportline: 1800 20 20 65

Contents

Page

Overview 2003 2

National office 6

New NALA projects 8Family literacy 8Specific learning difficulties (SLD) 10Plain English 12

NALA projects developed during 2003 14Health and literacy 14Using the Internet for literacy development 15English for Speakers of Other Languages (ESOL) 16World Wise 17Regional development 18Workplace Basic Education (WBE) 20Literacy through the media 22Integrating literacy into vocational educationand training programmes 25

Quality Framework 28

Adult literacy research 31

Training and development 35

Promoting understanding, support and action 39

NALA publications 42

International links 43

NALA 2003 Annual General Meeting 47

Links with other organisations 50

Alice Campbell – an appreciation 54

NALA Board Members and Staff 55

NALA membership 56

Accounts 60

Glossary 73

1NALA Annual Report 2003–2004

Overview 2003To provide an overview of NALA in2003, it is worth using the framework ofour strategic plan, which outlines oureight goals up to 2006 and provides acontext for the year’s work. Our goals allemanate from our mission statement – toensure all adults with literacy difficultieshave access to a range of high qualitylearning opportunities – and, in 2003,were at the heart of a very busy andproductive year, with many high points.

Our first goal relates to implementingGovernment policy on adult literacy. Tothis end, we chair an advisory group,made up of VECs and otherstakeholders, which is concerned withdeveloping an implementation plan forthe National Adult Literacy Programme,outlined in the White Paper on AdultEducation, ‘Learning for Life’.

The challenge of working in partnershipcan never be under-estimated and it takestime for groups to bond and be effectivein their task. The group met a number oftimes during the year to develop a modelfor the adult literacy service, staffingrequirements and other procedures forrealising the national programme.During this time, the membership of thegroup changed: Frances Ward replacedMary Maher as Chair of the group andPauline Gildea, Principal Officer, FurtherEducation Section, Department ofEducation and Science, replaced herpredecessor Margaret Kelly. The plan willbe presented to the Department ofEducation and Science and the IVEA,amongst others, for adoption in 2004.

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Overview 2003

NALA Strategic Plan 2002–2006

NALA also began exploratory meetingswith the IVEA about our relationshipand work towards our shared goal ofensuring quality adult literacy provision.We also engaged with the newly formedVEC Adult Literacy Forum, establishedas a sub-group of the IVEA, which isconcerned with developing the VECAdult Literacy Schemes.

Meetings also took place with a range ofGovernment departments and stateagencies interested and involved in adultliteracy, namely the Department ofEnterprise, Trade and Employment andFÁS. We discussed the role of thesebodies in forwarding workplace basiceducation, more specifically our‘Workplace Basic Education Strategy’,presented to Government in 2002. Thenew partnership agreement, Programmefor Sustaining Progress, mentions thisdocument under special initiatives, oneof which covers literacy.

The next goal relates to research andduring 2003, concentrated on refining‘Mapping the Learning Journey’, anassessment framework for adult literacy.The significant work here involveddeveloping a resource pack for using theframework and applying plain English.This represents the culmination of athree-year research project, which webelieve will significantly contribute toenhancing the quality of teaching andlearning in adult literacy settings. Wealso made progress in developing thereference library and exploring how tomake the library more accessible toexternal researchers.

Using the ‘Quality Framework for AdultBasic Education (ABE)’ is our third goaland 2003 saw even more adult literacyservices using the tool to evaluate theirown practice, a process that involvedlearners, practitioners and seniormanagement. Now 28 out of 33 VECs usethe framework, a significant number forthe second year of rollout of this tool toall providers. During the year, we collatedfeedback on using the framework, whichhighlighted a range of benefits. Theseincluded a range of programmeimprovement plans covering recruitmentof learners, promotion of the service,increased understanding, supportedteam-working, promoted ownership,facilitated strategic planning, promotednetworking and improved quality.

Training has long been one of our centralfeatures and, as our fourth goal, itcontinues to be a major part of our work.In 2003, 67 courses were delivered aspart of our in-service and NALA-WITprogrammes, covering 50 thematic areas,delivered in 13 locations and catering for1,140 participants. In addition, wefacilitated a number of gatherings,namely the Adult Literacy Organisers’Forum, National Forum for AdultLiteracy Tutors and regional learnermeetings. These gatherings coveredsubjects such as ‘how to stay learnercentred at a time of change’, the role oflearners in the Quality Framework and‘Mapping the Learning Journey’.

Training was also delivered as part of theNUI Maynooth Certificate in IntegratingLiteracy, for trainers and educators fromCommunity Training Centres,Youthreach and Senior Traveller


Overview 2003

Training Centres. This programme is akey part of an initiative to enhance thequality of literacy provision by adoptinga whole centred approach.

Our fifth goal relates to the exciting anddiverse area of development, coveringsuch topics as workplace basic education,television- and radio-based distanceeducation, family literacy and specificlearning difficulties. NALA secured EUfunds through the Department ofEnterprise, Trade and Employment todevelop a model of workplace learningfor Small Medium Enterprises. Thiswork began late in the year with Co.Monaghan VEC.

The Read Write Now TV literacy seriesentered its third evaluation and fourthseries. As with previous years, theprogramme changed in light of feedbackfrom learners involved in the previousseries, as well as from other stakeholders.The programme kept key features of itssuccess to date: a learner’s story,everyday literacy skill areas and learningto learn. The average audience for theseries was 165,000, with over 7,000 packsdistributed to independent learners.

We appointed our first dedicated FamilyLiteracy Policy Worker to draw up policyguidelines and a strategy for developingfamily literacy in Ireland. To date, this hasinvolved setting up a working group withmembers from the VEC sector, Barnardosand the Department of Education andScience, as well as ongoing consultationwith family literacy providers.

We established another working group inthe area of specific learning difficulties,which has also drawn from a wide rangeof organisations, including the DyslexiaAssociation of Ireland. We haveappointed a dedicated worker in thisarea, who has concentrated ondeveloping a scoping paper as well ascollating the results of a questionnaire toliteracy providers on this subject.

Innovation is something we constantlystrive towards, seeking out new ways tomeet the needs of adults wishing toimprove their literacy skills. To that end,we, as part of our sixth goal, piloted andevaluated Literacy Tools, a web-basedliteracy programme, and applied underthe Dormant Accounts Fund foradditional resources to continue ourwork in this area. We continued work todevelop a set of literacy materials themedaround health content. This involvedpiloting the materials by adult literacyproviders and health promotion workers.

With the Department of Social andFamily Affairs we embarked on a projectfocused on plain English in 2003 andappointed a dedicated worker for thisarea. We have reworked a range of theDepartment’s information leaflets tomake them more accessible to thegeneral public. We also established aplain English service and have workedon documentation from a range oforganisations, including the Departmentof Enterprise Trade and Employment,the National Disability Authority, theOffice of the Director of PublicProsecutions and the Irish CancerSociety.

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Overview 2003

The seventh goal of the NALA strategicplan centres on the broad area ofcommunications. The theme for NationalLiteracy Awareness Week andInternational Literacy Day conferencewas the literacy and the legal and justicesystem. This involved partnering anumber of legal and justice organisationsin raising awareness about the adultliteracy issue, as well as the use of plainEnglish. Events in Dublin and Corkthroughout the week and the conferencewere well attended and received positivefeedback from participants. During theyear, we made additional informationavailable through our website. Theaccessibility of the site was improved bymeeting the National Disability Authorityguidelines.

The final area of our strategic plan dealswith staff and organisationaldevelopment. During the year therewere a number of staff developmentactivities, including training on‘managing workplace relationships withrespect and dignity’ and ‘new ways ofworking with external groups’. We alsosupported individual staff education,covering masters and degreeprogrammes.


Overview 2003

Inez Bailey, Director, NationalAdult Literacy Agency

National office

AdministrationIn 2003, the NALA administrative staffwas extremely busy and, as ever, providedvital support to all parts of the Agency. Wesupported the development, training andawareness work of the Agency and co-ordinated the many mailings that occurredduring the year. We also answered over3,000 telephone queries and met over 500visitors to the NALA Dublin office.

The administrative staff played an activerole in helping other NALA staff organisemajor events and campaigns, such asNational Literacy Awareness Week,International Literacy Day, the NALAAnnual General Meeting, Organisers’and tutors’ fora and many otherseminars and conferences.

NALA Resource RoomThe NALA Resource Room in Dublincontinued to be widely used by all thoseinvolved in tutoring adults in varioussettings. These include the VEC AdultLiteracy Schemes, Traveller TrainingCentres, Prison Education, FÁSCommunity Training Centres, NTDI,tutors of ESOL and many others. Asidefrom these users, we met with over 600personal visitors. We also dealt with anaverage of 200 orders by post, fax, emailand telephone.

We displayed our NALA Resource Roommaterials at various conferences such asthe NALA Annual General Meeting, thecelebration of International Literacy Dayand the National Forum for Adult LiteracyTutors in Dublin.

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National Office

The entrance to the NALA main office at 76 Lower Gardiner Street, Dublin 1

If you would like the NALA ResourceGuide or a current order form, contactthe NALA Resource Room by phone on(01) 855 4332 or by email [email protected]. Our Mullingar andCork offices also stock literacy materials,which you can view and order byappointment.

National referral serviceMembers of the public use our mainNALA number and the freephonenumber to look for:

support in improving literacyskills;free packs and videos thataccompany the TV and radioseries; andinformation on how to makecontact with local schemes.

We dealt with about 10 such calls eachday, representing around 2,400 for thewhole year. We also dealt every day withenquiries by telephone and email frompeople wishing to become volunteertutors. We received about 1,200 suchcalls last year.

Last year, we updated and reprinted theinformation leaflet ‘VEC Adult Literacyand Basic Education Services in Ireland’four times. This leaflet has the contactname and telephone numbers of all adultliteracy schemes and has been verypopular. If you would like a copy, contactus by phone on (01) 855 4332 or byemail at [email protected].


National Office

Members reviewing NALA resources

New NALA projects

Family literacyTo demonstrate our desire to developfamily literacy, we established a two-yearfamily literacy project in 2003. In May, weemployed a Family Literacy Policy Workerto develop family literacy work. Familyliteracy and family learning programmesare interesting developments in ABE, butthey can also be complicated, as they bringtogether aspects of adult basic education,children’s education and communitydevelopment.

About half of all the VEC Adult LiteracySchemes in Ireland run a family learningprogramme, but they range from thevery small to the extensive and wide-ranging. Family literacy work also takesplace in Area Partnerships, projects onEnglish for Speakers of Other Languages(ESOL), schools, family resource centres,Youthreach, Barnardos and TravellerTraining Centres.

Since May, we have worked to:

research and establish contactswith family literacy programmesin Ireland and internationally;seek funding opportunities forfamily literacy programmes;plan a module in family literacyat certificate level with WaterfordInstitute of Technology, to buildon the existing NALA/WITmodule at diploma level; andset up a NALA working group todiscuss and agree policy for thedevelopment of family literacywork.

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Family Literacy

Family around the kitchen table enjoying reading together

Developing a working groupIn 2003, our working group cametogether for the first time. The grouphas 15 members, including ALOs, tutors,learners and representatives from:

Barnardos;the Home-School-CommunityLiaison scheme; Area Partnerships;the Department of Educationand Science;Waterford Institute ofTechnology (WIT) LiteracyDevelopment Centre;the Library Council; andthe Irish Vocational EducationAssociation (IVEA).

The Chairperson is Eileen Curtis, AdultEducation Organiser with Co. KilkennyVEC. Together, we aim to launch familyliteracy policy and guidelines in autumn2004.

Exploring accreditation forlearnersAnother of our projects centred on gettingaccreditation for learners. Already,Education Co-ordinators working withArea Partnerships developed aFETAC/NCVA Level 1 module namedEarly Reading Support. In 2003, we beganexploring FETAC accreditation for familyliteracy at both the present FoundationLevel and the new Levels 1 and 2.

For more information on family literacy,contact Jenny Derbyshire, FamilyLiteracy Policy Worker, by phone on (01) 855 4332 or by email [email protected].


Family Literacy

Mother and son get down to some literacy practice

Specific learningdifficulties (SLD)

Specific LearningDifficulties (SLD)In 2003, we extended our commitmentto help people improve their literacy bylooking at the needs of people attendingliteracy tuition who have specific learningdifficulties. Specific learning difficulties(SLD) include dyslexia, dyspraxia,Asperger’s syndrome and attention deficithyperactivity disorder (ADHD). Adultswho experience SLD learn differentlybecause they can have some difficultywith processing information. However,they can and do learn when tutors use astyle that targets their strengths.

Developing our policy on SLDIn 2003, we employed a Specific LearningDifficulties Policy Worker to look at theneeds of learners with SLD. Our SLDpolicy development work began with anumber of meetings with groups such as:

the Dyslexia Association of Ireland;VEC Adult Literacy Schemes;Department of Education andScience;St Thomas National School,Jobstown, Dublin;National EducationalPsychological Service (NEPS);Bua National Centre, Institute ofTechnology, Blanchardstown;University College Dublin;National Centre for Guidance inEducation;National Training andDevelopment Institute;

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Specific learning difficulties

Philomena Ott, dyslexia expert and author,addressing a seminar in February 2004

Trinity College Dublin; andBelfast Institute of Further and Higher Education.

Forming our working groupTo develop our SLD policy guidelines andsupport for literacy tutors, we broughttogether an SLD working group, made upof our stakeholders and of peopleexperienced in SLD and adult literacyprovision, to inform the policy guidelinesand support ABE settings. The workinggroup includes VEC Adult LiteracyOrganisers, tutors, learners, other trainers,researchers and members of organisationssuch as FÁS, the Dyslexia Association ofIreland, the Adult Education GuidanceService, the National Training DevelopmentInstitute and the Institute of TechnologyBlanchardstown National BUA Centre. Theworking group, chaired by RosamondPhillips, a tutor-trainer, began meeting inOctober 2003 and will continue to meetuntil June 2004.

