Conference session details


'At the front line: context, pedagogy and practice'

'At the front line' encapsulates references to both historic and contemporary times. Darwin was 'at the front line' of Australia's defence during WWII, suffering 64 bombing raids. This 'frontline' focus continues today, with a focus on Indigenous education and health.

The ACAL Pre-conference Forum will be held in Darwin at the Museum & Art Gallery of the Northern Territory.

Full Forum details

Lunch will be provided.


Conference Sessions

'hands up... hands on'


Dressed for the tropics? Be prepared.

Sun protection, repellent, lightweight clothing and comfortable shoes will take you from the Conference to other activities with ease. A wrap or light jacket may be useful for evening events.

Darwin has a tropical climate with an average temperature of 32°C all year, with varying humidity.

The dry season, from May to October, has warm, sunny days and cool nights. At the end of the year, the build up, or pre-monsoon season, begins and humidity levels start their rise.


Campus Galleries

Conference participants are invited to enjoy the facilities of the University, including the University’s printmaking studio and art collection.

Northern Editions is Charles Darwin University’s printmaking studio and gallery. Artists from across the Top End, Central Australia, the Kimberley and Queensland have worked with us to create limited edition fine art prints since 1993. The prints are available for sale from the extensive range held in the Northern Editions gallery.

Our current exhibition, Tiwi Shima, celebrates the creative talents of Tiwi artists who for the first time have created unique Japanese-style woodcut prints. Their mesmerising and remarkable new work is showing until 29 October.

Northern Editions can be found at: Building Orange 9, Casuarina Campus, CDU Open Monday to Friday 9-5pm

p: 08 8946 6325 w:

Not Dead Yet: Therese Ritchie and Chips Mackinolty – a retrospective exhibition

The Charles Darwin University Art Collection and Art Gallery launched a landmark retrospective exhibition for the Northern Territory on Wednesday 11 August: a survey show of 160 art works by Darwin-based artists Therese Ritchie and Chips Mackinolty.

Curated by CDU Art Collection and Art Gallery Curator Anita Angel, Not Dead Yet features a comprehensive range of screenprints, posters, drawings, photographs, digital collage works and limited edition fine art prints and paintings, dating from 1969 (Mackinolty) and 1988 (Ritchie), through to the present day. Charles Darwin University Art Collection and Art Gallery Chancellery Building, Orange 12.1.02 Casuarina Campus

One Mob, Different Country

At morning tea on Friday we will have a chance to see a local dance group - One Mob, Different Country. This group is drawn together from many different communities and areas, and perform dances from the Barunga community. The group has performed around Darwin since 2000 and now undertakes around 100 appearances each year. The group is comprised of men who are currently in prison - dancing together gives the group the opportunity to stay in touch with their culture, while gaining confidence and interacting with the broader community.

Friday Morning


Welcome to Country

Dorothy Foxx, Larrakia people.

Welcome to Charles Darwin University

Professor Charles Webb, Senior Deputy Vice-Chancellor

Opening Keynote

Professor Joe Lo Bianco, Chair of Language and Literacy Education and Associate Dean (Global Engagement), The University of Melbourne

'Getting Serious about Adult Literacy in Australia'

What are the lessons from the long and tortuous road to establish an enduring, properly funded and serious adult literacy national policy and strategy in Australia?  What features should such a policy and strategy have at a time or rapid and deep globalisation with its attendant changes in communication technologies, population mobility and multilingualism?  In this talk I will reflect on the fortunes of adult literacy education in public policy by addressing its connection to international agencies like UNESCO and the OECD, to data and research, lobbying and bottom-up advocacy, and to the dramatic changes in education and the economy that make the case for a coherent, systematic and careful policy on adult literacy an urgent national necessity.

Friday • Sessions F1 and F2

F1.1 National Workforce Literacy Project - the lessons

Michael Taylor, Australian Industry Group; Garry Appleby, Training Consultant, Stoddart Manufacturing and Monica Mitchell, Director, Monica Mitchell Consulting

The workshop will include coverage of the Ai Group National Workforce Literacy Project. This will include analysis of employer views, enterprise trial site activity, feature two trial site case studies and consider project outcomes.

Michael Taylor is the National Policy and Projects Manager for Australian Industry Group and has had extensive experience in government and industry in relation to education and training. Garry Apple is the Training Consultant at Stoddart Manufacturing in Brisbane responsibe for the coordination of company training. Monica Mitchell is a Queensland based LLN training expert assigned to Stoddarts for this trial.

F1.2 Engaging youth in learning

Nancy Veal, CIT Vocational College, Canberra Institute of Technology

With the recent national trends in raising youth learning participation requirements to 17 years and the development of national curriculum to Year 12 level, measures that encourage disengaged youth are needed. The new version of the Certificate II in Access10 will lead the way in providing a program that is specifically designed with this target group. The session will focus on the underpinning pedagogy, aims and resources that culminated in a flexible, innovative and thoroughly researched program that can be delivered in a range of and settings.

The program features:

  • the focus on learner goals and outcomes
  • nationally accredited curriculum framework
  • a complete set of flexible delivery resources
  • support for teachers
  • a broad range of pathways to further education and training.

A dedicated team lead by Nancy Veal and with input from the providers of the previous version of the program and assistance from design, curriculum and flexible learning expertise conceived the concept of an innovative, progressive program, mainly for youth disengaged from traditional learning.

F1.3 I assess, You assess, We assess

Pauline Morrow and Lidia Interlandi, Kangan Institute

Presenters will showcase the new CGEA Cert I (Introductory) sample assessment book. It is set around the theme of "Water" and is the third book of a series. Participants will get an opportunity to trial and discuss the application of the assessments in a classroom situation. Participants will also walk away with some sample assessments for one of the units.

Pauline Morrow is the literacy coordinator at Kangan Institute. She has been actively involved in the re-accreditation of the new CGEA and has over 15 years experience in the classroom. She has presented at various VALBEC and ACAL conferences. Lidia Interlandi has been teaching ESL and literacy for over 11 years. She too has presented at many VALBEC and ACAL conferences. The presenters have already published assessment materials for the CGEA Cert I and II, and an Essay Writing Book.

F1.4 The evolution of LLN needs in the community, workplaces and the VET system and strategies to meet those needs: a practitioners' perspective

Suzanne Blakemore, TAFE NSW - Hunter Institute

TAFE NSW - Hunter Institute will present a kaleidoscope of successfully delivered LLN programs which have met the needs of learners in diverse learning environments. These learning environments include community centres, workplaces and the VET system. The increasing LLN requirements in training packages and industries have necessitated workplace trainers and vocational teachers to acquire strategies to address the LLN needs of their participants. The Hunter Institute has been active in assisting trainers and teachers to gain these skills and raise awareness of LLN issues. Delivering LLN outside of the classroom has necessitated LLN Practitioners to broaden their skill base. The capabilities of LLN Practitioners need to adapt to evolving literacies.

