Northern Territory Adult Literacy And Numeracy Best Practice

Literacy and numeracy training programs can be adversely affected by a host of factors, including funding decisions, employment and industry changes, availability of trainers and other challenges. As a direct consequence, the future of the programs outlined in our case studies may not be predictable. However, a few training providers chose to outline some possible changes, improvements and/or important considerations necessary to the success of any future programs.

Case Study 1     Partnership of training providers, remote school, a national park and an Indigenous-owned hotel

• Integrating the attainment of improvement in literacy within a sought-after skill, like obtaining a driving licence, in conjunction with,
• Paid work experience
• Supplying a ‘taster’ of possible future employment opportunities for the trainee.

“This strategy appears to work in almost 50% of the cases.” (interviewee)

Case Study 4  Indigenous Employment Program at Indigenous-owned hotel

• Relationship-based support is very effective
• Tutor and practically-based instruction assists the low literacy students to achieve success and grow confident in moving onto a more literacy-based program
• Contextualised literacy and numeracy training improves learning outcomes
• Strong partnership arrangements between the employer and registered training organisation provide a sound framework within which training is delivered
• Separating groups according to literacy levels enables trainees to receive adequate support and instruction from tutors and small group work.

Case Study 5  Indigenous traineeships in a National Park

• Impediments to success were identified early in the program in a risk analysis and these included:
• Communication: In some situations with the trainees the program deliverers need to utilise Indigenous elders into the role of mentors and translators as confusion and mistrust can occur very quickly with the young people.
• Cultural barriers: Ceremonies interfere with the smooth-running timetable of a training program and staff may not have been told that a trainee is not turning up to a driving lesson. This can produce a negative reaction and so communication lines are to be encouraged through mentors and networking regularly between partners.
• Structure of training: A ‘hands-on’ employment-contextualised approach, based on practical activities until the literacy and confidence levels have gained momentum, is essential for success with low literacy trainees. Indigenous learning styles of small group work, using computers and an awareness of cultural mores and practices through staff undergoing Cultural Awareness training is also considered essential.
• Demands of funding bodies: In some instances, the outcomes for the program to be successful, in the view of the funding body, is out of line with the reality on the ground. Success may be determined by the trainee as an increase in confidence in public speaking and meeting strangers in a positive manner within the hospitality sector but the program itself may not yet be completed as more time is required for achievement of competencies.

Case Study 8  Private religious schools

• Individual schools have options for Indigenous students in terms of the post-compulsory years and VET courses
• Schools may establish new apprenticeship programs
• Schools can highlight all the different types of employment pathways that are offered to students in each school’s care, and to those who are charged with responsibility of delivering those programs

Case Study 9  Indigenous health workers course

• Use Literacy, Numeracy and Language as an integral part of the course
• Non-Aboriginal doctors may be actively involved
• Training to be practical – ensuring health worker students learn by osmosis
• Students move around clinics, and men and women are separated. This approach works well and ensures cultural considerations are met.
• Success to continue, despite low budget
• Skilled nurses are produced through a range of strategies

Trainers | Students | The program | Establishment | Issues | Innovative strategies | Future directions | What others think