Locating current knowledge and practiceTo find out where we would need to focusour policy, we began researching theknowledge and practice that currently existin relation to SLD, especially dyslexia, andproduced what is known as a scopingpaper to describe our findings. Thescoping paper included:

a review of literature about SLDand dyslexia;a description of current practicein the VEC Adult LiteracySchemes, further and highereducation and Adult EducationGuidance Service; and

an investigation of internationaldefinitions and understanding ofSLD and dyslexia.

In June 2003, we sent out a national surveyto ABE settings. Out of the 413questionnaires we issued, we received 101replies. The questionnaire covered thefollowing areas:

definitions of SLD;identifying and assessing SLD;learners’ needs and managingthe learning process; andtutors’ needs and suggestions.

We will present and discuss the initialresults of the national SLD survey at the‘More than Words’ dyslexia seminar inFebruary 2004.

Developing training for tutorsIn 2003, we developed new SLD anddyslexia tutor training, in line with ourcommitment to provide ongoing trainingfor adult literacy tutors. The new coursewill give information on the four difficultiesthat SLD includes and will explore effectivetutoring that helps adult literacy learnerswho experience SLD. We have alsodeveloped a new training course ondyslexia that focuses on strategies inreading, writing, spelling and numeracy.

For more information on SLD policydevelopment, contact Bridget Gormley,Specific Learning Difficulties PolicyWorker, by phone on (01) 809 9198 or bye-mail at [email protected].


Specific learning difficulties

‘More Than Words’dyslexia seminar

Plain EnglishIn 2003, we increased our commitmentto new approaches to literacy bylaunching a full-time plain Englishproject. Our strategic plan includes anobjective to “promote the use of plainlanguage in materials aimed at thegeneral public”. The project was a logicalway of meeting this objective, as plainEnglish involves writing and designingmaterial with the reader in mind so thatit is easier to read and understand. Thefull-time project builds on our previouspart-time initiative to encourageorganisations to focus on not just whatthey say, but also on how they say it.

Linking with the Department ofSocial and Family AffairsTo get the project off the ground, weobtained funding from the Departmentof Social and Family Affairs to employ afull-time Plain English Project Workerand three contract workers. These weretrained at the end of July 2003 by thePlain English Campaign, a UK-basedorganisation that has been working toraise awareness of plain English since thelate 1970s. Through its vigorouscampaigning efforts, the organisation hasled the way in promoting plain Englishworldwide.

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Plain English

Clodagh McCarthy, Plain English Project Worker,NALA, with Mary Coughlan TD, Minister forSocial and Family Affairs, launching the newplain English service

A major element of our plain Englishproject has involved working withInformation Services staff in theDepartment of Social and Family Affairsto clarify and update their social welfareinformation booklets and applicationforms. The Minister for Social andFamily Affairs, Mary Coughlan, TD,launched this initiative in earlySeptember 2003. It is due to run untilAugust 2004. Of the 75 booklets to berevised, one third are now completed.

Getting the plain English serviceunderwaySeptember 2003 also saw the beginningof our plain English service, the othermain element of the plain Englishproject. So far, the service has centred onediting and offering guidance on plainEnglish techniques. In 2003, our clientsincluded:

the National Disability Authority;the Irish Financial ServicesRegulatory Authority;the Irish Cancer Society;the Northern Area HealthBoard;the National Women’s Council ofIreland; andthe Money Advice and BudgetingService.

Spreading the wordWe also promoted plain English and gaveworkshops at a number of events aroundthe country. In September, we promotedthe service at our National LiteracyAwareness Week and tied it in with thelaunch of ‘A Plain English Guide to LegalTerms’. In October, we promoted plainEnglish at the Local Government Anti-Poverty Learning Network regionalmeeting in Leitrim. Also in October, wegave workshops on plain Englishtechniques at Comhairle’s nationalconference for 2003, ‘Information:Gateway to Inclusion’, and at ourInternational Literacy Day conference.

In 2004, we look forward to expandingthe service to encompass a wider rangeof clients and a programme of workshopsand one-day training sessions.

For further information on plain Englishand our service, contact ClodaghMcCarthy, Plain English Project Worker,by phone on (01) 809 9194 or by [email protected].


Plain English

Promoting the NALA Plain English Service

NALA projectsdeveloped during2003 Health and literacy

In May 2003, we set up a new steeringcommittee and started the second half ofour health literacy project. After weinvited people to send in a tender for theproject, we commissioned Janet Kehellyto produce a health pack for grouptutors. We started to pilot the pack in 10ABE settings in October.

The health pack has covered generalhealth issues so that group tutors andhealth promotion officers can build itinto their work. The topics covered inthe pack were influenced by the findingsof research carried out by AnneMcCarthy in 2001 and 2002 to produceour health strategy document. We expecttutors to use this pack in family literacy,communication and personaldevelopment courses.

In 2004, we will design health literacyexercises for our Literacy Tools website,www.literacytools.ie.

For more information on the health and literacy project, contact JenniferLynch, Project Co-ordinator, by phoneon (021) 431 7012 or by email [email protected].

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Health and Literacy

Jennie Lynch (first left) and Sarah O’Brien(second left), National Health PromotionInformation Project, at the launch of the guidelineson writing and designing effective healthpromotion information materials. The HealthPromotion Unit funded this publication and theSouth Eastern Health Board produced it.

Using the Internet forliteracy developmentFollowing an eight-month evaluation ofour how we use the web for literacytuition, literacy consultant Janet Kehellywrote an evaluation report. This reportoutlined how basic education settings areusing information and communicationtechnologies (ICT) and identified areasof the website that needed to beimproved.

Throughout the year we also worked tomake sure that the site was disability-friendly. Currently, it reaches WebAccessibility Initiative (WAI) Level 1standard, meaning that no group ofpeople is unable to access information onthe site. We also developed a trainingday for tutors to introduce them to thiswebsite and other relevant software.

We hope to launch the site in thesummer of 2004 and engage in apublicity campaign. Also in 2004, weplan to work with UCC to evaluate thesite using WAMMI, a questionnaire tomeasure visitors’ opinions on how easy awebsite is to use.

For more information on literacytools.ie,contact Jennifer Lynch, Project Co-ordinator, by phone on (021) 431 7012or by email at [email protected].


ICT

‘www.literacytools.ie’ – the NALA website tosupport adult literacy learning and tutoring

English for Speakers ofOther Languages (ESOL)

ESOL training for tutorsBy the end of 2003, we offered sixdifferent one-day non-accredited ESOLcourses and workshops. These were:

Introduction to ESOL (formallyESOL 1);Developing ESOL (formallyESOL 2);ESOL: How to Teach Grammar;ESOL: Teaching the Four Skills;ESOL: FETAC LanguageModule Workshop; andIntercultural Awareness.

We also piloted, with Waterford Instituteof Technology (WIT), a new ESOLmodule for ESOL tutors as part of theNALA/WIT National Certificate inLiteracy Development. We plan to pilot asecond ESOL module in February andMarch 2004.

Paving the way for ESOL resourcesIn March 2003, we launched ‘Paving theWay’, a materials and resources pack forESOL tutors. The aim of the pack is togive some guidance to literacy servicetutors on how to teach learners who donot have English as a first language.There are learner background facts andfigures and methods and materials forteaching ESOL. You can get the packfrom the NALA Resource Room, at aprice of e10.

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ESOL

ESOL learners at a VEC Adult Literacy Scheme

ESOL policy guidelinesIn March 2003, we produced ‘Englishfor Speakers of Other Languages: PolicyGuidelines and Supports for VEC AdultLiteracy Schemes’. These guidelines,drafted by our ESOL working group,include recommendations on thefollowing six areas within ESOL:

outreach and promotion;provision and participation;assessment;accreditation;training and support; andequal status policy.

ESOL: FETAC language moduleOur ESOL policy guidelines recommendthat ESOL learners submit languageportfolios to FETAC for accreditation. In2003, ESOL learners from a variety ofadult literacy schemes already submittedtheir language portfolios and receivedaccreditation from FETAC.

For further information on any aspect ofESOL, contact Fergus Dolan, TrainingOfficer, by phone on (01) 809 9191 or byemail at [email protected].

World Wise: developmenteducation pack for adult literacylearnersIn 2003, we responded to learners’ needsfor more varied literacy-friendlymaterials by producing ‘World Wise’, anadult learning pack on issues faced bydeveloping countries. We worked withCo. Clare Reading and Writing Schemeand Trócaire to put this pack togetherand help broaden the range of themescovered by literacy-friendly materials.Previously, learners had told us that

resources and books aimed at themcovered only a small number of topics.

The resource materials in ‘World Wise’were written by Moira Greene and PaulineMurphy from Co. Clare Reading andWriting Scheme and were developed by an advisory committee involving EithneBrennan from Trócaire and four adultliteracy schemes that piloted the materialswith their adult literacy learners.

‘World Wise’ is made up of four units,each containing stories, poems, wordsand pictures. It aims to:

introduce adult literacy learnersto development issues;present the themes and issues ina way that encourages people toread, write and discuss thesethem; andhelp learners realise that theycan play an active role insupporting migrant workers,refugees and asylum seekersworking in Ireland.

Father Peter McVerry, SJ, launched ‘WorldWise’ at our International Literacy Dayconference in October 2003. You can getcopies of the pack from our ResourceRoom for e13, including postage.

For more information on ‘World Wise’,contact Fergus Dolan, Training Officer,by phone on (01) 809 9191 or by email [email protected].


ESOL

‘World Wise’, an adultlearners’ developmenteducation support pack

Regional developmentTwo new regional development workersjoined us in 2003. Since May, MargaretMurray has been the RegionalDevelopment Worker for the southernregion. Based in our Cork office, herwork covers Cork city and county, Kerry,Limerick, Waterford, Wexford andKilkenny.

Peter Kiernan is our RegionalDevelopment Worker for the midlands,west, northwest and northeast of thecountry. His work covers Donegal, Mayo,Sligo, Galway, Clare, Carlow, Laois,Offaly, Tipperary, Westmeath, Meath,Roscommon, Leitrim, Cavan, Monaghanand Louth. Since he joined in May, hehas been based in our Mullingar office.

Our regional work in 2003 fell under thefollowing broad categories:

supporting ABE settings andobtaining feedback;developing policies and plans;andorganising regional events.

Supporting schemes andobtaining feedbackThroughout 2003, the regionaldevelopment workers contacted VECAdult Literacy Schemes to offer themsupport and advice in adopting theQuality Framework and ‘Mapping theLearning Journey’, the assessmentframework, and answer any questionsthey had.

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Regional Development

Celebrating NLAW in Waterford were Nicola McCarthy, VEC Adult Literacy Organiser,Co. Waterford, Seamus Ryan, Deputy Lord Mayor,Waterford City Council, costume character Joe,Joanne Geraghty, VEC Adult Literacy Organiser,Waterford City and Margaret Murray, NALA

They also met schemes to get their opinionson different initiatives and to hear aboutthe progress of projects such as the Returnto Education Programme. This feedbackfrom the regions has been very useful, as ittells us about the experience of VEC AdultLiteracy Schemes on the ground.

Developing policies and plansMargaret and Peter have both developedpolicies and plans to guide our work inthe future. Margaret has developed adraft learner development policy.Learner development is about thebroader aspects of literacy, such asimproving self-esteem and buildingconfidence, which enable learners toreflect and make positive change in theirlives. We have already reviewed ourexisting work in this area, so our policyexists to outline what more work we willdo to meet the needs of learners withinour existing resources andresponsibilities.

Late in 2003, Peter completed a positionpaper to explore how we can make contactswith literacy providers in the broader adultcommunity education sector and to guideour actions in the future. In 2004, we hopeto continue to expand our services toeducation and training providers outsidethe VEC Adult Literacy Schemes, such asprisons, Youthreach Centres and FÁSCommunity Training Centres. Theseprovide literacy tuition and support, butmay not be fully aware of the range ofservices and supports that we offer.

Organising regional eventsMargaret organised a Cork event forNational Literacy Awareness Week inSeptember, and got assistance from theMoney Advice and Budgeting Service, CorkCity Library, Comhairle and a member ofthe Faculty of Law, University CollegeCork. Over 60 people attended the event,including members from VEC AdultLiteracy Schemes, city and county libraries,national schools, the City Council, theprison service, the community andvoluntary sector and University CollegeCork.

In 2003, Peter co-facilitated a number ofregional events, including the learners’forum in Roscommon and the regionaltutors’ forum in Athlone.

Providing informationOn an ongoing basis, we provideinformation to VEC Adult LiteracySchemes and other NALA members onour work and on general literacydevelopments. If you wish to access anyliteracy resources, you can look at thelarge sample of literacy resources in theCork and Mullingar offices byappointment and then order them fromour Resource Room in our Dublin office.

For more information on developmentsin the southern region, contact MargaretMurray by phone on (021) 431 7011 orby email at [email protected].

For more information on developmentsin the midlands, west and northeast,contact Peter Kiernan by phone on (044) 40374 or by email [email protected].


Regional Development

Workplace BasicEducation (WBE)Work continued on the development ofWorkplace Basic Education in 2003. Thebeginning of the year saw the nationalagreement, Programme for SustainingProgress (PSP), refer to our WorkplaceBasic Education Strategy document. ThePSP states, “a workplace basic educationand literacy/ numeracy/ Information andCommunication Technologies (ICT)programme will be implemented as partof this, building on the recommendationsof the National Adult Literacy Agencyreport on a Workplace Basic EducationStrategy and the Report of the TaskForce on Lifelong Learning. Pilotinitiatives will be implemented intargeted sectors where there arevulnerable workers, in partnership withtrade unions.” (Chapter 2 – SpecialInitiatives 2.8 Tackling EducationalDisadvantage – Literacy, Numeracy andEarly School Leavers, page 30)

We continued to raise awareness andpromote the issue of WBE with keystakeholders such as Governmentdepartments, employers and trade unions.We did this by sending information andinvitations to our seminar, holding meetingsand networking. As a result, we dealt withmany requests for information andsolutions to literacy issues in the workplace.

We maintained and developed links withother relevant organisations, includingFÁS and NQAI. In particular, we begandiscussions with the Service to Businesssection of FÁS on how to develop basiceducation in the workplace.