Suzanne Blakemore has worked as a LLN Practitioner for 15 years. She currently works as a WELL Programs Coordinator for TAFE NSW - Hunter Institute. She has extensive experience delivering LLN training in classrooms, community settings and workplaces. Suzanne has also managed the Adult Literacy Volunteer Tutor Program, written TAFE NSW LLN competency units and developed a Facilitator's Guide for Mentoring LLN Practitioner's into WELL Programs.

F1.5 Looking at it from our way…

Glenys Collard and Cheryl Wiltshire, WA Department of Education

This session will introduce the latest releases in a set of authentic stories written and illustrated by Aboriginal adults. The stories provide a resource that will engage Aboriginal readers: adults and children.
Teachers and other educators can use the stories to learn about the differences between Aboriginal English and standard forms of English and how culture and language intertwine. The presentation will also show how the recognition of Aboriginal English as a separate dialect can enhance literacy and learning outcomes for Aboriginal people. These stories are part of the Two Way Literacy and Learning project in Western Australia.

Glenys Collard has had a wide range of experience including six years as an executive board member of the Aboriginal Legal Service and as ATSIC Regional Councillor (Education and Law Portfolios) and six years as a member of the WA Aboriginal Education Consultative Group. Glenys was one of the founders of the Nyungar Language Project. Glenys has co-authored numerous educational publications and academic papers, including two books written in Nyungar and Aboriginal English: “Kura” and “Kwobba Keip Boya”. Since 1996, Glenys has been working collaboratively on Aboriginal English research and applying this to teacher education.
Cheryl Wiltshire has worked in adult and adolescent education since 1988 in places as varied as Jilkmingan community on the Roper River, Derby in the West Kimberley and the Wheatbelt in the South West. Her varied career includes roles in teaching adult literacy and numeracy, tutoring distance education students, managing the delivery of TAFE and community based adult education. Most recently her work focuses on research, practice and policy related to general education for adults. She has contributed to the Two Way Literacy and Learning project in Western Australia over the past six years.

F1.6 Keeping the 'hands on' in numeracy teaching: New communities, new perspectives new strategies?

Beth Marr, Numeracy Education Consultant

Experience and research tell us that numeracy learning is most effective when learners can connect with the skills being taught: that is, they can see how the skills will be useful to them. Facilitating connection often requires teacher and students to discuss their differing perspectives on the nature of numeracy and its learning, particularly in cultures that differ from the teacher's own. Such two-way discussion needs to leave room for negotiation of content and leads to adaptation of strategies. This participatory workshop will include a brief illustration of these ideas, including strategies for encouraging the discussions, drawn from workplace numeracy training experiences in East Timor and former numeracy research projects. The workshop will also model a variety of learning activities adapted for different groups of learners, drawing both from previous adult numeracy publications and the new EMPower Metric series of resources which Beth has been adapting for Australia from a successful US series.

Beth Marr has extensive experience in many aspects of adult numeracy education, including teaching, curriculum development, writing resources and professional development. She has worked extensively in TAFE and later at RMIT University doing teacher training for VET teachers and trainers from Australia and many developing countries. Most recently, Beth has led a team of teachers to develop and conduct workplace numeracy training in the East Timor Ministry of Finance in Dili, and has worked with educational publishers, Objective Learning Materials, to adapt a new series of US adult numeracy resources for use in Australia. The work in Dili has made Beth enthusiastic to find opportunities to become involved in further development work in Australia and overseas.

F1.7 Looking back to move forward in Australian Indigenous education: a lesson from Batchelor Institute

Kathryn Gilbey Batchelor Institute, Evelyn Schaber; Rob McCormack; Batchelor students

This presentation showcases two innovative foundation units of study, Public Communication and Telling Histories, developed for all undergraduate Indigenous Australian students attending Batchelor Institute of Indigenous Tertiary Education. These units draw on ideas, values and discourse practices from two vibrant traditions ancient Greek rhetoric & Aboriginal pedagogies. This produces a teaching and learning framework that is unique in responding to student demand to have their voices recognised within their educational experience, whilst engaging them in a rigorous multi-literacy curriculum. This both and approach rather than an either or approach enables Aboriginal students to more fully embrace the world of academia with less fear of an assimilationist loss of identity or self. This will be a multimedia interactive presentation including video of performances, photographs together with applications and examples of the rhetorical text patterns for powerful speech.

Kathryn is a proud descendant of the Alyawarre people from north east of Alice Springs along the Sandover to Mt. Isa. She is a lecturer at Batchelor Institute and currently teaches in the Common Units using speech, performance, power and pride as the basis for foundational transition to Higher Education for Batchelor Institute students. Evelyn Schaber is an Arrente woman from Alice Springs and has been involved with education and empowerment of Indigenous people since the seventies and is currently working in the Common Units at Batchelor Institute. Dr Rob McCormack, a second chance adult educator focused on adult basic education, tertiary preparation and academic support, worked with a team of Indigenous educators to design, develop & deliver the Common Units at Batchelor Institute.

F1.8 Tucker Signing Strategies for Reading

Sally Sudweeks, Beewise Inc.

Tucker Signing is a powerful and interactive learning strategy that provides ' hands on' support to readers. Tucker signing breaks the sounds of English into 44 chunks, giving each chunk a sign. This makes it a perfect strategy for bilingual and bidialectal learners because sound is the starting point. Each sound is given a sign and a 'story' (much valued by indigenous learners). Simultaneously the written symbols for each sound are explored. The learner can say and recall the sounds, as well as decode words. The signs are multi-modal, the letter is seen and the sound is heard. Participants will leave this workshop ready to immediately start using this tool, take up is fast. For adults with poor word attack, those who baulk at decoding 'difficult' or 'different' words this brings immediate accessibility to reading. Non-readers are introduced quickly to learning to read in a user friendly way.

Sally Sudweeks is internationally trained to present tucker Signing Strategies for Reading

She comes with diverse experience in a range of educational settings, including 7 years in Special Education. She strongly believes that shared language is essential to relationship building.

Her knowledge of Makaton, Auslan, Cued Articulation and other communication devises developed in the IT Industry, have given her a broad range practical implementation experience. She has worked in community, and industry to make education a reality for those lacking in resources.

Her goal is to share what works with many and in varied educational and community settings. Her vision is success and individual well being for all of those with whom she works.

F1.9 Let's Play! Using technology to build adult literacy and numeracy

Debbie Soccio, e-Works

There are countless ways to present material to learners but which ones will encourage high level engagement, as well as help participants retain the learning required? In this workshop participants will have the opportunity to experience and play with a variety of different technology tools that can be used to enhance or build an integrated, engaging online learning program - including the use of Nintendo Wii, interactive whiteboards, flip cameras and point-of-view glasses to engage learners.

Debbie has worked in the vocational education sector, in particular in the ALBE area for over 17 years. She currently works for e-Works as a senior e-learning consultant focusing on embedding e-learning into training programs. Her particular interests are in the field of supporting teachers to develop programs and e-learning resources for students. She is interested in using new technologies (including audio based activities in online learning and using digital stories to provide interactive multimedia materials for students.) Debbie is currently the co-vice President of ACAL and a member of the VALBEC committee.

