Research

Summary page

Research

Literacy support for Indigenous people: Current systems and practices in Queensland

The introduction of the National Aboriginal and Torres Strait Education Policy in 1989 and subsequent policy initiatives have substantially improved the participation rate of Indigenous people in the vocational education and training (VET) sector. However, the evidence indicates that Indigenous students are studying towards lower-level qualifications or enrol in enabling (or preparatory) courses. Furthermore, pass rates have decreased, while withdrawal rates are higher than for non-Indigenous students. A number of contributing factors have been identified for these trends, but difficulties with literacy and numeracy is a recurring theme.

The Survey of Aspects of Literacy conducted in 1996 (ABS 1996) showed that approximately 44% of Indigenous Australians had low literacy levels compared with 19% of non-Indigenous Australians. This lack of literacy and numeracy skills is a significant barrier to Indigenous students accessing VET courses. In recent years it has been acknowledged that this problem is compounded by the fact that, for many Indigenous students, English is their second, third or fourth language. To address the issue, specialised literacy and numeracy courses have been developed, and literacy and numeracy components have been embedded in national training packages.

This study set out to identify the literacy and numeracy support systems available to Indigenous VET students and to determine which systems worked for both teachers and students. It looked at both formal, organised and coordinated systems and those which were informal and unstructured, and developed a set of guidelines which teachers and administrators can use to implement effective literacy and numeracy support for Indigenous VET students.

Methodology

Teachers, students and community members were interviewed across Queensland from urban, regional and remote areas. They were selected from three technical and further education (TAFE) Queensland institutes and one independent registered training organisation. The sites chosen were Brisbane, Cairns, Thursday Island, Bundaberg and Mt Isa.

Interviews were conducted with literacy and numeracy teachers and vocational teachers delivering Indigenous-specific and mainstream courses, ranging from pre-vocational through to certificate IV. Students were undertaking both Indigenous-specific and mainstream courses, apprenticeships and traineeships, and completing courses from pre-vocational through to advanced diploma.

Best practice model

This study applied the principles identified in the best practice model for Indigenous adult education to assess the current literacy and numeracy support systems being used. This model was recently articulated for the VET sector in the publication, Gettin' into it! Working with Indigenous learners produced by the Department of Education, Science and Training (2004). The six principles that inform the model are: intercultural competence; respect; negotiation; meaningful outcomes; relationships and 'Indigenisation' (ensuring that the curriculum is adapted for Indigenous students).

These principles acknowledge the need for a flexible and culturally supportive environment and incorporate the principles of best practice for adult learning.

Findings

The study identified one-on-one support as the most effective method of delivery for Indigenous VET students. The literacy and numeracy support systems which incorporate this method of delivery are in-class tutorial support and peer tutoring, with both teachers and students advocating these systems as the most effective. In-class tutorial support provided immediate help with class content, assessments and assignments. Students relied heavily on peer tutoring, whether informal or formal.

The majority of teachers interviewed questioned the effectiveness of learning support centres for Indigenous VET students, since, where available, their geographical isolation and hours of operation are problematic. However, if teachers decide to utilise this type of support, they need to build a working relationship with the centre, physically take students to the centre, introduce them to support staff and follow up with encouragement to attend planned sessions.

The relationship between teacher/tutor and student is of primary importance for Indigenous VET students. To build a satisfactory relationship with students, teachers need to understand the cultural and educational background of each of their students and to respect the prior knowledge and skills they bring to the learning experience. Training in cultural awareness and cross-cultural competency will help teachers in this regard.

Teachers recommend the use of real-life texts customised to individual studentsí needs. Although a wealth of literacy and numeracy resources is available, each learning group is different, and resources must be carefully selected and tailored to suit the particular situation. They must also be culturally appropriate, written in plain English and contain sufficient visual content.

Teachers need to seek Indigenous input from students, community members and Indigenous staff to ensure that training and resources are appropriate and acceptable. This will greatly enhance the effectiveness of the learning experience and ensure positive outcomes. This process needs to be ongoing as teachers build relationships with Indigenous mentors and advisers and grow in their own understanding of Indigenous culture and Indigenous learning needs.

Conclusion

The study found that actual literacy and numeracy support for Indigenous students remains inadequate (through under-use or inappropriate use) across many areas of the VET sector, although effective support systems have been established. It confirmed the findings of the literature review vis-a-vis applying the Indigenous education best practice model for literacy and numeracy support. The study also identified a number of barriers to the successful implementation of effective systems, including funding issues and the inflexibility of the VET system.