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Workplace literacy is a new and highly contested site of activity. The field has evolved so rapidly in response to social, economic and political imperatives, that the term workplace literacy, and its various meanings, have largely gone unchallenged. This paper argues that, as a new and fast-growing field, workplace literacy is being under-researched and under-theorised, examining the nature and effects of current common understandings or formulations of the relationship between work and literacy, particularly as these relate to workers in the Australian workforce. The author then evaluates what workplace literacy programs have typically been designed to do, before discussing possible ways for future workplace literacy programs to be conducted that allow real opportunities for all workplace participants to be actively involved in the process of workplace reform. Show less

Workplace reform, award restructuring and enterprise bargaining signify the change that has occurred in the Australian workplace. This paper provides a brief background to the reform agenda, the place of enterprise bargaining within this agenda, and on government initiatives regarding English language and literacy programs in the workplace. The significance of including English language and literacy clauses in enterprise agreements is also discussed. Industries which have initiated training agreements, State and Federal, that include commitments to language and literacy are identified, particularly where such agreements form part of the overall commitment to the enterprise bargaining exercise. Examples showing how a national generic clause related to training is translated at the State and enterprise levels are included. Finally, conclusions are drawn from the evidence and recommendations which should enable adult literacy practitioners to develop skills in initiating and implementing workplace training from enterprise agreements. Show less

This booklet is intended to help new adult literacy practitioners in Australia in examining what the term 'literacy' might mean. The starting point is a consideration of the term 'literacy' and how the meanings attached to it vary depending on the time period and the context of use. Then, using Barton's (1994) discussion of metaphors of literacy as a guide, some discourses of literacy are outlined and their influence on the adult literacy field explored. Finally, some implications for practitioners are discussed. Appended are nine selected definitions of literacy and eight examples of literacy as control.

Edited excerpts from publication. Show less

In this paper, the author argues that adult literacy programs have relied on school-based notions of literacy content that may be inappropriate for preparing workers for specific positions. There is a need for trainers and assessors to become familiar with the tasks and texts that competent workers in particular occupations and industries use, and to understand how they fit within the broader social environments of individual workplaces. The author examines two activities that are associated with the position of level three clerical-administrative trainee and then draw implications for literacy practitioners who are required increasingly to provide vocational training and assessment to meet specific competency standards. Show less

This document traces Australian training and literacy policy developments from 1974 to 1998. The document begins with a brief discussion of the global political, educational, social, and economic trends that have affected Australia's training and literacy policies. Discussed next are major events of the four policy 'epochs' in Australia's vocational education and training (VET) sector: the 'poor cousin' epoch (1900-1974), during which technical and further education (TAFE) emerged as a 'poor cousin' to Australia's school and higher education sector; the Kangan era (1974-1988), which was marked by emphasis on participation and equity; the epoch of the Open Training Market and seamless web (1988-1992); and the epoch of User Choice (1992-1998). The decade of reform in English language and literacy provision that began in the mid-1980s and included development of the Australian Language and Literacy Policy in 1991 is chronicled. Special attention is paid to the National Framework of Adult English Language, Literacy and Numeracy Competence and the National Reporting System (NRS). The effects of policy reforms in vocational and adult education on the dimensions of teachers' work are considered. Concluding the document is a timeline of significant policy sources in vocational education and their relationship with literacy policy.

Abstract from ERIC website. Show less