F2.1 The New Zealand Literacy Alliance

Nicky Murray, Industry Training Federation

This presentation outlines the purpose and activities of the New Zealand Literacy Alliance, which is a group of national non-government organisations involved in adult literacy and workforce development. The Alliance works toward achieving high quality outcomes for adult workforce literacy provision. The Literacy Alliance was established in 2009, in response to rapid and significant changes in adult literacy provision in New Zealand. The purpose and funding behind the Alliance will be explained, and how it hopes to contribute to maintaining momentum with a focus on consistent, well co-ordinated and valuable adult literacy delivery and teaching practice.

Dr Nicky Murray is the Project Manager Literacy and Learning at the Industry Training Federation (ITF), the membership body representing New Zealand's 39 industry training organisations. After completing a PhD on industry training at Lincoln University, Canterbury, in 2004, she held workforce development positions at the Canterbury Development Corporation and Careerforce, before joining the ITF in June 2008.

F2.2 Work based literacy and numeracy training in Indigenous contexts

Lorraine Sushames and Ruth Wallace, Charles Darwin University

This presentation profiles pedagogical approaches to implementing work based literacy and numeracy programmes that have been developed to support growing Indigenous workforces. It explores two different delivery contexts through case studies, where literacy and numeracy has been connected to training in the workplace. Strategies for building knowledge will be discussed, including strength based approaches which recognise the value of workers' existing competencies, ensuring relevance through connection to purpose and the use of multimedia resources. It considers the preparation required to facilitate industry training staff and literacy and numeracy lecturers in working effectively as integrated practitioner teams. This presentation also reflects on the barriers that need to be addressed in this approach.

Lorraine Sushames has extensive experience in the vocational education and training sector, with a focus on adult literacy practice. She has developed and delivered a range of projects designed to strengthen the capacity of individuals to participate more effectively in society and the workforce. Her research interests reflect these activities, with a particular focus on the northern Australian region, including the role of English literacy in Indigenous economic and educational advancement and in capacity building in Timor Leste.

Ruth Wallace is the Director of the Social Partnerships in Learning Research Consortium, Charles Darwin University. Her particular interests are related to undertaking engaged research that improves outcomes for stakeholders in regional and remote Australia. Her research has focussed on exploring approaches that focus on recognition of marginalised learners' strengths and developing systems that connect to and value learners' diverse knowledge systems.

F2.3 Mt Evelyn Football/Netball Club history project

Kerrin Pryor, Morrisons and Philippa McLean

In our project we focus on the use of digital literacies to create a History of our local Mt Evelyn Football Club. This project employs an organic methodology. How we engage the club members, the journey to create the history and what we learn along the way will be presented in this session. The project is inspired by the Tynecastle Initiative set up by Edinburgh's Adult Learning Project where following Paulo Freire's principles of focusing on dialogue and the experiences of the participants, soccer was used as a hook to engage footy fans in literacy practices.

Kerrin Pryor has worked in Adult Literacy for over twenty years and on numerous projects including Integrating New Literacies into Classroom Practice. She now works as Education Coordinator at Morrisons.

Philippa McLean has extensive experience in quality assurance in vocational education and training, with particular expertise in adult language, literacy and numeracy. Philippa is a member of the project team that developed the Australian Core Skills Framework, ACSF. She currently works on a number of national projects in VET.

Friday Afternoon Keynote

HE. Kirsty Sword Gusmão, Chairwoman of the Alola Foundation and Goodwill Ambassador for Education, Timor- Leste

Friday • Sessions F3

F3.1 Measuring Adult Literacy

Loucas Harous, Assistant Director, Australian Bureau of Statistics

This presentation outlines Australia's involvement in the Organisation for Economic Co-operation and Development 2011 Program for the International Assessment of Adult Competencies (PIAAC). Information will be provided on the survey objectives, methodologies, outcomes and how results will be comparable with the two previous adult literacy surveys conducted in 1996 and 2006. PIAAC will be one of the most comprehensive studies on measuring adult literacy with 27 countries participating in the program.

Loucas Harous is an Assistant Director with the Australian Bureau of Statistics (ABS). Loucas currently manages a team in South Australian office responsible for operationalise PIAAC in Australia. Loucas has worked in the ABS for over 23 years with the last 10 years working on Household Surveys. Loucas was involved in processing and disseminating results from the 2006 Adult Literacy and Life Skills Survey.

More about PIAAC

F3.2 Language, literacy and learning for life: Policy and practice in Northern Territory libraries

Cate Richmond, Northern Territory Library

This presentation discusses Northern Territory Library's literacy policy and the role that libraries play in supporting multiliteracies across the life span. In partnership with remote Indigenous communities, Northern Territory Library is delivering a range of programs which support literacy as 'practice'. Activities include: community-driven projects to develop bilingual baby board books; community-based reading mentors programs; and digital literacy programs and training for youth. E-learning and e-mentoring practices support library staff across the NT to deliver these programs, many of which utilise an arts-based approach to family learning and involvement in community libraries.

Cate Richmond is Assistant Director, Public Libraries and Knowledge Centres, Northern Territory Library. She and her team manage the Libraries and Knowledge Centres Program, an award-winning program that supports public library services across the NT, including 22 remote Indigenous community libraries. Cate has more than 30 years of library experience. and has published several papers on Indigenous library services and is Convenor of the National and State Libraries of Australasia (NSLA) Indigenous Library Services and Collections Working Group.

F3.3 Reading the community: young refugee mothers talk about becoming literate

Pamela McPherson, Macquarie University

In this session, the presenter will describe a research project conducted in community based literacy program for young refugee mothers. In this project learners commented on their literacy experiences in Australia and overseas, how literacy practices have influenced their roles and identities, the literacies they wish to engage in and those that they resist. This project draws on a participatory, critical model of action research in which the teaching program becomes the object of investigation and learner/participants take a researcher perspective. Applying critical analysis, they define their literacy needs and the features of literacy programs that support their literacy goals.
Critical comments from workshop participants would be warmly welcomed.

Pam McPherson has worked in adult ESL for a number of years as a teacher and researcher. Her major interests are in language and literacy learning for immigrants and refugees, and is currently conducting research towards a PhD in linguistics.

F3.4 Cuba's Yo Si Puedo Literacy Method and Timor-Leste's National Literacy Campaign

Bob Boughton and Deborah Durnan, University of New England, NSW

In December 2005, eleven Cuban educational advisers arrived in Timor-Leste to begin work on a national literacy campaign, which aims to eradicate adult illiteracy, from its 2004 level of nearly 50%. Adapting the program known in Latin America as Yo Si Puedo (Yes I Can), the Cubans trained over 400 local tutors to run classes in every part of the country, using a method they call 'alphanumeric', delivered via audiovisual technology. By January 2010 over 45,000 adults, nearly one fifth of the total illiterate population, had successfully completed a thirteen week basic literacy course.

