Vocational education and training literacy and numeracy: Review of research

This is a review of recent literature focussed on literacy and numeracy within vocational education and training (VET). Since the pivotal Kangan report (1974), literacy and numeracy issues have become an integral component of policy development in the VET sector.

Debate in the literature is based on an array of competing discourses that can be categorised as functional-economic discourse and a social practice discourse, often seen as diametrically opposed constructs. These discourses and the globalisation of the economy have had a significant impact on the shaping of literacy and numeracy policy, resulting in a proliferation of policy initiatives over the last two decades.

Literacy and numeracy have moved from being marginalised to being a mainstream component of policy. The training reform agenda, through such initiatives as competition in VET, user choice and training packages, has led to emerging new roles for VET teachers. The integration of literacy and numeracy into mainstream delivery has resulted in a blurring of roles between the literacy and numeracy specialists and VET content specialists. Uncertainty about these roles has been further exacerbated by the development of work-based training.

The impact of low levels of literacy and numeracy on participation in VET is largely unmeasured and based on anecdotal evidence. A lack of clear measures or measurement systems limits the ability to quantify this impact. Current systems do not readily flag literacy and numeracy issues, with difficulties often being masked by absence, attrition or failure. In the absence of reliable data there appears to be a loose coupling between perceptions of problems and possible solutions. While the presence of a solution intimates some barrier to success, it is unclear as to the exact nature of the barrier and therefore the effectiveness of solutioning mechanisms.

Barriers to participation in workplace training include perceptions and relationships between literacy and numeracy, training requirements, job requirements, self-disclosure and gender. Barriers to participation in off-site VET include selection and identification, disclosure and environment, support mechanisms and delivery methods along with marginalised groupings. Barriers to participation in the adult and community education sector include learner support mechanisms, ancillary support mechanisms and course and classroom characteristics.

While there are numerous approaches to effectively support the literacy numeracy component of learner activities, perhaps the most critical is the early identification of skill levels. Professional development and teacher education programs both have a role to play in developing literacy and numeracy support mechanisms. Such development programs need to include a focus on recognition of needs, cross-cultural training, technology use and the enhancement of research skills. An effective balance between a focus on the literacy and numeracy specialist and the VET content specialist is required in the overall approach.

Future directions for research include workplace insights, policy examination, and participation conceptualisation and measurement. It is evident that consistent and effective measurement devices are required to further promote the use of quantitative methodologies. Qualitative research into participant perceptions is also needed.

Literacy and numeracy issues will continue to be a focal point for policy development. With stronger links between research and policy development, providers will be able to better support the needs of literacy and numeracy clients in the vocational education and training sectors.