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Workplace Basic Education

Keynote speaker Chris James, Executive Director,Cleaning Industry National Training OrganisationUK, at the WBE seminar in June with OliviaO’Leary, event chairperson

Helping employers to ‘close the gap’In June 2003, we held a very successfulhalf-day seminar on the issuessurrounding Workplace Basic Education.There we launched our brochure, named‘Closing the Gap’, which includesfindings from our 2002 research ondeveloping a workplace literacy policyand guidelines for Irish employers.

Media commentator Olivia O'Learychaired the seminar and An Taoiseach,Bertie Ahern, TD, and a number of UKand Irish experts from business addressedit. Speakers included Chris James,Executive Director of the CleaningIndustry National Training Organisation inthe UK, Anne Heraty, CEO of ComputerPlacement Ltd., and Inez Bailey fromNALA. Representatives from Pauwels TrafoLtd., Cavan, and Smurfit Corrugated Ltd.,Dublin, also gave presentations on runninga workplace basic education programme.Shay Roche, a participant in the Return toLearning programme in South DublinCounty Council, spoke on his experienceof attending the programme. The seminarwas attended by over 100 people andproved very interesting.

Return to learning in the local authoritiesIn 2003, the Return to Learning projectwent from strength to strength. The 34local authorities and VECs continued towork together to develop theseprogrammes and we supported theproject co-ordinators. About 300 learnersin 50 groups took part in 2003. Onceagain, all people who took part gave verypositive feedback and plans are underway

to continue and expand theseprogrammes further.

Devising a Workplace BasicEducation model for SmallMedium Enterprises (SMEs)In 2003, the Department of Enterprise,Trade and Employment accepted ourproposal, under the In-Company Trainingmeasure, for a project to devise a WBEmodel for SMEs. We have been workingwith the support agency, EnterpriseIreland, on the funding process and how tomonitor the project. We are working withMonaghan VEC to introduce this project.

Training for adult literacy tutorson WBEIn 2003, we worked with WaterfordInstitute of Technology (WIT) to designa WBE national certificate module forexperienced literacy tutors. We plan topilot the course in 2004.

For more information on literacy in theworkplace, contact Helen Ryan, ProjectCo-ordinator, by phone on (01) 809 9197or by email at [email protected].


Workplace Basic Education

‘Closing the Gap’, NALA report on Workplace BasicEducation

Literacy through the mediaIn 2003, we continued to develop theliteracy through the media project. Inspring 2003, four community radiostations rebroadcast the literacy radioseries, Read Write Now. In the autumn,RTE broadcast a fourth TV series ofRead Write Now.

Continuing the focus of learningto learn with Read Write Now(RWN) TV series 4Once we secured funding, we began todevelop a fourth TV series in spring2003. We worked closely with the TVproduction company AV-Edge toadvance the series based on the feedbackand evaluation of RWN 3. The fourthseries continued the theme of learning tolearn. This influenced the format of theprogrammes, as we introduced some newelements such as one presenter and mainlocations for the ‘expert’ section.

RTE 1 broadcast the series onWednesday nights at 7.30pm from 1 October and repeated it the followingTuesday at midnight. The Wednesdaynight programme attracted an averageaudience of 124,000 each week, while therepeat on Tuesdays attracted an averageof 33,000. The audience reached a peakon week 5 (29 October) when 198,000viewers tuned in for both broadcasts.

22

Literacy through the media

Derek Mooney at NALA head office for Read Write Now 4

Learners can now get a copy of each TVseries on video. Each VEC Adult LiteracyScheme and local library has copies. Wealso sent copies to other groups, such asFÁS Community Training Centres, theNational Training and DevelopmentInstitutes and Youthreach. Some copies arealso available in the NALA Resource Room.

Continuing the freephone serviceWe re-opened the freephone tutor supportline for RWN in mid-September, operatingfrom 10am to 4pm, Monday to Friday.Experienced tutors answered telephonequeries about the points in the TVprogramme and the free pack that learnershad received. In total, we sent out about23,000 learner packs to independentlearners, literacy schemes and interestedgroups. Although the TV series ended inDecember 2003, we have kept thefreephone number so that people canrequest learner packs and we can referpeople to VEC literacy schemes.

The NALA freephone support line was verybusy, with a total of 8,000 calls. About 7,000of these came from independent learners.We also noticed a higher number of callsfrom learners who wanted support andencouragement with their learning.

Our freephone helpline tutors included:

� Ann Chadwick� Ann Mary Flynn� Bernie McCarthy� Dara McMahon� Emma Bailey� Maureen Conlon� Marian Hickey� Niamh Kelly

Evaluating the third Read WriteNow TV seriesIn 2003, we continued to monitor andevaluate each TV series when it finished.Last year, we published the reportevaluating the third Read Write Now TVseries. Written by external consultant, LizMcSkeane, this outlined the outcomes ofthe series, based on feedback fromindependent learners and literacyproviders, and made recommendationsfor future series.

Media Advisory GroupThe Media Advisory Group continued tomeet regularly in 2003 to guide the workof the literacy through the media project.The group includes Peggy Murphy, arepresentative from NALA, DesO’Loughlin, the Department ofEducation and Science, RTÉ, RodgerCurran the Chief Executive OfficersAssociation (CEOA), the Irish VocationalEducation Association (IVEA), PatStanton, the Adult Education OrganisersAssociation (AEOA), and the AdultLiteracy Organisers Association (ALOA).



Read Write Now 4 Learner Handbook

Delivering literacy and numeracytuition through local communityradioIn 2003, we continued to work with theCommunity Radio Forum (CRF) andlocal VECs. The literacy radio series,Read Write Now, was broadcast on thefollowing four local community radiostations from May to July:

Community Radio Castlebar, Co. Mayo;Inishowen Community Radio,Co. Donegal;NEAR FM, Dublin; andRaidio Corca Baiscinn, Co. Clare.

Each station broadcast the 10-week seriesevery Wednesday at different times. Thelocal VECs worked closely with the radiostations to promote and support thebroadcast. We evaluated the process andthe outcomes over the summer and gotuseful information and recommendationsfor future collaboration.

We plan to re-broadcast the numeracyradio series, Time 4 Learning, in early2004.

For more information on literacy throughthe media, contact Helen Ryan, ProjectCo-ordinator, by phone on (01) 809 9197or by email at [email protected].

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Michael Costello, Joyce Burns, Adult LiteracyOrganiser, Martina Needham, Adult Literacy Co-ordinator, and Jim Doherty of InishowenCommunity Radio at the announcement of the re-broadcast of Time 4 Learning

Integrating literacy intovocational education andtraining programmesThroughout 2003, we worked toencourage further education and trainingproviders to build literacy support intotheir programmes. This work was fundedby the Department of Education andScience and by FÁS. The work in 2003aimed to promote ‘Integrating Literacy:NALA Guidelines for Further Educationand Training Centres’, which we hadproduced in 2002 to outline the reasonsfor building literacy into all education andtraining programmes and describe the keyelements of an integrated, whole-centreapproach to literacy. Aside from promotingthe guidelines, we supported educationand training centres to apply them inpractice. In particular, we co-operated withFÁS in encouraging the whole-centreapproach to literacy in CommunityTraining Centres (CTCs).

Training for vocational trainersand subject-teachersIn 2003, 83 teachers and trainers tookpart in the NUI Certificate Course inIntegrating Literacy, provided by NUIMaynooth. Jointly designed by NUIMaynooth and NALA, the course hasaimed to give vocational trainers andsubject teachers the knowledge and skillsto build literacy into their programmes.Most participants were from FÁSCommunity Training Centres (CTCs),VEC Youthreach Centres and SeniorTraveller Training Centres.


Integrating literacy

Frank Donnelly, FÁS Regional Director,launching ‘Skillwords’ integrating literacysupport pack

Teachers and trainers from NTDI, CERTand VTOS also took part. The courseran on four occasions, three of whichwere organised by FÁS and delivered byNUI Maynooth. The fourth coursebegan in October, and has beendelivered by Donegal VEC AdultLiteracy Scheme in cooperation withNUI Maynooth. Congratulations toMartina Needham, Adult Literacy Co-ordinator, for making this accreditedcourse available through the adultliteracy scheme for the first time, as partof a range of supports offered to localeducation and training centres.

Training for literacy tutorsIn 2003, Waterford Institute of Technology(WIT) approved a new Integrating Literacycourse module specifically designed forliteracy tutors, as part of the NationalCertificate for Literacy Development. Itaims to equip literacy tutors with the skillsto be literacy facilitators in education andtraining settings. It will be delivered for thefirst time in Spring 2004.

Training for managersWhile a number of managers and co-ordinators have taken part in the NUIMaynooth Integrating Literacy coursesince it first began in 1999, there has beenno literacy training programme specificallyfor the managers of education and trainingcentres. In 2003, we agreed steps with FÁSto provide literacy-related training for CTCmanagers. A literacy module will be part ofa general management trainingprogramme to take place in 2004. Themodule will aim to help managers use theguidelines on integrating literacy in theirwhole-centre planning.

Literacy tutor networksIn 2003, three network meetings wereheld for literacy tutors who work inCTCs and Department of JusticeTraining Centres. About 30 tutors tookpart in the meetings, which were held inDublin, Cork and Athlone. The meetingsgave the tutors a chance to share theirexperience of literacy work in trainingcentres and in the context of workingwith young people.

National conference of CTC literacy tutorsIn November, the third nationalconference of literacy tutors working inCTCs took place over two days inDublin. On the first day, the CTC tutorsjoined with tutors from the adult literacyservice in a seminar on MultipleIntelligences, and then took part in aworkshop on the integrated approach toliteracy. At the workshop, Helen Poweroutlined what applying the integrationguidelines meant for her as a literacytutor in Clonmel CTC. The second dayof the conference centred on a seminarled by Dr Alan Mortiboys, on EmotionalIntelligence and Motivation. About 30tutors attended the conference.

Developing materialsIn 2003, we published ‘Skillwords’, aresource pack for integrating literacyinto foundation-level vocational training.The pack includes basic literacy materialsrelating to woodwork, catering, art,music, pottery and electronics. Thosetaking part in the NUI MaynoothIntegrating Literacy course developedthe materials in consultation with their

26


learners. We sent copies of the pack toVEC Adult Literacy Schemes, and to allFÁS CTCs, VEC Youthreach Centres,and Senior Traveller Training Centres.

Putting the integrating literacyguidelines into practiceA number of centres during 2003demonstrated how, by applying theintegrating literacy guidelines, they canmake their education and trainingprogrammes more inclusive. Some, suchas Clonmel CTC, were flexible in howthey scheduled literacy tutor hours andso strengthened staff team-work aroundliteracy. Others, such as Newbridge CTC,used the 10 guidelines as a frameworkfor whole-centre planning. Some Post-Leaving Cert (PLC) centres, such asLiberties College in Dublin, used PLCstaff development to address literacyissues, and built literacy support intorecruitment, induction and coursedelivery at that level.

We have received positive feedback aboutthe guidelines from a number oforganisations and literacy practitionersinternationally. In particular, the NewZealand literacy organisation, Workbase,used our guidelines in 2003 as the basisfor a similar policy document in thatcountry.

Including education and trainingcentres in national literacyinitiativesOne strong aspect of the IntegratingLiteracy work in 2003, was encouraginglearners and practitioners in educationand training centres to take part innational literacy initiatives. In 2003,

tutors and learners in FÁS CommunityTraining Centres, VEC YouthreachCentres and Senior Traveller TrainingCentres helped to pilot:

‘Mapping the Learning Journey’,the draft assessment frameworkfor literacy and numeracy; andLiteracy Tools, our website fordistance literacy learning,www.literacytools.ie.

For more information on integratingliteracy into vocational education andtraining centres, contact Blathnaid NíChinnéide, Integrating Literacy Co-ordinator, by phone on (01) 809 9190 orby email at [email protected].



‘Skillwords’ integrating literacysupport pack

Grounded in Quality:the EvolvingQuality Frameworkfor Adult BasicEducation in 2003

Though only in its second year ofgeneral use, the Quality Framework hasgained a lot of ground in VEC AdultLiteracy Schemes in 2003. Over 80 of the135 VEC Adult Literacy Schemes usedthe Quality Framework, representing anincrease of 20 sites since 2002. The fastand high uptake of the QualityFramework is testimony to users’ positiveexperiences and belief that it is aworthwhile and effective tool to improvequality in adult basic education.

Valuable lessons from 2002Findings from our research in 2002showed that the Quality Framework was avaluable tool for VEC schemes to evaluatehow they are doing and that, with repeatedpractice, the evaluation process gotconsiderably easier. The research findingsalso highlighted new support needs.

In terms of support needs, one of the keythemes was the need for greaterpreparation with team members beforethe first Quality Framework meeting,especially to clarify what the QualityFramework is about, as well as its purposeand the role of each team member.

As a result of the research, we introduced:

a new training and informationday for Anchor Persons;a revised Quality Frameworkfacilitator training programme;anda summary of the QualityFramework user guide.

We also increased the funding forQuality Framework participants.

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Quality Framework

County Limerick Adult Literacy Service QualityFramework team: (left to right) Maria Hartigan,Agnes Normoyle, Gretta Vaughan, Adult LiteracyOrganiser, Carrie Walsh, Meadhbh Casey andBill Hayes

New training day for Anchor PersonsWe created the role of Anchor Person tosupport Adult Literacy Organisers(ALOs) and Directors in implementingthe Quality Framework in their ownAdult Literacy Schemes. We plannedthat their role would be largelyadministrative, but services saw greatpotential to develop the role of theAnchor Person to cover areas such asproviding support to learners and tutorsbetween Quality Framework meetingsand storing and cross-referencingevidence collected by teams.

Early in 2003, we ran a training andinformation day for Anchor Persons toclarify their role. The 27 people whoattended found it a very usefulopportunity to discuss and explore therole of Anchor Person. Participants leftwith greater clarity on their role andtheir right to negotiate with ALOs orDirectors about their tasks in light ofavailable funding.