This paper outlines the extraordinary achievements of this campaign, locating it within the historical commitment of Timor-Leste's independence movement to adult literacy, and the broader context of Cuba's international literacy work, which dates back to the 1970s, and extends now to twenty-eight countries. The paper is based on original research undertaken by the authors in Timor-Leste between 2006 and 2009, followed by further investigations in May 2010 in Havana, Cuba, at the Pedagogical Institute for Latin America and the Caribbean (IPLAC), the institution which designed the program and trains the international advisers.

Bob Boughton is an Associate Professor of Adult Education at the University of New England in Armidale NSW. He recently completed a three-year Australian Research Council (ARC) project studying the emerging post-independence Timor-Leste adult education system.

Deborah Durnan works as an adult education and development consultant, mainly in the field of Indigenous governance and community development. She was a consultant for UNICEF in Timor-Leste in 2006-07, and a UNE Research Fellow on the ARC project with Bob.

F3.5 Teams and Technology: To create a meaningful and inclusive learning experience for adult language learners using technology and team building

Johneen Keir, Swinburne University TAFE VIC

Many adult ESL students lose a sense of their own value and identity in their journey to a new country. They embark on a journey of challenge as they grapple with a language dominant to their new home. Learners forsake their ability to express thought and desire clearly. They can put aside the very independence, strength and expertise that enabled them to successfully migrate and to carve out a new life in a world strange and unknown. Such experiences are not peculiar to ESL students, many adult learners experience them.

This workshop addresses this passage of fire, the challenge of learning another language, another culture and becoming a part of a new community. It will show how Voice Board can facilitate language learning to empower students and facilitate effective language acquisition. This presentation includes the philosophy, experience and strategy of implementing this vision along with practical examples and take away material that participants can utilise.

Johneen Keir works at Swinburne University TAFE at the Croydon Campus. As well as being a CSWE IIIA ESL teacher and co-ordinator she is also as an AMEP Vocational Counsellor. In 2010 she has been closely involved in Employment Pathways Programs as a teacher, coordinator and administrator. Consequently, Johneen has been able to apply notions of building teams in class and to use technology to facilitate learning across a range of class and activity.

F3.6 Literacy and numeracy for employment: in whose interest?

Keiko Yasukawa, Faculty of Arts & Social Sciences, University of Technology Sydney

Literacy and numeracy are the flavour of the month among Governments and employer peak bodies. In this workshop, we will consider what literacy and numeracy as employability skills mean. Does employability mean - workers are more desirable for the employer, or a greater ability of the worker to negotiate the world of work? The latter suggests the need for workers to develop some critical literacy and numeracy skills. Do the current literacy and numeracy programs have room for critical literacy and numeracy?

Keiko Yasukawa is a lecturer at the University of Technology, Sydney. She is involved in the initial teacher education of adult literacy and numeracy teachers, and VET teachers. She has been involved in research projects looking at the teaching practices of experienced literacy and numeracy teachers, trade union educators, and theories of critical mathematics . Keiko is currently conducting a research project on integrated literacy and numeracy support in VET with Dr. Stephen Black at the University of technology, Sydney.

F3.7 Steppin Out at Yarrabah: life after CDEP

Cathrena McRae, The Learning Workshop and Steppin Out Community Mentors

This presentation outlines an innovative model for delivery of capacity building projects to Indigenous communities after the closure of CDEP. In July 2009 DEEWR ceased funding CDEP services in Yarrabah, transferring approximately 400 people into fulltime Centrelink payments. To assist the community transition to these new arrangements DEEWR established a range of initiatives including funding The Learning Workshop to provide support for participants transitioning into training and employment through the Steppin Out Project. This Project used a range of specific strategies to deliver the support including the employment of a full time project manager with indigenous Literacy, Numeracy and ESL teaching qualifications and experience, the use of a community consultative committee to manage the project, and the training and employment of three fulltime Indigenous community mentors (representing the three main clan groups in the community). The Steppin Out Project became a major source of support to previous CDEP participants, and resulted in the delivery of significant literacy and numeracy and vocational outcomes to the community.

Cathrena is a Director of The Learning Workshop, a private registered training organisation based in Cairns. She has established a career in public and private training sectors across Australia, drawing on a broad spectrum of experience in delivering training, research and resource projects to communities and workplaces. The Learning Workshop has developed particular expertise in delivery of training and resource development projects to Indigenous workplaces and communities in regional and remote Queensland.

F3.8 Learning at Work Book: Supporting self-determination in the remote Indigenous child care workforce

Melodie Bat, Lyn Fasoli, Claire Kilgariff

This presentation provides an overview of the Learning at Work Book, an innovative training model designed to support early childhood workers in remote Indigenous communities to attain self-determination through community-based training. Through this approach, it is intended also to address the chronic under supply of early childhood educators in remote Indigenous communities in the NT. Traditional training pathways often don't appeal or are not accessible to remote Indigenous child care workers. Where they exist, they focus primarily on 'delivering competencies' and 'skills', often at the expense of the literacy needs of participants and their cultural values and knowledge. The Learning at Work Book is a culturally appropriate, literacy enhanced, cultural and context responsive training delivery tool that provides a new approach to strengthening and increasing the early childhood education workforce in remote communities.

The presenters are all successful and experienced educators working for Batchelor Institute. Melodie Bat is the Senior Lecturer in teacher education has considerable expertise in curriculum development. Associate Professor Lyn Fasoli leads national and international research in the field of Indigenous early childhood. Claire Kilgariff is the Head of Faculty of Education, Arts and Social Sciences with has expertise in organisational development, leadership and change management.

Friday • Sessions F4

F4.1 The problem of languages in teaching learning processes

Marcos Antonio Amaral, Dean of Faculdade de Ciencias da Educacao, Universidade Nacional Timor Lorosa'e

This paper describes the problem of languages used in the teaching and learning process in schools in Timor-Leste (East Timor). It states the complexities associated with the use of both Portuguese and Tetum; two co-official and national languages and why Portuguese was adopted to be used in Timor-Leste.
The aim of the paper is to share with participants the use of multilingualism in the context of Timor-Leste, to share how the languages work side by side in the teaching learning process and in the context of language development in Timor-Leste. It also describes how Tetum is developed by the vocabularies of Portuguese.
The paper begins by outlining the history of the development of Tetum and some local dialects in the past, during the periods of the colonizstion; the position and function of the language, the function of Tetum as the national language, the function of the use of local languages, the function of the use of Tetum, and the use of two languages (Portuguese and Tetum) as a united system.

Marcos Antonio Amaral obtained an undergradute degree in the area of teaching in East Timor in 1996. In 2005 he gained a masters degree in Educational Management at Flinders University of Adelaide, South Australia. Currently he is a member of the teaching staff at the Faculty of Science and Education at UNTL-Dili, and is the Dean of the Faculty.

F4.2 Teaching Time: Both Ways

Helen Clark Batchelor Institute of Indigenous Tertiary Education and Gurrundul Marika and Yalmakany Marika, Miyalk Yiralka Ranger Group

Indigenous timeframes are structured differently from Balanda (non-Indigenous) timeframes. As a result, the Miyalk (women) rangers from the Laynhapuy Homelands in North-East Arnhem Land, have to traverse across different cultural understandings of time every day of their lives. Their time is cyclic interwoven with plant and animal responses to the seasons; not 4 seasons but 6 or more. It tells hunters when to hunt, elders when to conduct a ceremony and by looking at acacia flowers, it tells when stingrays are fat.

