Literacy and Numeracy Needs and Priorities: A Case Study of Regional TAFE Courses in Western Australia.

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  • Author(s): Chapman, Anne; Pyvis, David
  • Language:
    English
  • Publication Date:
    2000
  • Document Type:
    Reports - Research
    Speeches/Meeting Papers
  • Additional Information
    • Peer Reviewed:
      N
    • Source:
      7
    • Sponsoring Agency:
      Language Australia, Melbourne (Victoria).
    • Subject Terms:
      Academic Discourse; Adult Education; Case Studies; College Bound Students; College Preparation; Communication Skills; Education Work Relationship; Foreign Countries; Lifelong Learning; Postsecondary Education; Rural Education; Secondary Education; Vocational Education
    • Subject Terms:
      Australia
    • Abstract:
      Rural Technical and Further Education (TAFE) students making the transition from rural and remote areas of Australia to urban university environments are likely to face educational challenges. Different understandings of literacy and numeracy held by the TAFE and tertiary sectors intensify these challenges. Case studies of four Western Australia TAFE courses (health science, tourism, children's services, and information technology) explored how further study options at university campuses are facilitated by the literacy and numeracy strategies and practices in regional TAFE courses. Literacy and numeracy strategies used in TAFE courses included modeling vocabulary, assimilation, transformational shifts in language, definitional practices, professional context, use of register, interpersonal exchanges, lifelong learning, emphasizing importance to employers, utilizing student interests, using multimedia, and diagnostic analysis. Educational needs and priorities identified include being aware of the political, social, and cultural dimensions of literacy and numeracy practices; integrating practical and theoretical aspects of course content; developing competency in professional discourses; making transformational shifts between everyday and professional language; demonstrating a high level of reading, writing, aural and oral communication skills; demonstrating competency in mathematical skills; approaching literacy and numeracy as practices for self-directed and lifelong learning; and developing competency in multimedia technology. (TD)
    • Publication Date:
      2001
    • Accession Number:
      ED455066