Improved Quality Frameworkfacilitators’ training programmeIn 2003, we extended the QualityFramework facilitator trainingprogramme from one to two consecutivedays and revised it to make it moreinteractive and ‘real’. We delivered thetraining with Grace Doyle (formerQuality Framework Co-ordinator andQuality Framework facilitator) andinvited Avril Bailey as a guest speaker.She spoke to those taking part about herexperiences of being a facilitator withsingle and multiple centres. This slot wasan especially popular and effective

feature of the training – one that we willrepeat. In 2003, 16 participantscompleted the facilitator training.

Summary of the QualityFramework User GuideFeedback showed that schemes needed anew short introduction to the ‘EvolvingQuality Framework for Adult BasicEducation User Guide’ so that they couldmake the most of it as a support tool. Wedeveloped a summary of the user guideand issued it to all participating ABEsettings. Learners and facilitators, inparticular, warmly welcomed the summary.

Using the Quality Framework in 2003Of the 33 VEC Adult Literacy Schemes,28 used the Quality Framework in 2003.Some used the Framework on anindividual basis, but others used it inclusters, especially in Co. Cork. Due tothe heavy workload of VEC AdultLiteracy Schemes, the start time forQuality Framework meetings wasstaggered throughout 2003. Some placesonly started their local evaluationmeetings before Christmas.

New users of the Quality Frameworkreceived more funding – up until 2003,they had funding for a facilitator at fivelocal meetings; in 2003, they hadfunding for six. Services that had usedthe Quality Framework before hadfunding for three facilitated meetings in2003 and had to facilitate the remainderat their own expense.

We expect that ABE providers besidesVEC Adult Literacy Schemes will use theQuality Framework in 2004.


Quality Framework

Attending local meetingsIn 2003, we attended two local QualityFramework meetings, one in Letterkennyand the other in SIPTU, Dublin. Whatwas striking was that both sites wereusing the Quality Framework well, but ina way that suited their particularcircumstances and resources. The ideasand creativity within these teams wasexciting and inspirational.

Learners suggest new way ofusing learner subsidiesIn 2002 and 2003 the theme of theNALA learner subsidies was, “Introducelearners to the NALA Quality Frameworkand outline their role in the process.” In2003, more ABE settings applied for thesubsidy than in 2002, so we exceededour budget.

A particularly interesting use of learnersubsidies in 2003 was an inter-countypilot learner training programme,suggested by learners and developedjointly by Co. Offaly and Co. KilkennyVECs. They hosted an inter-countylearner forum on key initiatives forlearners, especially the QualityFramework. This collaboration betweenschemes proved very effective andlearners agreed that the inter-countyapproach was the way forward.

Strengthened links between theQuality Framework and FETAC’swork on qualityThroughout 2003, we met with theFurther Education and Training AwardsCouncil (FETAC) to discuss their work todevelop a draft Quality AssuranceDescriptor for the further education and

training sector. We presented a paper tocontribute the adult literacy perspectiveto FETAC’s work on quality. Manysimilarities exist between the QualityFramework and the draft FETAC QualityAssurance Descriptor.

FETAC invited us and providers in othersectors to get involved in piloting their draftdescriptor. We supported the Donegal VECAdult Literacy Scheme in completing thedraft descriptor and we will continue ourwork in this area in 2004.

Future plansThroughout 2003, the QualityFramework has gone from strength tostrength. With increasing users of theFramework and growing confidence andexpertise on the ground, the evaluationprocess has gained pace and proved itselfto be a sustainable and worthwhileinitiative for all those interested inimproving quality in ABE. The challengeis to continue to build on the strengths ofthe Quality Framework evaluationprocess and to regularly review andupdate it. We look forward to thischallenge.

For more information on the QualityFramework, contact Claire O’Riordan,Quality Framework Co-ordinator, byphone on (01) 809 9193 or by email [email protected].

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Quality Framework

Adult literacyresearch

In 2003, we completed year one of afour-year programme of research underour Strategic Plan 2002–2006. It was abusy year for research in the Agency withmany projects drawing to a close (forexample, workplace and assessment) andnew projects being explored (forexample, ESOL, visual literacy and ICTassessment and integrating literacy intoart, disability and sport provision).

It was also a year for expanding ourresearch networks – both national andinternational – by attending and speakingat conferences and also seeking meetingswith education providers who had aninterest in adult literacy research. As ever,throughout 2003, the aim of our researchwork was to influence Government policyand maintain a flow of relevant andtimely information into the Agency.

Update on ‘Mapping theLearning Journey’In 2003, the NALA assessmentframework team consisted of:

consultant advisor, Dr. JulietMerrifield;researcher, Liz McSkeane; andtwo tutor trainers, MareaMulqueen and Elaine Wilson-Gill.

Some key NALA staff supported the team,alongside Beth Marr of the Centre forPost-Compulsory Education and TrainingResearch, RMIT University, Australia. Wewere very fortunate to have Beth’sexpertise. She supported the team in


Adult Literacy Research

‘Mapping the Learning Journey’

developing the numeracy section of‘Mapping the Learning Journey’ in light offeedback from the tutors and learners whoworked to develop the framework with us.

The focus of the research in 2003 was to:

finish testing the framework;revise it in light of feedback; andhave the final version validatedby the tutors and learners whohad worked to develop it.

We expanded the number and range ofplaces developing and testing theframework in 2003. In all, we consulted 20 places, including VEC Adult LiteracySchemes, FÁS Community TrainingCentres, Youthreach Centres, SeniorTraveller Training Centres, prisoneducation sites and Merchants QuayIreland.

In February 2003, we held two separatetraining sessions in Dublin on how to usethe framework. One was for those whowere new to the project and the otherwas for those who had been involved in2002. Participating tutors, Adult LiteracyOrganisers (ALOs) and Centre Managersreceived an intensive training session sothat they could go back to their places ofwork and try using the framework withtheir learners.

Between February and May 2003, thetutors used the framework with theirlearners. We asked them to comment onthe style and value of the framework’suser guide and how useful the traininghad been to them. We offered supportwhenever they needed it. This includedat least two visits to each pilot location,which served as extra support and a wayto gather samples of work and general

information on how the whole processwas going. In May 2003, tutors, ALOsand Centre Managers returned to Dublinfor a short session, which allowed us todiscuss their feedback and agreedecisions and recommendations onfinalising the framework. Overall, tutorsand learners rated ‘Mapping theLearning Journey’ as a very useful tool.

From June to September 2003, theassessment framework team worked oncompleting the framework in light of theagreements reached with tutors in May.The value of the involvement of tutors andlearners in developing ‘Mapping theLearning Journey’ has been immeasurable.

Workshops on ‘Mapping theLearning Journey’At International Literacy Day in October2003 we hosted a workshop for learnersto inform them about ‘Mapping theLearning Journey’ and get theirfeedback on a draft informationpamphlet for learners. This was a veryenergetic workshop, attended by a largenumber of tutors and learners from allover the country, who gave invaluablefeedback. We learned a lot from that dayand we are applying theirrecommendations to the pamphlet.

‘Mapping the Learning Journey’ was thetheme for the National Tutors Forum inJanuary 2004. Dr. Juliet Merrifield andLiz McSkeane spoke at the main event. Akey feature was a presentation byCaroline Magee, a tutor from CountyDonegal VEC and a learner she isworking with. They spoke of theirexperience of developing the frameworkwith us and shared their thoughts on the

32


value of ‘Mapping the Learning Journey’as a tool for teaching and learning.Another successful feature of the day wasa number of workshops on mappinglearning under the four cornerstones ofthe framework.

Before the project closed, the teamproduced a draft mainstreaming plan.From October to December 2003, weconsulted on this draft plan with theDepartment of Education and Science,the IVEA and VEC personnelprofessional associations. The frameworkis part of the NALA Evolving QualityFramework and schemes can choosewhether to use it. We developed it fortutors to use with learners below FETACFoundation Level in response to needsidentified when developing the NALAEvolving Quality Framework. Trainingon how to use the Quality Framework iscrucial to understanding and using‘Mapping the Learning Journey’.

Workshops on ‘Mapping theLearning Journey’‘Mapping the Learning Journey’ is due tobe launched in March 2004. We havealready advertised training on theframework in the 2003–2004 NALAtraining calendar. ABE settings beginningto use the framework will be supported at alocal level by key NALA staff. We have alsorecruited a number of trainers who will beavailable on a regional basis from March2004 to train tutors in using the framework.

Also in spring 2004, we will begin workon including ESOL, ICT and visualliteracy assessment tools in ‘Mapping theLearning Journey’, following feedbackfrom the pilot.

Library and information serviceThroughout 2003, we revised anddeveloped our library to better meet theincreasing demand for information onadult literacy research from researchersoutside the Agency. The library’s primaryfunction is still to meet staff needs forresearch information. However, externalresearchers can make appointments toaccess the library materials – but notborrow them – on an individual basisfrom 10am to 4pm, Monday to Friday.We would like to acknowledge and thankSinead Jackson for her valuablecontribution to developing the library.



Left to right: Margaret Murray, NALA, and Gemma Lynch, NALA, facilitating aworkshop on ‘Mapping the Learning Journey’

Promoting researchOver 2003 we were committed tofurthering our promotional work onresearch. This involved different strands,including:

attending meetings withorganisations and individualsthat shared an interest in adultliteracy research;sharing our research work withnational and internationalresearchers, policy makers andacademics; andsupporting many third levelstudents who were completingassignments on adult literacy.

We are delighted that many of those whocontacted us for information on adultliteracy research were VEC tutors andorganisers completing a NALA/WITmodule. We look forward to expandingthis work in 2004.

Our other main area of work was theEU-funded ‘Reprise’ project, details ofwhich are in our ‘International links’chapter.

For more information on ‘Mapping theLearning Journey’, research projects orthe library, contact Gemma Lynch,Research Officer, by phone on (01) 8099192 or by email at [email protected].

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‘Mapping the Learning Journey’ learners’ support pages

Training anddevelopment

VEC Adult Literacy Schemes continuedto develop and expand in 2003 in threemain ways.

The number of learnersthroughout the country rose to28,675, an increase of one-fifthover the previous 12 months.About 1,500 paid literacy tutorsand 4,200 volunteer tutors wereworking in the VECs by the endof the year.The budget for the year rose by10% to e18.07 million, indicatingthat the VEC Adult LiteracySchemes continue to demonstrateflexibility and value for money(see Figure 1).

As a member of the National AdultLiteracy Advisory Group, we met twice in2003 with fellow members from theIVEA (the representative body forVECs), FÁS, the ALOA, the LibraryCouncil and the Department of Socialand Family Affairs to explore togetherhow we could build on the success of the


Training and development

NALA In-service Training in action

1997 1998 1999 2000 2001 2002 2003

0

5

10

15

20

25

30

35

Figure 1. Number of learners and budget for adult literacy

sector and develop the policies andtargets set out in the White Paper,‘Learning for Life’ (2000). Together, theGroup has started to consider a draftimplementation plan to achieve this goal.

We also began discussions with the IVEAand the VEC Adult Literacy Forum toagree ways of working together and toachieve the common goal of advancingadult literacy services in Ireland.

NALA/WIT Accreditation ProjectA highlight of 2003 was the graduationof Edel Keogh and Mary Jordan, whocompleted the National Certificate inLiteracy Development by doing ‘singlecertificate’ modules. Edel and Mary werethe first to graduate in this way and wecommend them for their efforts anddiligence.

We developed with WIT the followingmodules during 2003:

Training of Trainers;Workplace Basic Education;Integrating Literacy;Introduction to ESOL (formallyESOL 1); andDeveloping ESOL (formallyESOL 2).

ESOL stands for English for Speakers ofOther Languages and there wasconsiderable discussion about thesemodules. We developed the course forliteracy tutors who do not have secondlanguage acquisition training. In thefuture, we plan to introduce furthertraining for tutors who have ESOL orlanguage training.

In 2003, we also developed a distanceeducation format of the QualityManagement module. This web-based

course could be one way of addressingaccess to training for literacypractitioners. We plan to pilot andevaluate these modules in 2004.

During the year, we also evaluated theproject in detail, a process that hashighlighted the need for two importantpieces of work:

developing a strategic plan forthe project; andconducting a ‘programmaticreview’ of all the courses.

Before starting either of these pieces ofwork, we will need to consult with allthose who have a stake in the project. We also plan to develop a degree levelcourse in literacy in 2004.

NALA Training Advisory GroupLate in 2002, we established a TrainingAdvisory Group (TAG) to advise ondeveloping training and review and evaluatethe different elements of our training. In 2003, the group recommended, amongstothers, that we publish a training directoryand a review of the evaluation process forour training events. We published the‘NALA In-Service Training Directory2003–2004’ in September and we arecurrently reviewing how we evaluatetraining. We plan to produce guidelines for evaluation by April 2004.

The Training Advisory Group consists of:Maria Culbert, Parish of the TravellingPeople; Eileen Curtis, AEOA; ColumbaO’Connor, NALA Executive; Terry Maguire,Trainer; Avril Bailey, Trainer; Anne Gilbert,NALA Executive (standing down fromgroup); Marian Duffy, ALOA; RosamondPhillips, Trainer; Jean Deevey, BETA.

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NALA in-service trainingWe held a wide range of training eventsthroughout the country in 2003 (seeTable 1). We held 32 different in-servicetraining events (seven more than in2002) in 13 locations around the country.To meet demand, we increased thenumber of Saturday in-service trainingdays. Courses can be arranged either forindividual literacy schemes or VEC adulteducation services or on a group orregional basis.

All our training developments – thecalendar, the directory and theNALA/WIT Accreditation Project – existto help adult literacy and basic educationmanagers meet the in-service trainingneeds of adult literacy tutors and ALOs.

Adult Literacy Organisers’ Forum 2003The Adult Literacy Organisers’ Forumtook place in March 2003 in Westport,Co. Mayo. The theme for the Forum was‘partnership’ and we worked with theNorth West region of the ALOA toarrange the location and programme ofthe event. Fifty-nine ALOs attended andwarmly received the diversecontributions from speakers.