Understanding all this, the Miyalk rangers have to be at work on time. They have to know their date of birth for official forms and when to catch the plane. How do they move from one timeframe to the other?

Since 1982 Helen has been teaching Indigenous students through primary bilingual schools, secondary mainstream schools and at a tertiary level on Indigenous communities. She has worked at Batchelor Institute since 1994, mainly as a remote area lecturer. Since 2005, she has been delivering the Certificates of Spoken and Written English to NE Arnhem Land rangers using an integrated approach with their organisations.

Gurrundul Marika and Yalmakany Marika are Traditional Owners of Country at Yilpara. As Senior Ranger and Senior Cultural Advisor of the Miyalk Yiralka ranger group, they are important role models for the ranger group and significant keepers of knowledge for their clan group.

F4.3 Situated numeracy in everyday contexts

Kalpana Chana and Phil Kane, Manukau Institute of Technology

We introduce some everyday situations and uncover how these might present adult learning opportunities, mainly in numeracy, with some literacy. We invite you to appreciate the numeracy involved within a regular task such as baking as it is used to show the importance of following procedures and quality standards in a factory. By unpacking a newspaper story about a shopping expedition that takes an unusual twist, we ask you to see how numeracy is used by the writer to advocate a position. We will also present other elements of numeracy from our observations following a recently visited civic workplace operation, familiar to those of you living in cities.

Kalpana Chana is a literacy and numeracy educator, working with the School of Foundation Education and Social Sciences.

Phil Kane is a numeracy educator in the schools of Literacy and Foundation Studies currently working with general and vocational tutors on a National Certificate of Adult Literacy, and some first year degree work with primary teaching students.

F4.4 Diabetes literacy: Making a case for partnerships between health promotion and adult L&N

Stephen Black, Centre for Research in Learning and Change, University of Technology, Sydney

This workshop will discuss the delivery and the implications of a partnership project which focused on educating culturally and linguistically diverse people about the risks and prevention of type 2 diabetes. The partners included an adult literacy and numeracy section in a TAFE NSW college and the health promotion section of an area health service working together in local community contexts. The project highlighted the congruence between the discourses of health promotion and adult literacy and numeracy with their focus on individual and community empowerment and social capital development. The project demonstrated the potential for a much larger national focus on health literacy projects involving health and adult literacy and numeracy professionals working together on significant health issues.

Stephen Black has spent most of his professional career as an ABE practitioner in the TAFE system. He is now a Research Associate at the University of Technology, Sydney. He has published many research papers and reports in the field of adult literacy over the years, and most recently his research has focused on social capital concepts and health literacy.

F4.5 Supporting research: The NCVER new researchers Community of Practice Scholarship Program

Geri Pancini, Victoria University: Michelle Circelli, NCVER; Ann Leske, TAFE NSW Riverina Institute, Wagga Wagga Campus; Sandra Cotton, Polytechnic West

This session has 2 focuses. First, Michele Circelli from NCVER will provide a brief introduction to NCVER and Geri Pancini (Victoria University) will explain the 12 month process for the scholarship program. Secondly, Ann Leske and Sandra Cotton, will talk about their research in literacy and their learning journey as participants in the NCVER New Researchers Community of Practice. Sandra Cotton, from Polytechnic West (formerly Swan TAFE), will present her research on working with students with disabilities and Ann Leske, from TAFE NSW, will share her work on cross agency literacy programs. Speakers will also talk about their projects and their personal experience in the program.

Michelle Circelli works for the National Centre for Vocational Education Research and is currently managing projects on youth transitions and labour market outcomes of vocational education and training. Previously Michelle managed the federally-funded Adult Literacy Research Program and is enjoying getting back into LLN area.
Geri Pancini is a Research Fellow with the Work-based Education Centre at Victoria University and is currently the President of ACAL.
Ann Leske is an Adult Literacy teacher at TAFE NSW Riverina Institute.  Ann was a 2009 NCVER Communities of Practice research scholarship recipient and undertook research exploring the perceptions of community service workers and literacy teachers regarding team-teaching partnerships.
Sandra Cotton is the Manager of Disabilities at Polytechnic West and is committed to adults accessing literacy in post secondary education and training. Sandra has recently finished an Occasional paper for NCVER as a member of their Community of Practice.

F4.6 Embedding literacy and numeracy into vocational teaching

Erica O'Riordan and Jan Brown, Western Institute of Technology Taranaki (WITT)

The purpose of this presentation is to show how literacy and numeracy advisors worked with vocational tutors to develop a model for implementing embedded literacy and numeracy. An online learning option was also produced to support the tutors' delivery in such areas as hospitality, creative graphics, automotive, computing and business studies. In many cases, students not only lacked the requisite literacy and numeracy skills to succeed in their courses, but also everyday soft skills such as confidence and self esteem. How did we make a difference? The workshop will show how we contextualized and planned to address identified needs and strengths. The outcome of the implementation of the model was that course material, lesson plans and resources were tailored to suit the demands of the course and the learners. This immediately produced fewer withdrawals and a marked reduction in the number of re-sits.

Jan works full time as Literacy and Numeracy Coordinator at WITT. This role requires Jan to work in tandem with the Literacy and Numeracy Advisor to provide support to vocational tutors. These tutors are required by the NZ government to not only teach trades based content, but to embed literacy and numeracy skills within this content. This requires 'deliberate acts' of teaching literacy and numeracy without deviating out of context. Jan is currently studying at Masters level and since 2002 has published four educational books, the latest one entitled 'Guided reading and writing for adult learners'. A highlight in Jan's career was receiving the 2006 NZ Reading Association Scholarship. Over the past four years, Erica has worked for the Ministry of Education and the Tertiary Education Commission. During this time she has been involved in PD of tertiary education tutors and managers at ITPs and PTEs. She was further involved as one of the writing team that produced the books to support the progressions. At present, Erica works as literacy and numeracy advisor at WITT. This role requires Erica to work in tandem with the literacy and numeracy co-ordinator to provide support to vocational tutors. Prior to coming to New Zealand, Erica was employed by the Kwa-Zulu and later (Kwa-Zulu Natal) education department. She was the sole English advisor to all their schools and tertiary institutions. The number of learners in these institutions was well over 1.5 million.

F4.7 New WELL resources

Cathrena McRae, The Learning Workshop

This workshop introduces two new WELL resources developed by The Learning Workshop during 2009. Moving Ahead is an interactive CD for Indigenous people transitioning to mainstream employment. The resource addresses the competency BSBCMM101A Apply Basic Communication Skills from BSB10107 Certificate One in Business but has application across a range of industries. The resource contains video scenarios depicting common workplace communication situations and interactive practice activities.

