This project is important because it will identify and explore current systems for literacy and numeracy support for teachers and Indigenous students, particularly ESL students. Organised and co-ordinated systems are available which provide strategic, long-term support and infrastructure to assist both teachers and students. However they are often underutilized or accessed in an ad hoc manner with little consideration given to matching student need to effective solution. The project will look at teachers and students in urban, regional and remote areas of Queensland and at both TAFE institutes and an independent RTO. The support systems will be analysed and the components and features, which contribute to their effectiveness identified with a view to:
a) promoting systems that work
b) developing a set of best practice guidelines for designing and developing support systems.
The purpose of the research is to identify and develop concrete, practical information for teachers and administrators, which will produce results for Indigenous students, particularly ESL students.
The research will address the following questions:
1. What support systems exist for both teachers and Indigenous students to encourage success in literacy and numeracy eg student support officers, academic support, resources (human, IT), peer tutors, mentor programs, team teaching (with literacy and numeracy specialists), community support, professional development?
2. What support systems do Indigenous students, particularly ESL students, feel they need?
3. What systems do teachers feel they need to support Indigenous students to effectively achieve literacy and numeracy competency?
4. Which of the identified systems work effectively for both teachers and Indigenous students accessing literacy and numeracy support?
The methodology comprises a literature review of available research on the nature, extent and effectiveness of Indigenous literacy support systems in VET, current language/literacy programs and support mechanisms that have/have not produced positive outcomes for Aboriginal and Torres Strait Islander people and the VET sector capacity to address Indigenous language/literacy issues (eg. funding, student remoteness, adequate teacher training, levels of community engagement to address language/literacy issues).
In-depth interviews will be conducted with 13 teachers/trainers, 24 Indigenous students and 13 community members in Brisbane, Cairns, Thursday Island and North West Queensland. The aim of the interviews are to construct meaning and understanding about ways of improving vocational education and training outcomes for Indigenous students through effective literacy and numeracy support systems. Each interview therefore represents an individual case study of how and why teachers, students and other support people, do or do not, access or negotiate the various mechanisms that constitute an Indigenous literacy and numeracy support system.
Although the research design is qualitative, quantitative data will also be gathered (through the literature review) to provide background information regarding enrolments and completion rates. This statistical information can also be used to analyse and determine correlations between current VET outcomes and the capacity of the various literacy and numeracy support mechanisms.
The Indigenous Studies Product Development Unit (ISPDU) located at Tropical North Queensland TAFE is a specialist unit developing training products for, and providing advice to, Aboriginal and Torres Strait Islander people.
The unit has had extensive experience in the development of training products at local, state and national levels. Through collaboration and consultation with community members and industry representatives, the unit ensures that vocational outcomes are targeted and materials are culturally appropriate. ISPDU's products are recognized Australia wide as representing quality vocational education and training for Aboriginal and Torres Strait Islander clients. Recently, two of the unit's team were involved in the NCVER Systematic Review of Indigenous Education. The unit is ideally situated to conduct research into Indigenous adult education combining in-house expertise with an extensive, well-established network which includes community members, VET teachers, students and industry representatives.
