TAFE NSW Foundation Skills Reference Group Who’s who in the Foundation Skills zoo? …examining the potential of the draft Professional Standards Framework Louise Wignall Nov 15

1.Raising awareness and commitment to action 2.Adult learners have high quality learning opportunities and outcomes 3. Strengthening foundation skills in the workplace 4.Building the capacity of the education and training workforces to deliver foundation skills National Strategy Priorities

The National Foundation Skills Strategy for Adults defines foundation skills as: ‘English language, literacy and numeracy (LLN) – listening, speaking, reading, writing, digital literacy and use of mathematical ideas; and employability skills, such as collaboration, problem solving, self-management, learning and information and communication technology (ICT) skills required for participation in modern workplaces and contemporary life. Foundation skills development includes both skills acquisition and the critical application of these skills in multiple environments for multiple purposes. Foundation skills are fundamental to participation in the workplace, the community and in adult education and training.’ The methodology

Building the capacity of the education and training workforces to deliver foundation skills – building the skills of specialist language, literacy and numeracy practitioners, developing the workforce to enable the effective teaching of employability skills and, supporting vocational trainers to better integrate foundation skills with vocational training. Building the capacity of the education and training workforces to deliver foundation skills – building the skills of specialist language, literacy and numeracy practitioners, developing the workforce to enable the effective teaching of employability skills and, supporting vocational trainers to better integrate foundation skills with vocational training. Priority 4 Specific element From 2012, Australian governments will work collaboratively to: strengthen and diversify the identity of the foundation skills practitioner field, and support professional expertise in foundation skills delivery, including by exploring options for developing professional standards for practitioners. National Foundation Skills Strategy for Adults, COAG Standing Council on Tertiary Education, Skills and Employment (SCOTESE) Nov 2011, p24 Why?

The work consisted of: Desk-research on qualifications National NCVER survey Stories from the field narrative research Focus groups The work consisted of: Desk-research on qualifications National NCVER survey Stories from the field narrative research Focus groups In total more than 800 people participated in the research: 683 respondents participated in the NCVER survey 30 people provided ‘stories from the field’ in full, and a further 35 people provided snippets of their story 51 people attended the national focus groups 13 people used the online platform to share their views. In total more than 800 people participated in the research: 683 respondents participated in the NCVER survey 30 people provided ‘stories from the field’ in full, and a further 35 people provided snippets of their story 51 people attended the national focus groups 13 people used the online platform to share their views. Research activity Participation What?

Defining foundation skills – need for broadened responsibility Range of roles and responsibilities in foundation skills provision Mixed qualifications of the existing field Strong support for continuous professional development A policy case to maintain existing practitioners as a a valuable resource (as active agents) A need to encourage new entrants Building team/organisational capability Defining foundation skills – need for broadened responsibility Range of roles and responsibilities in foundation skills provision Mixed qualifications of the existing field Strong support for continuous professional development A policy case to maintain existing practitioners as a a valuable resource (as active agents) A need to encourage new entrants Building team/organisational capability The workforce delivering foundation skills Not a single set of practitioners Growing acceptance of the term of FS Professional identity belongs more to some than to others Idiosyncratic combination of qualifications Professional development as a way to ‘grow’ practitioners Skill development occurs over time ‘…working with ‘the more knowledgeable other’.

The need for a common language It's the single hook we can hang our work on but people need to know about it. Sydney focus group member From awareness to accountability – a framework for everyone So if the framework is built on a really clear understanding of the skills and knowledge of the field and the range of places where it is delivered and allows people to identify where they fit and where the pathways are - then it’s an empowering model too (a pathway model, bringing new people into the field in thin markets). Melbourne focus group The need for a common language It's the single hook we can hang our work on but people need to know about it. Sydney focus group member From awareness to accountability – a framework for everyone So if the framework is built on a really clear understanding of the skills and knowledge of the field and the range of places where it is delivered and allows people to identify where they fit and where the pathways are - then it’s an empowering model too (a pathway model, bringing new people into the field in thin markets). Melbourne focus group A professional standards structure A professional standards structure Strengthen and diversify Support professional expertise Foundation skills as ‘a complex field of practice’ Capability not compliance driven The focus should be on pathways and inclusivity Clear purpose Needs to be an empowering model

Physiological Safety Social Esteem actualisation Health sustaining needs Life sustaining needs Comfort sustaining Mucking around with Maslow self To be able to recognise and make the most of one’s unique abilities Respect, recognition, have many ways to say you count Networks, Mentors, Connection, Tailored PD being ‘kept in the loop’ Networks, Mentors, Connection, Tailored PD being ‘kept in the loop’ Funding, Jobs, Resourcing, Policy settings The broad policy environment

Tooling with taxonomy The value of categories Inclusive Can be built upon Support not constrain Inclusive Can be built upon Support not constrain

Three domains or contexts where foundation skills services may be provided education and training workplace and employment personal and community Three domains or contexts where foundation skills services may be provided education and training workplace and employment personal and community Framework structure Four areas of capability that divide foundation skills job roles into broad categories. 1.knowledge of foundation skills 2.capacity to provide adult education 3.experience in foundation skills teaching practice 4.skills in professional capacity building Practitioners will generally have some capabilities in each of the four areas. Four areas of capability that divide foundation skills job roles into broad categories. 1.knowledge of foundation skills 2.capacity to provide adult education 3.experience in foundation skills teaching practice 4.skills in professional capacity building Practitioners will generally have some capabilities in each of the four areas. Four stages of development that identify different ‘levels’ for each capability. Practitioners will have a spiky profile indicating specialised skills in some areas and developing skills in others.