No. courses Delivered* Locations Participants

NALA in-service 32 40 13 821

NALA/WIT 12 20 5 319

National Tutors Forum 1 1 1 225

Regional Tutors Fora 5 5 5 150

ALO Forum 1 1 1 65

Total 51 67 13 1,580

Table 1: NALA training and development 2003

* Some courses were repeated.

NALA In-service Training Directory 2004

National Forum for Adult Literacy Tutors 2004Over 230 adult literacy tutors from allaround the country attended the NationalForum for Literacy Tutors at the end ofJanuary 2004 in Dublin. The day focusedon ‘Mapping the Learning Journey’.Speakers included Dr. Juliet Merrifield andLiz McSkeane, and the forum was alsoaddressed by a learner and tutor who wereinvolved in the pilot stages of theframework. Evaluations reported the forumto be well organised, interesting andchallenging. The most positive point wasthe clarity of the speakers, while a negativepoint was the use of the word ‘assessment’,which both tutors and learners regarded asintimidating. Seven workshops were run inthe afternoon on reading, writing,numeracy, oral skills, developing materials,lesson-planning and English for Speakers ofOther Languages (ESOL).

For more information on training,contact Fergus Dolan, Training Officer,by phone on (01) 809 9191 or by email [email protected].

For more information on nationaldevelopments in adult literacy, contact JohnStewart, National Literacy Co-ordinator, by phone on (01) 809 9196 or by email [email protected].

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Inez Bailey, Director NALA, addressing theNational Forum for Adult Literacy Tutors, 2004

Promotingunderstanding,support and action The year 2003 was a busy time for

promoting deeper understanding,support and involvement in adult literacyamong the public and key organisations.Our main activities included:

developing the NALA website;publishing written material;organising major promotionalevents; andseeking media coverage.

Using the Internet to reach peopleWe further developed our website,www.nala.ie, in 2003. In particular, we:

added 20 new publications, fromone-page flyers to support packscontaining over 100 pages;wrote and edited a wide range ofupdates for the whole site; andprepared and inserted pressreleases and other items for the‘Noticeboard’ section of the site.

One of our major developments wasstarting a process to make the site easierto use and more accessible to people withdisabilities. We worked with websiteconsultants at XML Workshop Ltd., whodrafted a report for us on the quality ofour site now and what we need to do toimprove it. We plan to adopt theirrecommendations in 2004 so that ourwebsite will be simpler to use.


Promoting understanding, support and action

Mary Love and Jean Brophy, Ballymun VECAdult Literacy Scheme, at an awareness event

Spreading the word through printIn 2003, we published the NALANewsletter once. The expanded 12-pageversion contained information on over20 items of news of our work and onadult literacy in general. We sent thenewsletter to 3,000 literacy practitioners,politicians, civil servants and torepresentatives of the media, nationaleducational and voluntary sectororganisations and community groups.

We published the NALA Journal once in2003 to provide insights into our majorprojects and commentary on some wideradult literacy issues. We focused ongetting views from contributors fromoutside the Agency, which resulted inhalf the contributions coming fromexternal writers, such as ColumbaO’Connor from the Dublin AdultLearning Centre, Guss O’Connell,manager of the Community ServicesTraining Support Unit in FÁS, and JohnMcMahon, editor of educationalprogrammes with RTE television. Weissued this to our mailing list members,which number 2,500 and include policy-makers, researchers, politicians andacademics.

We also produced a number of otherpublications in 2003. The long list is onpage 42.

Organising awareness-raisingeventsIn September 2003, we held a highlysuccessful National Literacy AwarenessWeek (NLAW), which focused on the legaland justice system. From the outset, wegot the support of nearly 20 major legaland justice organisations. We produced a

range of promotional material, such aspostcards and posters, and distributedthousands for the campaign. In addition,we sent a support pack on NLAW to 135VEC Adult Literacy Schemes.

NLAW included events with the LawSociety of Ireland, the Irish Prison Serviceand the Office of the Director of PublicProsecutions. Two VECs, Cork city andWestmeath, held local events. The weekended with a conference in the Bar Councilthat was chaired by Kieron Wood, barristerand journalist, and included speakersMathias Kelly, Chair of the Bar Council ofEngland and Wales, John Wild from thePlain English Campaign and Mark Morgan,Head of the Education Department, St.Patrick’s College, Drumcondra.

Our other major public event was aconference for International Literacy Day(ILD), which took place in Dublin inOctober 2003. This also focused onliteracy and the legal and justice systemand was attended by 250 people. Theconference speakers, including NALADirector, Inez Bailey, made for astimulating morning session. Of particularnote was the motivational presentationfrom John Lonergan, Governor ofMountjoy Prison. In addition, Ivana Bacik,Reid Professor of Law in Trinity CollegeDublin, gave a thought-provoking (and, at times, amusing) presentation on howthe legal system can exclude people nomatter what their level of literacy. In theafternoon, workshops gave people achance to learn more about the legalsystem and about major NALA projects,such as ‘Mapping the Learning Journey’and ‘World Wise’, the new developmenteducation pack for adult learners.

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Coverage in the mediaIn 2003, we continued to supply the mediawith a wide range of information. Thistook place through one-to-one meetings,frequent telephone and email contact anda stream of material by post and fax.

Altogether we issued 10 press releases anda similar number of press notices of eventsand invitations to photo opportunities.These went to an average of 100 local andnational contacts in print and broadcastmedia, resulting in a high level of coveragelocally and nationally throughout the year.In particular, NLAW got extensivecoverage on TV and radio and innewspapers. This included coverage onRTÉ TV news, the Irish Times, TheSunday Business Post and coverage in arange of specialist law publicationsincluding the Law Society Gazette and theBar Review.

Our main media events included:

Read Write Now TV series 4;Workplace Basic Educationconference, ‘Closing the Gap’;andNLAW and ILD events on literacyand the legal and justice system.

For more information on ourpublications and events, contact TommyByrne, Public Relations Officer, by phoneon (01) 809 9195 or by email [email protected].



Taking notes at International Literacy Day, 2003

Other NALApublicationsnot alreadymentioned

A Plain English Guide to Legal Terms

Evaluation report ofNALA’s first websiteresource initiativewww.literacytools.ie

NALA Journal

Literacy and the Legaland Justice System

NALA Quality Framework

NALA News

Paving the Way

Read Write Now and Time 4 Learning

Read Write Now TV Series 3

Time 2 Learn

Time 4 Learning radio series

Closing the Gap

English for speakersof Other Languages

Learners’ Page

Mapping the Learning Journey

More Than Words

NALA In-service Training Directory

Plain English Service

Read Write Now 4 Learner Handbook

Skillwords

Tutor’s Bulletin –Spring and Autumn2003

World Wise

42

Other NALA publications not already mentioned

International links

Sharing expertise andexploring new ground

Grundtvig Forum for Writing and Reading Difficulties in Adults (Forward)We are the Irish partner in a Grundtvigproject named Forward – Forum forWriting and Reading Difficulties in Adults.Our partners in the Forward project are:

RomaniaLatviaNorwayCyprusThe United KingdomEstoniaMaltaSloveniaDenmarkGermany.

The projects under Grundtvig, a EuropeanUnion-funded action, all aim to promotelifelong learning. The objective of Forwardin particular is to create a long-lastingEuropean network in the area of adultliteracy, with a special focus on reading andwriting difficulties in adult learners. In2003, study visits took place in our officesand in England, Denmark and Cyprus.The Forward project has set up a website,www.statvoks.no/forward, for people todiscuss issues, ask questions and shareexpertise and research.

Grundtvig 4In 2003, we agreed to be a partner inGrundtvig 4, a European level project that


International links

Gemma Lynch, NALA, far left, ‘Reprise’ groupmeeting in Lyon, 2003

focuses on networks and aims to strengthenthe links between the various actorsinvolved in adult learning so they can co-operate on and improve their awareness ofthe European dimension of education. Theproject is in its early stages, but we hope totake part in organising a conference onfamily learning in mid-2005. Otherpartners include:

the Clare Family LearningProject;the Family Learning Network inthe UK; andorganisations in Denmark,Sweden, Poland, Italy, Franceand Romania.

‘Reprise’In 2003, the Basic Skills Agency in theUK invited us to join them again on thesecond round of a European Union-funded project exploring social exclusionand basic skills. The first round of thisresearch was concerned with building a‘European Basic Skills Network to TackleSocial Exclusion’. The first-round projectpartner countries included:

FranceBelgiumDenmarkSpainIrelandthe UK.

The second round of the project is called ‘Results Exploitation of ResearchInformation on Social Exclusion’(Reprise) and seeks to further theproject’s work by adding the followingpartners to its network:

ItalyGreece

LatviaPolandRomaniaMalta.

The aim of the project is to get partnercountries to share information andexperiences on tackling basic skills andsocial exclusion in the following areas:

housing and homelessness;health and substance misuse;crime and crime prevention;youth isolation; andrefugees and asylum seekers.

Each partner country is represented by anational organisation responsible forbasic skills development in adulteducation. Together, projects redefinebasic skills for the adoption of policy atEU level and identify innovativeapproaches, policy proposals andappropriate strategies and models ofdelivery that can be applied to socialinclusion and basic skills in each partnercountry and across the EU in general.

So far, we have travelled to London, Lyon,in France, and Malta. John Stewart, ourNational Literacy Co-ordinator, attendedthe first meeting in June 2003. This was thefirst time the new partner countries metwith the European Basic Skills Network.The second visit took place in Lyon, Francein November 2003 and had the theme ofassessment. The third visit took place inMalta in January 2004 on the theme offamily literacy and was attended by JanetWebb, Family Learning Co-ordinator withthe Clare Family Learning Project. Threemore visits are due to take place in 2004before the project ends in September with aconference in Belgium to share the mainfindings on basic skills and social exclusion

44

International links

and the results of an evaluation of the basicskills and social exclusion network.

By sharing information, the projectpartners hope to generate new andimportant information on:

assessment;innovative methodologies;partnerships;community education models;workplace and family literacyprogrammes; andusing ICT as a tool in literacyprovision.

We intend that this in turn willencourage networking on identifyingmodels of best practice that new partnercountries could use as part of theirevolving national basic skills strategies.

International Adult Literacy andNumeracy ConsortiumSince 2001, we have been involved in theInternational Adult Literacy and NumeracyConsortium, an informal group ofindependent scholars, policy makers,practitioners and researchers fromAustralia, Canada, Ireland, New Zealand,the United Kingdom and the United States.In 2003, we acted as the secretariat to theConsortium and met with them twice.

As part of our work on the Consortium,we held a meeting with Margaret Kelly(former Principal Officer, FurtherEducation Section, Department ofEducation and Science) in early 2003 anddiscussed the current National ReportingSystem for ABE. We proposed that usingthe qualitative focus of the EvolvingQuality Framework could greatly improvethe current quantitative-based reporting

system for ABE. We began some work onhow this might happen. In particular, weengaged Margaret Donaghey to collectsigns of quality and evidence from localQuality Framework teams to see how theycould be linked back to national reportingrequirements. This work needs tocontinue to get a broader and more solidbase of indicators.

In 2003, the Consortium agreed it wouldwrite a paper that defines high qualityprogrammes and discusses the nationalefforts to build quality programmes ineach partner country. The paper willidentify common elements from thismulti-national experience and suggestcritical ‘indicators of quality’.

Participating at conferences

International Conference on Essential Skills, Belfast, 9–10 June 2003Along with the Department of Educationand Science, we played a major role indeveloping this conference, as anexample of North-South cooperation.International speakers included:

Professor Mahesh C. Sharma,Cambridge College, USA, onmathematics;Dr John Comings, Director ofthe National Center for theStudy of Adult Learning andLiteracy, USA, on improvingquality in the US;Professor Allan Quigley, St. FrancisXavier University, Canada, on aframework of policy, practice andresearch in his country;


International links

Susan Reid, National Centre forWorkplace Literacy andLanguage, New Zealand, ontheir national adult literacystrategy; andProfessor Rosie Wickert,Australia, on the results of adultliteracy policy in her country.

National Research andDevelopment Centre for AdultLiteracy, Numeracy and ESOL,Nottingham, 20–22 MarchInez presented on the Read Write Nowtelevision series and ‘Mapping theLearning Journey’, the assessmentframework for ABE, at the NRDC’s firstinternational conference in March 2003.Inez attended a number of sessions onresearch on quality, technology andESOL.

Rutgers Invitational Symposiumon Education, New Jersey,October 2003Inez presented at this conference in theUS, which focused on the issues andchallenges of defining and improvingquality in ABE. Inez also attendedworkshops on the following:

Reconceptualising adult literacyeducation and the digital divide;The adult learner in familyliteracy;Beyond the lifeboat: improvingthe prospects of immigrantsthrough adult ESL and training;andGiving literacy away, again: newconcepts of promising practice.

New Orleans Literacy AllianceInez was invited to visit this organisationand to participate in a meeting ofmembers who are providers from arange of different organisations. Thisgroup is working in partnership to raisethe adult literacy levels of the NewOrleans greater metropolitan area, whichhas high levels of adults with low literacy.

Asia-Europe cooperation on basicskills groupInez participated in a meeting of thisgroup in Stockholm on 14–16 May 2003.This followed on from the work of thegroup published in the report ‘FromBasic Skills to Key Competences’.

Hosting study visitsDuring the year we hosted two studyvisits from Scotland, one from Botswanaand an EU Basic Skills Group visit toIreland organised by the Department ofEducation and Science.

We also met with a representative ofprison education from UNESCO.

46

International links

A delegation from the Department of Education in Botswana who visited NALA in 2004

NALA 2003 AnnualGeneral Meeting

Our 2003 Annual General Meeting tookplace in Dublin on 29 March. Mary Maher,outgoing chairperson, addressed themeeting and welcomed all members ofNALA in attendance. She briefly outlinedthe developments that had taken placeduring her seven years on the ExecutiveCommittee, from the expansion of training– both accredited and non accredited – toESOL provision, integrated literacy and thewebsite literacy tool. She commented on thecontinuing passion and commitment toproviding a quality service to adult learners.

