The purpose of this research is to investigate models of practice within the disability and welfare sector and to compare and contrast these with those of the adult and basic education sector in terms of process, professional identity and problem 'framing', diagnosis and problem solving. Observing the two groups grappling with identical case study problems will uncover possible new approaches and expand the kit bag of resources for adult literacy practitioners and perhaps disability and welfare workers. It may assist ALBE practitioners to respond to clients seeking other ways to cope with their literacy needs.
In response to the new political climate - particularly calls for social entrepreneurialism, reciprocity 'mutual obligation' and employability - this project will explore support mechanisms and techniques not generally applied within the adult literacy field to enable broader participation in the workforce. It will provide guidelines to employers on support mechanisms that are most applicable to workplaces in providing a more inclusive environment as well as advice to adult and vocational practitioners, employment placement officers and policy makers.
1. Examining the literature of the welfare sector and adult literacy - how have these discourses informed (or influenced) different professional practices?
2. How do the two fields differ in responding to the same client needs?
3. What does the adult literacy field have to learn from the disability sector?
4. What practical kit bag of resources might result if adult literacy practitioners (at least some of the time) reconceptualised their practice to build 'bridges' to overcome immediate impediments confronting individuals with adult literacy needs?
5. Do the two fields recognise advantages in cross fertilization and how can it be better facilitated?
Overview: This project will seek to understand the disparate cultures of the welfare and adult literacy sectors through comparing and contrasting responses to case study problems. The project will bring together a sample of welfare and disability sector workers and a sample of adult literacy practitioners. A set of case studies will be designed as tools to observe, analyse, compare and contrast approaches to the case study problematic situations
Stage 1 Planning and Preparation
A Reference Group will be appointed consisting of members of the welfare, disability and ALBE sectors. The Reference Group will advise on how to target our research activities, will assist in recruiting focus group participants and will critique the report and products of the project.
1.1 Review of literature to identify key features of the literature/discourse for the disability sector carers and the welfare industry, and for adult literacy educators. This aspect of the study will also address issues of scope and definition(s) taking into account the information available from NCVER, including the Statistical Compendium on Disability. This stage of the project will identify best practice principles and their underpinning philosophies/rationale as well as relevant policy, research, professional development, experiential case studies and information sharing sources from both sectors. The particular focus of this work is on issues of 'diagnosis' and/or the 'setting' or framing of problems and responses to them. The premise is that the way a problem is 'framed' plays a significant part in determining the subsequent solutions or strategies to address the problem.
1.2. Drawing upon the desk-top research and the experience of professionals from both fields, the research team will construct case study profiles and problematic situations that combine themes of literacy barriers, coping strategies, learning and work set in a richly detailed context. (We anticipate the case study scenarios will include visual and aural information presented as simple digital stories.)
Stage 2 is subject to the outcomes of stage 1 and approval of the NCVER adult literacy research advisory group.
Stage 2 Data Gathering and Analysis
2.1 Convene and record 3 focus groups from the disability and welfare sectors representing different support roles such as carers, social workers and managers. Include representatives of academic disability support units. Present case studies and interrogate strategies and rationale for overcoming the barriers in the context of the case study situation. Explore the approach, rationale and the practical support mechanisms to achieve positive outcomes for the case study characters.
2.2 Similarly convene and record 3 structured focus groups of adult literacy professionals from different client sectors such as community, workplace, CALD, Aboriginal and ESB. Present the same case studies to the groups seeking solutions and positive outcomes for the characters in the case study.
2.3 Analyse, compare and contrast recordings of focus group discussions identifying differences in interpretation of the cases, goals, interventions, expectations and strategies to support the achievement of goals.
2.4 Synthesise and summarise findings from focus groups and disseminate to participants inviting further reflection and comment.
2.5 (If possible and appropriate given findings to date) bring groups from the different sectors together to discuss findings and what they might learn from each other. Responses recorded and reported.
Workplace Learning Initiatives is an organisation now well known to NCVER given its contribution to VET research and the role that the company has played in the debates within the VET field. Much of the company's work, including its research, has had a strong focus on issues concerned with adult literacy, empowerment and employability. The company continues to grow as a training, research and consultancy organisation, to articulate interaction between these areas of operation and to sustain a credible and critical voice to further adult learning and its links with employment and community. (See www.wli.com.au).
