Identification of numeracy and literacy skills of apprentices and trainees at Central Gippsland Institute of TAFE

This project has been designed to explore the findings of research that has been undertaken by staff at Central Gippsland Institute of TAFE. This research project addresses apprentices and trainees whose literacy and/or numeracy skill levels are possible barriers to the completion of their training. In the implementation of this study, a generic numeracy and literacy assessment tool was developed. All Central Gippsland Institute of TAFE students commencing an apprenticeship or traineeship in 2008 were required to complete the numeracy and literacy assessment tool prior to study. This information was compiled for fifteen sub-groups who participated and addressed specific tasks undertaken (numeracy results from three of these sub-groups feature in this paper). Data was tabled to determine the 'skill gaps' presented for each sub-group. Information was then compiled for the whole cohort, and tabled to determine where 'skill gaps' presented. This information can now be used in the establishment of strategies to support those students who require assistance in order to complete their studies. This project has far reaching implications including the ability to increase completion rates across Central Gippsland Institute of TAFE amongst students requiring numeracy and literacy support. Questions raised in regards to the implementation and use of such a strategy include: (1) What are the benefits of a 'screening process' prior to undertaking study in vocational education and training (VET) and what are the implications of this? (2) How can numeracy and literacy assessment tools be contextualised to meet the requirements of any cohort? (3) How can strategies be implemented as a result of these findings that are equitable, flexible and sustainable? and (4) How can this information be disseminated to the broader VET context? Show less