Mary went on to thank NALA staff thatdid not always see the fruits of their workin the way the practitioners in the schemesdid, and also acknowledged the organisers,tutors, and volunteers. She acknowledgedwith thanks the additional funding madeavailable for expanding adult literacyservices through the NationalDevelopment Plan and EU StructuralFunds. She thanked the Department ofEducation and Science and otherGovernment departments for their workin developing the service. Finally sheexpressed her thanks to the members ofthe Executive Committee with whom shehad worked and extended her goodwishes to the new committee.

Initial businessThe Hon. Secretary, Joyce Burns,presented the minutes of the 21st AGMheld in the Ardilaun Hotel, Galway on 23March 2002. These were proposed byStephen MacWhite, UCD and secondedby Ernie Sweeney.


Annual General Meeting

Frances Ward, NALA Chairperson Elect, makes apoint at the AGM, 2003.

Hon. Treasurer, Columba O’Connor,presented the financial report. Sheinformed the meeting that NALA is nowa limited company. The financial state ofNALA is in good order, the total incomefor 2002 being e1,622,681.00, while theexpenditure was e1,516,393.00. Thisgave a surplus of e106,288. This wasproposed by Michael O’Riordan, DunLaoghaire and seconded by Mary Kett,Parnell Adult Learning Centre.

Inez presented the work of the agencyunder the headings outlined in theNALA Strategic Plan 2002–2006.

NALA ExecutiveCommitteeThe following people were proposed forOfficer positions and Ordinary Membersof the NALA Executive Committee:

Nominee for Chairperson wasFrances Ward ALO Crumlin,proposed by Mary Maher, DALCand seconded by Dublin CitySouth West Adult LiteracyScheme.Nominee for Vice-Chairpersonwas Columba O’Connor,proposed by Mary Maher, DALCand seconded by Frances Sands.Nominee for Hon. Treasurer wasJohn Lynch, proposed by MarieCasey and seconded by NualaByrne.

Ordinary Members:Alice Campbell, Ballina ALS,proposed by Co. Mayo VEC andseconded by Pat Stanton, AEO;Joaquina McHugh, DunLaoghaire ALS, proposed byAideen O’Toole, ALO, andseconded by Rosamond Phillips;Peggy Murphy, KLEAR, proposedby Nancy Mulvey and secondedby Rose Brownen, ALO;Andrew Duffy, Co. Offaly ALS,proposed by Kevin O’Duffy andseconded by Valerie Hensey, CoOffaly ALS;Kevin Duffy Co. Offaly ALS,proposed by James O’Brien CoOffaly ALS and seconded byEileen Daly Co Offaly ALS;Michael O’Toole, Co. KildareALS, proposed by Mary Murphy,ALO, and seconded by MargaretMoore; andCelia Rafferty, Finglas ALS,proposed by Pat Ayton, ALO, andseconded by Rose Brownen, ALO.

Each of the candidates was introduced tothe membership. There was no ballot, asthe number of people going forward forelection did not exceed the number ofplaces.

48


Mary Maher addressing the AGM for the last timeduring her tenure as Chairperson of NALA

PresentationsPresentations were made to Mary Maherand Máirín Kenny, who had completedtheir terms as Officers, and to MaryCashin who had completed her term asan Ordinary Member.

Publication launches at the AGMIn the afternoon, Inez introduced newNALA research and resource materials.

The first set of materials to be launchedwas ‘Skillwords’, used to supportintegrating literacy into generalvocational educational and trainingprogrammes. This was the result of apartnership between NALA, FÁS, theDepartment of Education and Scienceand NUI Maynooth.

Literacy tutors and vocational trainerswho took the Integrating Literacy courseat NUI Maynooth produced thematerial. Inez extended special thanks toGuss O’Connell, FÁS, BlathnaidNíChinnéide, the NALA lead worker onthis project, and the editor, PaulineHensey, for all their hard work inproducing the pack.

Frank Donnelly, Regional Director ofFÁS in Dublin launched ‘Skillwords’. Hecomplimented the non-threatening andenjoyable learning methods, andrecommended it to tutors. He also said,“It will contribute substantially to thequality of life and dignity of those whoneed some assistance in reading andwriting to get the most out of the coursesthey are undertaking.”

Frank Sammon, Co-ordinator of JesuitRefugee Service Ireland, later launched aset of materials on English for Speakersof Other Languages (ESOL). The twopublications were:

‘English for Speakers of OtherLanguages: Policy Guidelinesand Supports for VEC AdultLiteracy Schemes’; and‘Paving the Way’, a new ESOLresource pack.

Frank reflected on the migrant experienceof Irish people to England and elsewhere.He suggested we use that experience tounderstand the asylum seekers in Ireland,particularly their need to be strong to copewith the difficulty of their situation, theirdesire for education, to understand ourculture and to have their contribution toour society recognised.

He also welcomed the two documents,being complimentary of the practicalresource of ‘Paving the Way’. He went onto acknowledge the work put into thepolicy document and its value indeveloping the services for non-nationalscoming to Ireland.

Concluding the AGM, Inez thanked thosewho had participated on the committeeunder the chair of Mary Kett, the FurtherEducation Co-ordinator from theDepartment of Education and Science.Thanks were also accorded to GenevieveHalkett of Spirasi, who developed thematerials for ‘Paving the Way’ and wassupported by Louise Michael of DALC.

Any other businessAs there was no other business to discuss,the meeting ended at 3.30 pm.



Links with otherorganisations

Since we were established in 1980, we havealways developed links with a wide varietyof organisations, both nationally andinternationally. In addition, we havedeveloped partnerships with organisationson specific projects and work programmes.The aim of this activity is to raise awarenessof the adult literacy issue and to place adultliteracy on the agenda of others.

Below is a short description of how weworked with some groups in 2003.

ComhairleIn 2003, Inez Bailey was nominated as aMinisterial appointment onto the boardof Comhairle.

Community PlatformWe are a member of the CommunityPlatform and attend Platform meetingson a monthly basis. We work closely withmember organisations in the Platform onadult literacy issues and we facilitatedliteracy awareness training for interestedgroups in the summer.

CITWe continued to establish relations withCork Institute of Technology Computersand Maths Department. Our technicaladvisor to the Literacy Tools website isDr Paul Walsh and a number ofcomputer postgraduate students havebeen responsible for developing thewebsite and developing the website as aCD. This union is a good model of howstudents engaged in research canadvance ICT in literacy provision.

50

Links with other organisations

Department of Social and Family AffairsThe Department of Social and FamilyAffairs funds most of our plain Englishproject.

Education DisadvantageCommitteeInez is a member of the EducationDisadvantage Committee, whichpresented three reports to the Ministerfor Education and Science and begandeveloping a paper on adult andcommunity education, including specificproposals on adult literacy.

Further Education and TrainingAwards Council (FETAC)We contribute to the FETAC QualityAssurance Consultation Network andhave also assisted in the FETACTechnical Advisory Group to the NQAI.

Information Society CommissionInez is a member of the InformationSociety Commission (ISC). The new ISChas a key role in shaping the evolvingpublic policy framework for theInformation Society in Ireland. Inez isfocusing on ‘eInclusion and lifelonglearning’ for the ISC.

Irish Deaf Society (IDS)Irish Deaf Society Linkup is a literacyproject for and led by the deafcommunity. It trains tutors and deliversliteracy services in several counties withthe intended aim of being a nationwideservice by 2006.

Irish Health ServicesAccreditation BoardDuring the year we were invited to anumber of focus group meetings onrevising the accreditation scheme. Thisgave us a welcome opportunity to discusshow weak literacy skills can affect apatient’s healthcare needs.

Irish Trade Union Trust (ITUT)We sit on the ITUT board. ITUT is thesocial solidarity arm of ServicesIndustrial Professional Technical Union(SIPTU), with one of its services beingthe SIPTU Basic English Scheme.

Local Authority NationalPartnership Advisory Group(LANPAG)With LANPAG and in co-operation withthe VECs, we initiated the Return toLearning Workplace Project in the localauthorities.

National Adult Learning Council(NALC)NALA has been a member of the NationalAdult Learning Council (NALC) since2002. NALC has been set up to guide thestrategic development of adult and basiceducation in Ireland. It met a number oftimes up to June, when was agreed tosuspend meetings awaiting the outcome ofa review of the Council’s functions.



National Adult Literacy Advisory GroupThe National Adult Literacy AdvisoryGroup brings together all adult literacystakeholder groups who monitor theimplementation of adult literacy sectionsof the Government White Paper of thefuture of adult education.

National Qualifications Authorityof Ireland (NQAI)Inez has been appointed to the NQAI asthe Minister’s nomination for theCommunity and Voluntary sector. Themain task of the NQAI is to put togetherand oversee a national qualificationsframework.

UCCIn 2003 we met with Dr Jurek Kirakowskiin the Human Factors Research Group inUCC. Dr Kirakowski is responsible fordeveloping WAMMI (Website Analysis andMeasureMent Inventory), an internationalassessment tool, and is currently workingwith us to evaluate the Literacy Toolswebsite, www.literacytools.ie. We are verygrateful for his expertise and support.

Below is a full list of organisations,committees and working groups withwhich we worked with 2003.

ADM Partnerships Education Co-ordinatorsAdult Education GuidanceInitiativeAdult Education OfficersAssociation (AEOA)Adult Literacy OrganisersAssociation (ALOA)Bar Council

Basic Education TutorsAssociation (BETA)Chief Executive and EducationOfficers Association (CEEOA)ComhairleCommunity PlatformCommunity Radio Forum (CRF)Community Workers Co-operative (CWC)DALC Board Of DirectorsDepartment of Education andScienceDepartment of Enterprise, Tradeand EmploymentDepartment of Social and FamilyAffairsEducation Equality Initiative(EEI)Educational DisadvantageCommitteeFÁSFood Safety Authority of Ireland(FSAI)Further Education and TrainingAwards Council (FETAC) QualityAssurance Consultation andStandards Forum GroupIILT Working Group on MaterialDevelopmentInformation Society CommissionIrish Deaf Society Linkupsteering committeeIrish National Organisation forthe Unemployed (INOU)Irish Prison ServiceIrish Trade Union Trust (ITUT)Irish Vocational EducationAssociation (IVEA)Learn DirectLocal Authority NationalPartnership Advisory Group(LANPAG)

52


Local Development and TrainingInstitute (LDTI)National Adult Learning Council(NALC)National BUA Centre AdvisoryCommitteeNational Centre for Guidance inEducationNational Consultative Committeeon Racism and Interculturalism(NCCRI)National EducationalPsychological Service (NEPS)National Literacy ExpertAdvisory GroupNational Qualifications Authorityof Ireland (NQAI)Integrating LiteracyManagement Group, NUIMaynoothOffice of the Director of PublicProsecutionsRadio Telefís Eireann (RTE)SpirasiCourts ServiceLaw Society of IrelandThe WheelTrócaire – DevelopmentMaterials groupVocational EducationCommittees (VECs)NALA/WIT Accreditation ProjectManagement committee,Waterford Institute ofTechnologyWomen’s Health CouncilYouthreach Assessment PortfolioGroup.



Alice Campbell an appreciation

Alice Campbell, Adult Literacy Organiserfor Ballina in Mayo, passed away lastNovember and she is greatly missed byall the organisers throughout the countrywho knew her. Alice was one of thefounder members of the Adult LiteracyScheme in Mayo and ran a busy and I’msure lively scheme in Ballina for manyyears. For the last two and a half yearsbefore her death, Alice was also amember of the NALA Executive andalthough the train service was the baneof Alice’s life, she was a regular andenthusiastic attendee at meetings inDublin, keeping NALA well appraised ofrural issues and difficulties.

On a lighter note, Alice was a popularattendee at Adult Literacy Organisers’events. Alice was literally the soul of theparty at these events over the last fewyears. The after dinner craic just won’t bethe same without Alice’s rendition of “TheRooster” and some of us can never see apair of gold shoes without rememberingAlice.

Ar dheis Dé go raibh a anam.