Cathrena is a Director of The Learning Workshop, a private registered training organisation based in Cairns. She has established a career in public and private training sectors across Australia, drawing on a broad spectrum of experience in delivering training, research and resource projects to communities and workplaces. The Learning Workshop has developed particular expertise in delivery of training and resource development projects to Indigenous workplaces and communities in regional and remote Queensland.

F4.8 DigitalME - towards embedding e-learning at CAE

Josie Rose, Centre for Adult Education (CAE)

This presentation will trace the development of a unique e-learning solution to accommodate the specific needs of adult ESL and literacy learners at CAE. Many of our CGEA and ESL learners do not have the confidence or language and literacy skills to effectively and independently use our recently established independent learning centre, Learn@CAE. This project is a necessary first step in providing students with the skills, knowledge and confidence to become active users of Learn@CAE, and the online learning tools that they have access to. This presentation will trace the use of wikis as a tool through which learners will research pathways and produce a learning plan and portfolio to attain a core unit of their courses (VBQU142).

Josie Rose, Team Leader of the Delivery Innovation Unit, has 15 years experience in the design and development of effective e-learning solutions for community based organisations. She has worked both on a state and national level in e-learning projects, such as the Victorian ACE LearnScope project manager, and the e-learning facilitator in the Framework funded Community Engagement projects. For the past 3 years she has been the project manager for the Skills Victoria funded state-wide ACE e-learning grant.

Friday afternoon Civic Reception at Parliament House

Saturday Morning


Dr Barry McKnight, Pro Vice-Chancellor VET


Ethical Foundations of Critical Mathematics Education: A Socially Response-able Approach

Bill Atweh, Associate Professor of Mathematics Education at the Science and Mathematics Education Centre at Curtin University of Technology

Saturday • Sessions S1 and S2

S1.1 The Sydney Institute/ EnergyAustralia Indigenous Pre-Apprenticeship Program - How LLN teachers can be key players in breaking down the current gate keeping practices of 21st century recruitment for Indigenous Australians.

Lyn Wilson and Merryn Thatcher, Petersham TAFE

The Sydney Institute/EnergyAustralia Indigenous Pre-Apprenticeship Training Program distinguishes itself from most other Indigenous pre-employment programs by having an intense focus on the recruitment process associated with achieving career outcomes. Apprenticeships with EnergyAustralia are highly sought after, with over 30 of the Sydney Institute program's Indigenous participants being offered apprenticeships with EnergyAustralia over the past 5 years. This session will reveal the key strategies that LLN teachers at Petersham TAFE have developed and discuss the benefits of their close relationship with EnergyAustralia. They will also demonstrate how the program has addressed the understandable cynicism of Indigenous participants who have failed to gain full time employment after previous VET. Presenters will describe the challenges they faced in gaining students' confidence and our ability to deliver the goods and help them gain access to a bright career with EnergyAustralia.

Lyn Wilson, Head Teacher Foundation Studies, and Merryn Thatcher, Program coordinator, have 6 years experience delivering Indigenous pre-employment programs at Sydney Institute.

S1.2 Embedding LLN in communications - a creative approach

Cathy Watson, LLN specialist (NZ) and Diane Radford, Speech and Drama Specialist (NZ)

The 'Embedding LLN in Communications' workshop series was developed for those in non-tutorial, front-line roles which - given the range of student and prospective students' LLN capabilities and course and programme requirements - require LLN awareness to ensure students with LLN or learning requirements receive appropriate course and learning information.

Using a team-teaching approach with both an LLN and specialist , practitioner, a creative and interactive approach based on the work of Dorothy Heathcote; 'Process Drama' is employed to engage participants, guide content development and support delivery.

Cathy Watson and Diane Radford are specialist teachers with over 40 years of teaching experience between them. Both have worked as sole practitioners and as a team to develop a teaching practise based on the development and expression of the individual voice. Through the relationship between the individual voice, communication, language and learning plus drama as a broad, authentic knowledge domain with appeal to a wide range of learning abilities and preferences; the ideal situation for embedding LLN development is created.

S1.3 Adults with dyslexia: Anywhere to go? Age appropriate teaching of phonemic awareness and phonics for adults with literacy needs

Kerry Mitchell and Sue Johnston, NSW TAFE Sydney Institute

Recent research into how the brain operates when reading and spelling shows our dependence on processing sounds for both decoding and encoding. Those with dyslexia have been found to have specific deficits in this area. Changes to literacy instruction recommended in NSW mandate the inclusion of an explicit, structured phonics programme in schools' reading programs. Adult literacy teachers must ensure their practice reflects the same principles. An increasing number of adults with dyslexia report that their specific learning needs have been ignored in schools and other LLN settings. At TAFENSW Sydney Institute, literacy programs have been specifically developed for adults with dyslexia to facilitate the acquisition of phonemic awareness and phonics and their application to reading and spelling. Students willingly travel from all over the metropolitan area to the only program of its kind. These programs have application to all adult literacy classes. Attendees will leave the session with ideas, strategies and resources that are age appropriate to the teaching of phonemic awareness and phonics to adults.

Both Kerry Mitchell and Sue Johnston have over 20 years experience delivering literacy programs in TAFE NSW. Both have been very involved in teaching adults with Learning Disabilities (specifically Dyslexia) and Attention Deficit Disorder and in the professional development of others in current research based methods.

S1.4 Contextualised assessment tools for workplace programs

Philippa McLean and Jenni Oldfield

This workshop will outline an online ACSF assessment tool bank that comprises a variety of model assessment tools developed in Microsoft Word, for each of the core skills (learning, reading, writing, oral communication and numeracy), at ACSF performance levels 1-3, including the six aspects of communication. The bank includes generic tools as well as a number of tools customised to industry areas. The bank provides a model for developing assessment tools or for customising assessment tools. The workshop will also include an explanation of how to identify ACSF levels required to successfully complete Units of competency. This workshop is based on a DEEWR funded WELL resources project.

Philippa McLean has extensive experience in quality assurance in adult education, with particular expertise in adult language, literacy and numeracy. Philippa is a member of the project team that developed the Australian Core Skills Framework, ACSF.

Jenni has many years experience delivering adult language, literacy and numeracy training including within industry, correctional settings, TAFE and community based settings. Jenni's more recent work has been in resource development producing training and assessment materials for various industries within the VET sector, including resources to support the development and assessment of language, literacy and numeracy, or core skills.

S1.5 An awesome foursome - 4 family literacy models: Reflections and experiences of cross-sectoral partnerships

Ann Leske and Leonie Francis, TAFE NSW Riverina Institute

Adult Literacy practitioners are encouraged to develop collaborative community partnerships to facilitate lifelong and lifewide programs. Partnered programs can successfully achieve individual, community and social capital outcomes. The TAFE NSW Riverina Institute STEPS Program is underpinned by a partnership approach to engage marginalised people in adult literacy programs. This workshop will offer practical ideas and practitioner experiences of developing cross-sectoral partnerships to address barriers to social inclusion, learning and literacy development in the community. Four innovative Family Literacy Models, each with unique intent and involving diverse cultures, will be explored. Strategies and approaches regarding perspectives of literacy, identifying potential partners, evaluation and reporting will be included.