Education and Training Workplace and Employment Personal and Community Three domains or contexts where foundation skills services may be provided. Practitioners may operate entirely within one domain or have capabilities across two, or all three domains.

AwareDevelopingPractitionerSpecialised Aware – captures ‘associate’ level capabilities where foundation skills are not the main focus of the job role Developing – represents the capabilities of an ‘apprentice’ or practitioner-in-training Practitioner – describes capabilities for a competent foundation skills practitioner Specialised – encompasses expert knowledge that may be used to mentor or guide others Aware – captures ‘associate’ level capabilities where foundation skills are not the main focus of the job role Developing – represents the capabilities of an ‘apprentice’ or practitioner-in-training Practitioner – describes capabilities for a competent foundation skills practitioner Specialised – encompasses expert knowledge that may be used to mentor or guide others Practitioners will not be at the same stage for all of their capabilities, they will have a spiky profile indicating specialised skills in some areas and developing skills in others. Four stages of development that identify different ‘levels’ for each capability.

Knowledge of foundation skills Capacity to provide adult education Experience in foundation skills teaching practice Skills in professional capacity building Four areas of capability in foundation skills job roles Practitioners will generally have some capabilities in each of the four areas.

Recognise adult literacy demands Recognise English language demands Recognise numeracy demands Recognise employability skills demands Recognise adult literacy demands Recognise English language demands Recognise numeracy demands Recognise employability skills demands 1. Knowledge of foundation skills At 4 stages of development Across 3 delivery contexts Recognise adult literacy skills Recognise English language skills Recognise numeracy skills Recognise employability skills Recognise adult literacy skills Recognise English language skills Recognise numeracy skills Recognise employability skills

Education and training Workplace and employment Personal and Community Sample element from Knowledge of foundation skills

Apply adult learning principles Respond to learner needs Collaborate with others to deliver service Provide advice to learners Develop professional practice Apply adult learning principles Respond to learner needs Collaborate with others to deliver service Provide advice to learners Develop professional practice 2. Capacity to provide adult education At 4 stages of development Across 3 delivery contexts

Education and training Workplace and employment Personal and Community Sample element from Capacity to provide adult education

Deliver adult literacy Deliver English language Deliver numeracy Deliver employability skills Deliver adult literacy Deliver English language Deliver numeracy Deliver employability skills Experience in foundation skills teaching practice At 4 stages of development Across 3 delivery contexts Participate in delivery of integrated programs Contribute to assessment of integrated programs Access resources Participate in delivery of integrated programs Contribute to assessment of integrated programs Access resources Assess adult literacy Assess English language Assess numeracy Assess employability skills Assess adult literacy Assess English language Assess numeracy Assess employability skills

Education and training Workplace and employment Personal and community Sample element from Experience in foundation skills teaching practice

Skills in professional capacity building At 4 stages of development Across 3 delivery contexts Share knowledge with stakeholders Participate in professional development Identify own foundation skills Share knowledge with stakeholders Participate in professional development Identify own foundation skills

Education and training Workplace and employment Personal and community Sample element from Skills in professional capacity building

1.As a self-assessment tool for practitioners to identify and describe their current capability 2.To identify existing skill gaps and focus areas for professional development 3.To consistently describe expected practitioner capabilities for job descriptions or program requirements 4.As a mechanism for mapping outcomes from current and historic qualifications for the purposes of comparison with individual or employer requirements 5.As the basis for describing and organising professional development options….. 1.As a self-assessment tool for practitioners to identify and describe their current capability 2.To identify existing skill gaps and focus areas for professional development 3.To consistently describe expected practitioner capabilities for job descriptions or program requirements 4.As a mechanism for mapping outcomes from current and historic qualifications for the purposes of comparison with individual or employer requirements 5.As the basis for describing and organising professional development options….. How might the framework be used? Can you think of any others?

Mapping to units, skill sets or qualifications Where might each of these fit on the framework? Discuss in pairs….

C1/D1 Designing adult numeracy classes through a language filter Beth Marr The concepts of numeracy/mathematics are inextricably linked with the language that names them. In mathematics, terms like volume, area and rectangle carry specific meanings, often different from everyday usage. Imagine the difficulties for English language and literacy learners when such language is not given specific attention. Even simple terms like quarter of an hour, odd number, decimal point and reading numbers and fractions can confuse people from other cultures. However, mathematics is traditionally taught as a silent subject: the predominant classroom voice is the teacher. When students do speak, they are rarely encouraged to practise numeracy language. This interactive workshop draws on issues encountered when designing curriculum and teaching numeracy to LOTE adult learner groups in Melbourne and East Timor. It will model a variety of numeracy teaching methodologies, including activities designed to develop numeracy and language simultaneously. All strategies will be applicable in a range of teaching situations, particularly with LOTE and literacy learners. Mapping PD – an example from ACAL/ACTA 2016 conference…. What about this session? What capabilities does it cover? What level of capability might it suit?

1.Clarification about the status of the draft framework 2.Validation with key stakeholders and professional associations 3.Further development of framework content 4.Mapping of qualifications, skill sets and PD 5.Information and dissemination – trialing and sharing of models 1.Clarification about the status of the draft framework 2.Validation with key stakeholders and professional associations 3.Further development of framework content 4.Mapping of qualifications, skill sets and PD 5.Information and dissemination – trialing and sharing of models Next steps What else?