Frances Ward Chairperson, NALA

54

Alice Campbell – an appreciation

The late Alice Campbell

Pat Ayton, VEC Adult Literacy OrganiserCoolock/Darndale, pays tribute to the late Alice Campbell

A group of VEC Adult Literacy Organiserscommemorate the contribution of Alice Campbell to adult literacy in Ireland

NALA BoardMembers and Staff

NALA ExecutiveFrances Ward – ChairpersonCelia RaffertyMary Corrigan (September 2003)Kevin O’DuffyAnne GilbertColumba O’Connor – Vice ChairpersonJoyce Burns – Hon. SecretaryJohn Lynch – Hon. TreasurerAndrew DuffyMichael O’TooleJoaquina McHughMichael BriodyPeggy MurphyPat Stanton (September 2003)Alice Campbell (deceased)

NALA StaffInez Bailey, Director [email protected] (01) 855 4332Mairin [email protected] (01) 855 4332Fawzia [email protected] (01) 855 4332Tanya [email protected] (01) 855 4332Sandra [email protected] (01) 855 4332Clodagh McCarthy, Plain English Project [email protected] (01) 809 8184Peter Kiernan, RegionalDevelopment Worker, [email protected] (044) 40374

Tommy Byrne, PRO. [email protected] (01) 809 9195Fergus Dolan, Training [email protected] (01) 809 9191Margaret Murray, SouthernRegional Development Worker [email protected] (021) 431 7011Bridget Gormley, Specific LearningDifficulties Policy [email protected] (01) 809 9198Gemma Lynch, Research [email protected] (01) 809 9192Jennie Lynch, DevelopmentWorker, Special Projects [email protected] (021) 431 7012Margaret Maher, Training [email protected] (01) 809 9199(10am–1pm)Blathnaid Ní Chinnéide,Integration [email protected](01) 809 9190Claire O’Riordan, QualityFramework Co-ordinator [email protected] (01) 809 9193Helen Ryan, Development WorkerNew [email protected] (01) 809 9197John Stewart, National AdultLiteracy [email protected] (01) 809 9195Jenny Derbyshire, FamilyLiteracy Policy [email protected]


NALA Board Members and Staff

NALA membership

Adult Literacy Schemes� ABLE – Blanchardstown� ABLES – Cork� Altrusa/VEC Adult Literacy Scheme, Cork� Arklow Adult Literacy Scheme� Athlone Reading and Writing Group� Ballymun Adult Literacy Scheme� Baltinglass Adult Literacy Scheme� Bandon Adult Literacy Scheme� Basic Education Service Tallaght (BEST)� Bishopstown Adult Literacy Scheme� Blessington Literacy Scheme (LIFE),� Bray Adult Literacy Learning Programme� Cabra Adult Literacy Scheme� Carnew Literacy Scheme� Carrigaline Adult Literacy Scheme� Clondalkin Basic Education Centre� Cobh Read Write and Spell Centre� Cork Traveller Literacy Scheme� Co. Carlow Adult Literacy Scheme� Co. Cavan Adult Learning Centre� Co. Clare Reading and Writing Scheme� Co. Donegal Adult Literacy Service

� Ballyshannon Adult Literacy Scheme� Donegal Town Adult Literacy Scheme� Gaeltacht Adult Literacy Scheme� Inishowen Adult Literacy Scheme� Letterkenny Adult Literacy Scheme� Raphoe Adult Literacy Scheme

� Co. Laois Adult Literacy Scheme� Co. Limerick Adult Literacy Scheme� Co. Longford Adult Literacy Scheme� Co. Meath Adult Literacy Scheme� Co. Monaghan Adult Literacy Service� Co. Offaly Reading and Writing Scheme� Co. Roscommon Adult Literacy Scheme

� Co. Tipperary (NR) Adult LiteracyScheme

� Co. Tipperary (SR) Adult Literacy Scheme� Co. Waterford Adult Education Centre� Co. Wexford Adult Literacy Scheme� Drogheda Adult Learning Centre� Dublin Adult Learning Centre� Dublin City S.W. Adult Reading and

Writing Scheme� Dundalk Adult Literacy Service� Dundrum Adult Literacy Scheme� Dun Laoghaire Adult Learning Centre� Dunshaughlin Adult Literacy Scheme� East Cork Adult Literacy Service� East Galway Adult Literacy Scheme� Farranree Adult Literacy Scheme� Fingal Adult Literacy Scheme� Fingal (North) Adult Education Centre� Finglas Adult Literacy Scheme� Galway Adult Literacy Group� Inchicore Adult Literacy Scheme� Ionad Foghlama Iarthar na Gaillimhe� JAEN – Jobstown Adult Education Network� Kerry Education Service – Literacy and

Life Skills Programme:� Cahirciveen Adult Literacy Scheme� Dingle Adult Literacy Scheme� Kenmare Adult Literacy Scheme� Killarney Adult Literacy Scheme� Killorglin Adult Literacy Scheme� Listowel Adult Literacy Scheme� Tralee Adult Literacy Scheme

� Kildare/Athy Adult Learning Centre� Kilmallock Literacy Group� KLEAR – Kilbarrack� Larkin Community College Adult

Literacy Scheme� LEAP – Leitrim Education for Adults

Programme� Leixlip Adult English Scheme� Liberties Adult Literacy Scheme

56

NALA membership

� Limerick Adult Learner Support Services� Lucan Adult Basic Education Centre� Mahon Adult Literacy Scheme� Midleton Adult Literacy Scheme� Mullingar Literacy and � Employment Centre� Naas Adult English� Newcastlewest Literacy Group� Northside Reading and Writing Centre� North Cork Adult Literacy Service

� Balllingcollig Adult Literacy Service� Charleville Adult Literacy Service� Duhallow Adult Literacy Service� Kanturk Adult Literacy Service� Mallow Adult Literacy Service

� Read Write Now/Ballyphehane� Ringsend Literacy Scheme� SIPTU Basic Education Service� TARGET – Donaghmede� Tuam Adult Literacy Centre� Waterford City Adult Literacy Scheme� West Cork North Adult Literacy Service� West Cork South Adult Literacy Service� West Galway Adult Literacy Scheme� Wicklow Town Adult Learning Centre� Wordaid – Kilkenny� Write On – Mayfield� Write Together Group – Churchfield� Youghal Adult Literacy Scheme

Vocational Education Committees(VECs)� City of Cork VEC� City of Dublin VEC� City of Galway VEC� City of Limerick VEC� City of Waterford VEC� Co. Carlow VEC� Co. Cavan VEC� Co. Clare VEC

� Co. Cork VEC� Co. Donegal VEC� Co. Dublin VEC� Co. Galway VEC� Co. Kildare VEC� Co. Kilkenny VEC� Co. Laois VEC� Co. Leitrim VEC� Co. Limerick VEC� Co. Longford VEC� Co. Louth VEC� Co. Mayo VEC� Co. Meath VEC� Co. Monaghan VEC� Co. Offaly VEC� Co. Roscommon VEC� Co. Sligo VEC� Co. Tipperary (NR) VEC� Co. Tipperary (SR) VEC� Co. Waterford VEC� Co. Westmeath VEC� Co. Wexford VEC� Co. Wicklow VEC� Dun Laoaghaire VEC

Libraries� An Chomhairle Leabharlanna� Blackrock Branch Library� Blanchardstown Public Library� Bray Public Library� Cabinteely Public Library� Deansgrange Public Library� Dublin City Council Public Libraries� Dundrum Public Library� Dun Laoghaire/Rathdown Public

Library Service� Carlow County Library� Clare County Library� Cork County Library


NALA membership

� Cork City Public Libraries� Cork Public Libraries� Donegal County Library� Kerry County Library� Kildare County Library� Kilkenny County Library� Laois County Library� Limerick County Library� Longford County Library� Louth County Library� Mayo County Library� Meath County Library� Offaly County Library� Roscommon County Library� Sallynoggin Public Library� Shankhill Public Library� Sligo County Library� South Dublin Library Service� Stillorgan Public Library� Tipperary Joint County Libraries� Waterford City Library� Waterford County Libraries� Wexford County Library� Wicklow County Library

Other Corporate Groups� Action Inishowen� ADM� AEO Association� ALO Association� AONTAS� ARIS – Australia� ASTI� Association of Community and

Comprehensive Schools� Athy Travellers’ Club� Ballinasloe Community Information Centre� Belfast Unemployed Centre

� Blackpool/Glen/Faranree Community Youth Training Workshop

� Bridge Project� Centre for Literacy, Canada� CLASP – Community of Lough Arrow� Clondalkin Partnership Co.� Collectif Alpha, Belguim.� Co-Action, Skibberreen� CORI� Co. Monaghan Partnership Co.� Doras Luimni� Dyslexia Association of Ireland� Education Research Centre, Drumcondra,

Dublin� EGSA, Belfast� Enable Ireland, Cork� Exchange House� FÁS – The National Training and

Employment Agency� FETAC� Finglas/Cabra Partnership� Francis Street Community Education Centre� Henrietta Adult and Community Education

(HACE)� INOU� INTO� IVEA� LARA – Loreto Convent� Lourdes Youth and Community Services� Mayfield Youth Training Workshop� Mercy Family Centre� Moorehaven Centre, Tipperary Town� National Centre for Guidance in Education� NCCCAP� Newbridge Community Training Workshop

58

NALA membership

� NTDI Bantry� NTDI Bray� NTDI Carlow� NTDI Cork� NTDI Galway� NUI Maynooth – Dept. of Adult and

Comm. Education� Ogra Dún Dealgan� Our Lady’s Traveller Training and

Education Centre, Mallow� Parental Equality – Operation Seahorse� Pavee Point� Prison Education Service� Project for Adult Guidance in Education� Ringsend Community Training Workshop� Rehab Ballyfermot� Rehab Donboyne� Rehab Dun Laoghaire� St. Benin’s Training Centre� Tallaght Community Workshop� Teagasc� Teachers’ Union of Ireland� The Phoenix Centre of Learning� Training Workshop in Horticulture� Treoir� Tuam Community Training Workshop� Vincention Partnership for Justice� Warrenmount Community Ed. and

Dev. Centre� Waterford Youth Industries Ltd.� Windmill Therapeutic Training� WIT� Youthreach, Dundalk� Youthreach, Sligo� Youthreach, Tralee.


NALA membership

National AdultLiteracy AgencyLimited

Financial Statements

Year Ended 31st December 2003

Contents

Company Information 60

Report of the Directors 61–62

Report of the Auditors 63–64

Income and Expenditure Account 65–66

Balance Sheet 67

Notes to the Financial Statements and Accounting Policies 68–71

60

Accounts

Company Information

Company Secretary Joyce Burns

Registered Office 76 Lower Gardiner StreetDublin 1

Registered No. 342807

Bankers Allied Irish Banks37 Upper O’Connell StreetDublin 1

Auditors Sean Conlon & CoCertified Public AccountantsSpade CentreNorth King StreetDublin 7


Accounts

Report of the Directors

The directors submit their report together with the audited financial statements forthe companies first year of operation ended 31st December 2003.

Principal Activities and Review of The BusinessThe company (NALA) continues the work of the National Adult Literacy Agency(NALA). The agency was established in 1980 and from that time has campaigned forrecognition and response to the adult literacy problem in Ireland. The companycontinues that work.

The following represents recent achievements:

the development of third level professional qualifications for adult literacypractioners.inclusion of key proposals in the White Paper on Adult Education.the development of a quality framework, including an assessment framework,for the adult literacy service;a major basic education distance learning on TV and radio;bringing Irish literacy practice onto the international stage.

NALA is funded by the Department of Education and Science.

Note 2 lists the other government grants received.

ResultsThe directors report for 2003 a surplus of e3,936 with accumulated reserves at the31st December 2003 of e145,718.

No dividend is allowed because the company is limited by guarantee.

Statement of Directors’ ResponsibilitiesCompany law requires the directors to prepare financial statements for each financialyear which give a true and fair view of the state of affairs of the company and of thesurplus or deficit of the company for that year. In preparing those financialstatements the directors are required to:

select suitable accounting policies and then apply them consistentlymake judgements and estimates that are reasonable and prudentprepare the financial statements on the going concern basis unless it isinappropriate to presume that the company will continue in business.

62

Accounts

The directors are responsible for keeping proper books of account which disclose withreasonable accuracy at any time the financial position of the company and to enable themto ensure that the financial statements comply with the Companies Act 1963 to 2001.

Accounting RecordsThe directors acknowledge their responsibilities under Section 202 of the CompaniesAct 1990 to keep proper books and records for the company and to this end have abookkeeper employed. The books and records are kept at the registered office.

Health And SafetyThe Safety, Health and Welfare at Work Act, 1989 imposes certain requirements onemployers and the company has taken the necessary action to ensure compliance withthe Act, including the adoption of a safety statement.

AuditorsThe auditors, Sean Conlon, & Co., will be reappointed in accordance with section 160(2) of the Companies Act 1963.

Approved on behalf of the Board By: ______________________________________

Dated: 4th February 2004 ______________________________________


Accounts

Report of the Auditors

Independent Auditor’s Report to the Members of National Adult Literacy Agency LimitedWe have audited the financial statements of National Adult Literacy Agency Limitedon pages 63 to 71 which have been prepared under the historical cost convention andthe accounting policies set out on page 68.

This report is made solely to the company’s members as a body in accordance withthe requirements of the Companies acts 1963 to 2001. Our audit work has beenundertaken so that we might state to the company’s members those matters that weare required to state to them in the audit report and for no other and for no otherpurpose. To the fullest extent permitted by law, we do not accept or assumeresponsibility to anyone other than the company or the company’s members as a bodyfor our audit work, for this report, or for the opinions we have formed.

Respective Responsibilities of Directors and AuditorsThe directors’ responsibilities for preparing the Annual Report and the financialstatements in accordance with applicable law and Irish Accounting Standards are setout in the Statement of Directors’ Responsibilities.

Our responsibility is to audit the financial statements in accordance with relevant legaland regulatory requirements and the Auditing Standards promulgated by theAuditing Practices Board in Ireland and the United Kingdom.

We report to you our opinion as to whether the financial statements give a true and fairview and are properly prepared in accordance with the Companies Acts. We also report toyou whether in our opinion: proper books of account have been kept by the company;whether, at the balance sheet date ,there exists a financial situation requiring theconvening of an extraordinary general meeting of the company; and whether theinformation given in the Directors’ Report is consistent with the financial statements. In addition, we state whether we have obtained all the information and explanationsnecessary for the purposes of our audit and whether the company’s balance sheet andIncome and Expenditure Account are in agreement with the books of account.

We report to the shareholders if, in our opinion, any information specified by lawregarding directors’ remuneration and directors’ transactions is not given and, wherepracticable, include such information in our report

We read the other information contained in the Annual Report and consider whetherit is consistent with the audited financial statements. This other information comprisesonly the directors report. We consider only the implications for our report if webecome aware of any misstatements or material inconsistencies with the financialstatements. Our responsibilities do not extend to other information.

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Basis of OpinionWe conducted our audit in accordance with Auditing standards issued by theAuditing Practices board. Our audit includes an examination, on a test basis, ofevidence relevant to the amounts and disclosures in the financial statements. It alsoincludes an assessment of the significant estimates and judgments made by thedirectors in the preparation of the financial statements, and of whether theaccounting policies are appropriate to the company’s circumstances, consistentlyapplied and adequately disclosed.

We planned and performed our audit so as to obtain all the information andexplanations which we considered necessary in order to provide us with sufficientevidence to give reasonable assurance that the financial statements are free of materialmisstatement or error. In forming our opinion we also evaluated the overall adequacyof the presentation of information in the financial statements.

OpinionIn our opinion the financial statements give a true and fair view of the state of affairsof the company at the 31st December 2003, and of its surplus for the year then endedand give, in the requisite manner, the information required by the Companies Acts,1963 to 2001.

We have obtained all the information and explanations which we considerednecessary for the purposes of our audit. In our opinion, proper books of accounthave been kept by the company. The financial statements are in agreement with thebooks of account.

In our opinion the information given in the Directors’ Report on page 52/53 isconsistent with the financial statements.