Leonie Francis, Head Teacher Vocational Access and Ann Leske, Adult Literacy teacher together, are members of a department committed to programs embracing social justice through literacy. Developing programs and partnerships to engage the disengaged and working beyond the traditional realms of practice characterise their professional achievements and reflect their deep belief in the value of the adult literacy practitioner.

S1.6 The Language of Beauty Therapy: an online approach to learning the language of anatomy and physiology in the context of Beauty Therapy and Massage disciplines

Belinda Bold, Victoria University

The complexity of anatomy and physiology, although core to Beauty Therapy studies, often causes students to struggle and puts many at risk of failing. This online resource was developed to support students from diverse backgrounds who are studying to enter the growing personal services industry. It includes:

  • literacy in anatomy and physiology

  • study techniques,

  • personal organisation skills related to the culture of study and learning,

  • memory recall strategies

  • the appropriate use of the language of anatomy and physiology in different contexts relating to learning

  • completing assignments and exams, and

  • communicating in a professional environment.

The resource includes multimedia learning materials and directly supports the performance criteria of a number of units of the Beauty Training Package. Belinda will explain how students can access the resource in multiple ways.

Belinda Bold has a Graduate Diploma in Industrial Ed & Training and a Master's in ESL & Literacy Education, and is a literacy and ESL teacher in student Learning Support Services in the Vocational Education programs at Victoria University. Belinda has worked with staff and students of the Beauty (Personal Services) and Massage (Health Sciences) programs for the past six years, supporting student learning at various levels, through direct teaching and materials development.

S1.7 Crocodiles and polar bears: A cross cultural comparison of adult learning in remote indigenous communities

Alison Reedy, Charles Darwin University and Michelle Eady, University of Wollongong

This presentation compares and contrasts the context of adult learning for two groups of adult Indigenous students, one from the northern Australian tropics and one from far Northwestern Ontario. It also examines the ways that technology is used to try and bridge the distance between Indigenous adult learners' goals and educational opportunities. From this comparison we conclude that the educational gap between Indigenous and non Indigenous learners in Canada is closing, while the gap between Indigenous and non-Indigenous Australians is widening. We reflect on the reasons why Indigenous adult learners in Northwestern Ontario are being better served in comparison to their counterparts in the Northern Territory of Australia and the lessons we can learn from this.

The presenters share a teaching background and an interest in the use of technology in supporting Indigenous adult education. Alison Reedy is an Educational Designer at CDU and until recently was Senior Lecturer in English language, literacy and numeracy at Batchelor Institute in the Northern Territory. Michelle Eady was the distance projects coordinator for Good Learning Anywhere, the distance Indigenous adult literacy program in Ontario and is currently a PhD candidate at the University of Wollongong.

S1.8 From policy to practice and back again: Mapping different measures of literacy - can it be done and what will it mean?

Michelle Circelli, National Centre for Vocational Education Research

In 2008, the Council of Australian Governments agreed to a new National Skills and Workforce Development Agreement focusing on increasing the skill levels of all Australians. One of the measures to be used for this agreement is performance levels of the international Adult Literacy and Life Skills (ALLS) survey; specifically, the proportion of the working age population at literacy level 1, 2 and 3. But with this survey being undertaken at five to 10 year intervals, how can we gauge progress more regularly? This paper discusses the feasibility of mapping the performance levels of the ALLS survey to the performance levels of the Australian Core Skills Framework (ACSF).

Michelle Circelli is a Senior Research Officer with the National Centre for Vocational Education Research. Michelle currently manages commissioned research primarily focusing on the role of vocational education and training in the labour market, as well as research on youth transitions. Michelle's interest in the adult literacy and numeracy area stems from having previously managed the Adult Literacy Research Program.

S2.1 Voices from work - story as the starting point in workplace literacy materials

Tricia Bowen

Some argue that workplace literacy materials have not presented workers' voices, and have instead adhered more closely to what is perceived to be in the best interests of the economy. Tricia Bowen has been exploring the idea of using oral history method in shaping these materials. Such a method might involve collecting stories and insights from people who have knowledge and experience of particular workplaces, and then using these stories in conceptualising learning activities.
By way of example, 'Voices From Work' developed with the support of the Textile Clothing and Footwear Union of Australia and funded by WELL, is a set of resources designed for people working in the textile, clothing and footwear industry. Workers, both factory-based and outworkers, Union officials, industry representatives and managers revealed an array of insightful and poignant stories, which were then used as the starting point in the development of these resources. This workshop will introduce participants to these materials and will explore the applicability of this method in developing workplace literacy programs.

Tricia is a freelance writer, researcher and teacher based in Melbourne. For the last fifteen years she has been involved in project-based work, resulting in the development of publications, performance, learning materials and research reports. All of these projects have involved the gathering of story and the subsequent interpretation and re-telling of these stories. She is also the editor of Fine Print, the journal of the Victorian Adult Literacy and Basic Education Council (VALBEC).

S2.2 Effective ideas with Sound English books for low level students

Deborah Sonenberg, Publishing and Data

The Sound English series of books were written and published by Rosemary McKenry and Bruce Mitchell because, as a teacher, Rosemary needed suitable resources for adults and teens who had very low literacy skills. Deborah uses the books when teaching CSWE and CGEA. She has developed teaching and learning strategies that work. The books are phonic based, definitely not boring and are written for Indigenous and ESL students, teenagers, adults with families and those with special needs. Topics cover the workplace, finding accommodation, parenting, study and careers, relationships, dating, learning to drive and more.

Deborah Sonenberg is an ESL teacher. She has taught in primary and secondary schools and with adults in the Northern Territory and Victoria. She has co-ordinated a New Arrivals program for the Education Dept. in country Victoria and has worked with remote Indigenous communities through-out the N.T. as Cultural Development Officer. Deborah produced 'Buwarrala Akarriya - Journey East' for ABC television with the Yanyuwa community in Borroloola. In Victoria she has worked with refugee communities from Sudan, Togo and currently with a Karen community at 'On Track' literacy, training and employment an Adult Education Program in Bendigo. As well as teaching she works as office manager for Publishing and Data.

Saturday • Sessions S3

S3.1 "It's my think": Exploring critical literacy with low level EAL students

Rosemary Harison, Auckland University of Technology

The disempowering potential of the process of formal education, and text from the world of increasing media dominance and complexity has alerted educators to the need of developing critical literacy approaches in their work, particularly in cross-cultural settings. Yet, while we are aware of the inequality and cultural conflict involved in literacy and language acquisition, teachers are unsure of how to use this knowledge to the advantage of our students. This paper explores the meaning and application of critical theory in the context of adult learners with refugee backgrounds, low level L2 acquisition, and in some cases low L1 literacy. It examines crucial questions of difference and ethics, the dynamics of control and ownership, identity and the power of narrativity in the classroom.

Rosemary Harison is currently teaching language, literacy and numeracy to adult migrants with refugee backgrounds on an employment focused course at Auckland University of Technology.

