'You wouldn't expect a maths teacher to teach plastering ': embedding literacy, language and numeracy in post-16 vocational programmes: the impact on learning and achievement

This research project explored the impact of embedded approaches to literacy, language and numeracy on 79 vocational programmes catering for nearly 2,000 learners. The researchers found that learners on the embedded courses had: better staying-on rates than those on non-embedded courses (on the embedded courses, retention was 16 per cent higher); higher achievement levels (on fully embedded courses, 43 per cent more learners achieved literacy qualifications than on non-embedded courses and 23 per cent more learners achieved numeracy qualifications). The study also showed that learners were less likely to gain literacy and numeracy qualifications when their teacher was asked to take dual responsibility for teaching vocational skills and literacy, language and numeracy. However, learners benefited from being taught by teams of staff, each with different areas of expertise, working closely together.

Published summary reprinted by permission of the copyright owner.

This research project explored the impact of embedded approaches to literacy, language and numeracy on 79 vocational programmes catering for nearly 2,000 learners. The researchers found that learners on the embedded courses had: better staying-on rates than those on non-embedded courses (on the embedded courses, retention was 16 per cent higher); higher achievement levels (on fully embedded courses, 43 per cent more learners achieved literacy qualifications than on non-embedded courses and 23 per cent more learners achieved numeracy qualifications). The study also showed that learners ...  [+] Show more