Sean Conlon & Co.Registered Auditors & Certified Public AccountantsSt. Pauls ChurchNorth King StreetDublin 7.

4th February 2004


Accounts

Income and Expenditure Account for the year ended 31st December 2003

2003 2002

Notes e e

IncomeGovernment Grants 2 1,780,866 1,551,539Other Income 3 46,524 60,565Resource Room 4 6,640 10,577Total Income 1,834,030 1,622,681

AdministrationSalaries 143,073 166,449

Pensions 9,241 8,400

Telephone 19,903 18,176

Stationery and Photocopying 15,199 17,396

Postage 35,885 29,187

Bank Charges 737 733

Subscriptions and Advertising 2,987 5,322

Executive Committee Expenses 6,442 4,367

Audit, Accountancy and Professional fees 6,813 7,158

Miscellaneous 542 137

Office Equipment Maintenance 10,978 8,257

Depreciation 7,598 1,395

PremisesRent and Cleaning 46,407 34,608

Insurance 3,904 3,927

Heat and Light 3,151 3,598

Repairs and Maintenance 1,113 2,797

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Accounts

Development and Research2003 2002

Notes e e

Salaries 544,973 441,607

Pension 25,910 22,295

CAIT – 3,657

Other expenses – 8,313

Travel and Subsistence 23,348 34,897

Assessment/Research 38,626 42,004

Quality framework 148,394 114,226

Practioner Training 107,944 64,580

Family Literacy 36,563 –

Distance Learning 298,877 317,168

Materials Development 35,924 –

Specific Learning Difficulties 2,018 –

Health Strategy 8,104 22,883

ICT Learning 35,097 10,706

Numeracy Strategy 7,045 –

ESOL Training 25,863 6,889

Printing, Publishing 69,807 46,202

Meetings/ Seminars 33,093 27,217

Website update – 3,553

Advertising 16,801 11,975

Staff Training/Development 16,424 12,648

Learner Development 23,421 13,666

Plain English 17,889 –

Total Expenditure 1,830,094 1,516,393Surplus for the Year 3,936 106,288

There are no other recognised gains or losses.


______________________________________


Accounts

Balance Sheet as at the year ended 31st December 2003

2003 2002

Notes e e

Fixed Assets 5 21,349 4,182

Current AssetsStocks: Resource Room 33,139 34,305

Stationery 736 1,336Debtors 8 27,571 90,090Bank Balance and Cash on Hand 442,137 242,364

503,583 368,095

Creditors(Falling due within one year) 9 – 379,214 – 230,495

Net Current Assets 124,369 137,600

Total Assets less Liabilities 145,718 141,782

Represented By:Surplus 145,718 141,782

145,718 141,782


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Accounts

Notes on the Accounts for the year ended 31st December 2003

1. Accounting PoliciesThe financial statements have been prepared under the historical cost convention.

Tangible Fixed Assets

Fixed Assets are stated at cost less depreciation. Depreciation is provided at ratescalculated to write off the cost less residual value of each asset over its expecteduseful life on a straight line basis, as follows:

All Fixed Assets 25%

Where grants are received in the year and the related expenditure is to beincurred in a later year the grants are shown as deferred income, undercreditors and accruals, in the balance sheet.

2. Government Grants2003 2002

e e

Department of Education and ScienceCore Grant 281,000 269,000Special allocation 1,400,200 1,331,260Deferred grant to 2003 Note 9 213,764 – 213,764Deferred grant to 2004 Note 9 – 213,000 –

Other Government Grants

Department of Social and Family Affairs 70,000 59,500Deferred Note 9 – 37,038Department of Health and Children 38,092 38,092Deferred Note 9 – 19,000FÁS 46,848 60,944Department of Transport (CAIT) – 6,507

1,780,866 1,551,539


Accounts

Accounts

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Notes On The Accounts (continued)

3. Other Income 2003 2002

e e

Membership fees 8,525 20,290ILD conference fee 3,340 3,843Conference fees 9,427 –BSA – 3,601Miscellaneous 5,083 2,435Training fees 15,540 23,700CAIT – 1,696Combat Poverty Agency 1,270 5,000VOX (for salaries) 3,339 –

46,524 60,565

4. Resource RoomOpening Stocks of Books 34,305 38,369Purchases for the year 95,973 137,723

130,278 176,092Closing Stocks of Books – 33,139 – 34,305Cost of Books sold 97,139 141,787Sales for the year 103,779 152,364

Surplus (Deficit) 6,640 10,577

In the opinion of the directors there are no material differences between the replacement cost of stock and the balance sheet amounts.


5. Tangible Fixed AssetsCost Total Office Fixtures and

Equipment Fittings

e e e

Cost at 31.12.2002 5,576 4,390 1,186Additions 24,765 23,477 1,288

30,341 27,867 2,474

DepreciationAt 31.12.2002 1,394 1,098 296Charge for Year 7,598 6,979 619

8,992 8,077 915

Net Book ValueAt 31 December 2002 4,182 3,292 890At 31 December 2003 21,349 19,790 1,559

6. Staff numbers and costs 2003 2002

The average number of persons employed by the companyduring the year were as follows: 20 17

The aggregate payroll costs of these persons were as follows: 2003 2002

e e

Salaries 621,772 547,805Social Welfare 66,274 60,251

688,046 608,056

7. Pension information e e

Contribution to pension scheme 35,151 30,695

The company operates a defined contribution scheme. The company contributes 10% of employees salary.


Accounts


8. Debtors 2003 2002

e e

Debtors for books 12,376 32,121Prepayments 13,342 850FÁS – 57,119Employee Loan 1,853 –

27,571 90,0909. Creditors (Due within one year)

Creditors and Accruals 83,089 12,481Tax and Social welfare 27,087 4,250Deferred Dept. of Education and Science grant 213,000 213,764Deferred Dept. of Social and Family Affairs 37,038 –Deferred Dept. of Health and Children 19,000 –

379,214 230,495

Grants are deferred in respect of estimated, but specific expenditure, to beexpended during the following year.

The Bank holds no security from the directors or members of the company.

10. Corporation TaxNone arise because no trading activity takes place.

11. Related Party TransactionsNone arise.

12. Borrowings and LeasesThere are no borrowings or leases

13. Director’s InterestsDirectors have no interests in the company.

14. Share CapitalThe company is limited by guarantee and has no share capital.

15. Financial StatementsThe financial statements were approved by the directors on the 4th February 2004.

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Glossary

Glossary of TermsAccreditationA process that allows a person to getcredits from a particular institution, suchas a college or university for a coursethat they have completed

Ad hocSomething that is not regular or plannedand happens only when necessary

AnalyseA process of studying the details ofsomething to understand or explain it

Asperger’s SyndromeA complex brain disorder within the rangeof autism, where a person may be veryintelligent, but may have difficulty mixingand communicating with other people

Assessment framework A guide to knowing what stage a learneris at when they start tuition and how wellthey are progressing

Attribute A quality or characteristic that someoneor something has

Benchmark A point of reference

Best practice A term to describe good quality work orgood working habits

Brainstorming A method of giving ideas and opinionsfreely within a group of people togenerate new ideas about a problem

Collate A way to analyse and compareinformation to identify points ofagreement and differences

Consensus Agreement between all members of agroup on a particular subject

Consistent Something that happens or behaves in asimilar way

Curriculum A set of topics that make up aneducational course

Distance education A form of learning that takes place in aperson’s home without supervision

Educational Disadvantage Committee A Government committee devisesolutions to tackle educationaldisadvantage

Empowerment A process of transferring power frominfluential people to poor communitiesand individuals who have beentraditionally excluded from decision-making

Ethos An idea or belief or a particular personor group that guides their actions

Evaluation A process of studying somethingcarefully to see how good or bad it is

Facilitator A person who helps a group to developand work together effectively towardstheir common goal


Glossary

Focus group A group of people who are broughttogether to discuss what they think aboutsomething

Framework A basic structure that supports something,such as a building, and gives it its shape

Generic General, not specific

Guiding principles Values or rules that guide an action ordecision

Holistic A way of describing something that dealswith the whole of something or someone,not just their parts

Implement A system or plan to make somethinghappen

Library Council (An ChomhairleLeabharlanna)An organisation set up to advise localauthorities and the Government onlibraries

Local government Local and regional bodies, includingCounty Councils, City Councils, UrbanDistrict Councils and Town Councils, set upby the Department of the Environmentand Local Government, that provideservices to local communities

Mentor An experienced person who gives helpand advice to a less experienced person

Mission statement A statement that explains a person’s,group’s organisation’s main aim

Monitor A process of watching somethingcarefully and recording your results

National Development Plan The Government’s plan to use EU andother funds to develop the economy andto help spread resources more equallybetween different groups in society

National Literacy Expert AdvisoryGroup A group made up of all those with aninterest and input in adult literacy thatoversees how the adult literacy sectionsof the Government White Paper areimplemented

NetworkingA process of using social events to meetpeople who might be useful to you

Partnership A process of two or more people ororganisations working together toachieve something

Performance indicator A way to measure whether a person or anorganisation is meeting their objectives

Plain EnglishA way of writing and designing materialthat makes it easier to read andunderstand

Process A series of actions to achieve a result

QualitativeA way of describing something that refersto how good it is

Quality A way of saying how good or badsomething is

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Glossary

Quantitative A way of describing something that refers toits how much (or how many) of it there is

Return to Education A nine hour a week basic educationprogrmme for people on CommunityEmployment schemes

Social cohesion A process of bringing together economic,social, health and educational policies tohelp people take part in society

Social exclusionA process of preventing certain groupsfrom accessing power and decision-makingbodies or building up social and communitynetworks because they are poor or they donot have enough education or life skills

Social inclusion A process of making sure that peoplewho are poor or marginalised can takepart in the decision-making process sothat they can raise their standard ofliving and improve their quality of life

Social interactionA process of talking to or doing thingswith other people

Social partnership A way of reaching agreement betweenthe Irish Government and various socialpartners – employers, trade unions,farmers and community and voluntarygroups – on pay, tax, working conditionsand social welfare, and other economicand social issues

Social partnership agreementA document outlining a range of stepsagreed by the Government and the socialpartners on economic and social issues

StakeholderA person who has an interest in anorganisation, a project or an issue

StatutorySomething that decided or controlled bylaw

Strategic intent A statement of what a person, group ororganisation intends to do

TenderAn application by a person or group todo a piece of work, describing how theyplan to do the work, when, and howmuch they will charge

Traveller Training WorkshopA local organisation that providesvocational training to adult Travellers

White PaperA document produced by theGovernment that outlines its future planson a particular topic

Youthreach Centre A local training unit that providesvocational and basic skills to early schoolleavers under18 years of age


Glossary

List of acronyms and abbreviationsABEadult basic education – the development ofcompetence in adult skills, such as literacynumeracy and communications, thatpeople need to take part fully in society

ADMArea Development Management – anorganisation set up by the Department ofAn Taoiseach that funds and overseeslocal development projects

AEOA Adult Education Organisers’ Association

AGM Annual General Meeting

ALO Adult Literacy Organisers

ALOA Adult Literacy Organisers Association

ALS Adult Literacy Scheme

BETA Basic Education Tutors Association – anorganisation representing paid adultliteracy tutors

BSA Basic Skills Agency – an organisation thatsupports and develops ABE in Englandand Wales

CAITCommunity Application of InformationTechnology Initiative

CDP Community Development Project

CE Community Employment – a FASemployment training programme

CEEOA Chief Executive and Education OfficersAssociation – an organisationrepresenting Chief Executive Officersand Education Officers in VECs

CEO Chief Executive Officer – the most seniormanagement position in a VEC

CIF Construction Industry Federation – abody representing employers in thebuilding sector

CTC Community Training Centre – a trainingunit, in different centres around Ireland,providing vocational and adult basiceducation skills to early school leaversover 18 years of age

CWC Community Workers Co-op

DES Department of Education and Science

DETE Department of Enterprise Trade andEmployment

ESOL English for Speakers of Other Languages

EUEuropean Union

FÁSForas Áiseanna Saothair – the nationaltraining and employment authority

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Glossary

FSAI Food Safety Authority of Ireland – abody established by the Department ofHealth and Children to oversee foodsafety improvements

FETAC Further Education Training AwardsCouncil

IBEC Irish Busines Employers Confederation –the organisation representing allemployer bodies and associations

ICCPE Irish Centre for ContinuingPharmaceutical Education

ICT Information and CommunicationsTechnology

ICTU Irish Congress of Trade Unions – theorganisation representing all tradeunions around the country

ISC Information Society Commission – whichis devising a strategy for development ofICT in Irish society

ISME Irish Small and MediumEnterpisesAssociation – an organisationrepresenting small and mediumbusinesses

ITUT Irish Trade Union Trust

IVEA Irish Vocational Education Association –an organisation representing VocationalEducation Committees

NALC National Adult Learning Council – abody established by the Department ofEducation and Science to oversee theimplementation of the White Paper

NALP National Adult Literacy Programme

NAPS National Anti-Poverty Strategy – aGovernment plan to tackle poverty

NCCA National Council for Curriculum andAssessment

NCGE National Centre for Guidance inEducation

NDP National Development Plan – aGovernment medium term plan foreconomic and social development

NQAI National Qualifications Authority ofIreland – a Government-funded bodythat manages qualifications at nationallevel

NTDI National Training and DevelopmentInstitute – an independent educationorganisation that provides courses indifferent centres around Ireland fordisabled people

SIPTU Services, Industrial, Professional andTechical Union

Teagasc The Irish Agricultural and FoodDevelopment Authority


Glossary

VEC Vocational Education Committee

A committee that manages adult andfurther education at county (andsometimes city) level

VTOS Vocational Training OpportunitiesScheme

VTSU Vocational Training Support Unit

WAI Web Accessibility Initiative – aninternational group of companies,disability representatives, universities,governments and research centres thathave developed guidelines for makingthe Internet easier for disabled people to use

WIT Waterford Institute of Technology

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Glossary


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Documents

National Adult Literacy Agency Annual Report 2004