S3.2 Taking English to the margins - volunteer home tutors' work with migrants and refugees

Margaret Sainsbury, ACT Home Tutor Scheme, Adult Migrant English Program, Vocational College, Canberra Institute Technology

The Home Tutor Scheme (HTS) is part of the Dept of Immigration and Citizenship's national Adult Migrant English Program (AMEP).

The presentation will look at the role of trained volunteers in reaching out to new arrivals by supporting their language needs. Tutoring sessions are one-to-one in the student's home and the work takes on a holistic aspect as language needs are embedded in a broad range of contexts. The tutor becomes a vital link with the new community and part of their role is to encourage social and cultural inclusion for their student. A 19 minute DVD documentary presents student, tutor and other agencies' views on the contribution this form of teaching makes to social capital within the community.

Margaret Sainsbury has been a teacher within the AMEP for almost 20 years. Her work in the HTS has been inspired by the achievements of volunteers and the powerful dynamic that can emerge when language teaching is delivered in such a personal context.

S3.3 Building capability and sustainable support programmes in an industry training context - Organisational shift within the NZ Electricity supply sector

Doug Pouwhare and Kate Duggan, Electricity Supply Industry Training Organisation (ESITO)

ESITO is the Industry Training Organisation for the Electricity Supply Sector in NZ. They have been funded by the NZ government since 2006 to develop and implement a workplace literacy and numeracy strategy for its adult trainees. Doug and Kate have worked closely with the sector and implemented a three-pronged approach to address the literacy and numeracy needs of ESITO trainees.

The presentation will focus on the implementation of the third key area of capability and sustainable support programmes. We will present a profile of the industry as it stood four years prior with regard to workplace literacy and the organisational shift that has taken place to support capability.

Doug Pouwhare is the Industry Standards and Research and Development Manager with ESITO. He has an extensive background in the Tertiary sector and vocational education in NZ. Doug has led ESITO's commitment to workplace literacy and numeracy programmes for the sector. In addition he has represented the ITO sector on the reference group for the development of the NZ Literacy and Numeracy Assessment tool. Kate Duggan has project managed the implementation of the ESITO Literacy and Numeracy strategy since its inception. Kate has a background in Education, Adult Literacy and community services.

S3.4 Mumgu Dhal Tyama Tiyt - Message Stick of Knowledge - engaging Indigenous students in Melbourne's west

Jennifer Lees and Lia Pa'apa'a, Victoria University

This session will investigate the Victorian accredited Indigenous foundation curriculum - Mumgu Dhal Tyama Tiyt - Message Stick of Knowledge, and the delivery model established to cater for Indigenous students in Melbourne's west at Victoria University. Victoria University College established the program to give the local Indigenous community an opportunity to re-engage in education through an Indigenous specific course that is culturally sensitive and takes into account their learning styles and identified needs. It is intended that students may be able to pathway into Kyinandoo, the Bachelor of Arts qualification offered through Moondani Balluk Indigenous Unit as the foundation students are co-located with the Higher Education students.
The curriculum stipulates that eight of the core units within the curriculum must be delivered and assessed by Indigenous community members. The traditional owners and/or local Indigenous leaders are involved as trainers/ mentors within the program and are supported to undertake this role.
The presentation will feature a photographic/audio diary of the student's experiences in the course to date.

Jennifer has worked in adult literacy and language area for 12 years. She has taught on CGEA, ESL and WELL programs and has developed online WELL resources. Jennifer has been Program Manager within the School of General Education Programs and Services at Victoria University for 5 years and has spent the last 2 year working towards establishing an Indigenous foundation course at VU.

Lia Pa'apa'a is a Samoan /Luiseno Native American woman who was born and raised in Australia. She completed a Bachelor of Indigenous Education (Nyerna Studies) in 2003 from Victoria University and has been working within the Indigenous and Diversity education field since. Lia brings her global Indigenous perspectives to support and empower local Australian Indigenous communities. Lia works both as an educator and a community arts worker to create holistic, culturally rich learning and teaching pedagogies. Lia has worked in Primary, Secondary, Higher Education and is now teaching within TAFE as the Mumgu Dhal Tyama Tiyf Certificates at Victoria University in the western suburbs of Melbourne.

S3.5 Catering for preferred learning styles 'My Place My Community'

Kath Herbert, Beewise Inc & Education Community Gippsland

Learning is more powerful when you take part in it using a learning style that best suits you. Instruction often relies on the auditory and leaves exciting visuals, tactile and kinaesthetic learning options out. Kath will give examples of approaches combining all of these options, using IT. Experience on remote indigenous communities has shown that digital cameras and easy to use computer software is a great hook for adult indigenous learners. Several other tools that are easy to make will be shared as well. And will provide strategies that can be used right away. My Place My Community was developed to engage learners in an exploration of their local community; it provides opportunity for storytelling and leads into hands on learning tasks, some on the computer. Where IT isn't available the project can easily be adapted.

Kath Herbert is an Education Consultant with a broad range of experience teaching in small country schools and large city colleges. Since the mid 70's Kath worked in both curriculum development and student well being. She has provided alternative programs for students who have difficulty connecting with their learning. Kath is licensed to present Dr Ruby Payne's Framework for Understanding Poverty and Research Based Strategies. Her work takes her regularly to rural and remote communities. In adult and community education she has worked with long term unemployed and jobless young people.

S3.6 Supporting hands on delivery: curriculum that offers options

Helena Zielinska, WA Department of Corrective Services and Cheryl Wiltshire,WA Department of Training and Workforce Development

Curriculum documents send teachers strong messages about what to spend time on in classrooms. This workshop will focus on work in Western Australian prisons to develop program options for students with basic literacy skills. A group of practitioners has produced a curriculum, Entry to General Education, that
• supports learning that is practical and applied for adults
• offers a strong core that encourages a variety of strategies to teach reading and writing
• provides a choice of electives such as budgeting, driver education, time, filling in forms, and dealing with the health system.
Delegates will receive copies of the crown copyright accredited curriculum and print based resources developed to support delivery.

Helena Zielinska has been working for the Department of Corrective Services in Perth for nearly a decade. She began work as a casual literacy tutor, became a Prison Education Coordinator and eventually became the Adult Basic Education Coordinator for the department.
Cheryl Wiltshire has worked in adult and adolescent education since 1988. Her varied career includes roles in teaching adult literacy and numeracy, tutoring distance education students, managing the delivery of TAFE and community based adult education. Most recently her work focuses on research, practice and policy related to general education for adults. 

S3.7 Moving along with ACSF

Philippa McLean

This workshop will look at applications of the ACSF. It will focus on
(i) moderation of learner performance
(ii) assessment task design including developing generic assessment tools and customised assessment tools.
This workshop will assume that participants have a working knowledge of the ACSF.
Participants should bring a copy of the ACSF.

Philippa McLean has extensive experience in quality assurance in vocational education and training, VET, with particular expertise in adult language, literacy and numeracy. In recent years Philippa’s prime focus has been on project management and the delivery of professional development and project work for adult language literacy and numeracy teachers and trainers at a statewide and national level, and on quality assurance and compliance issues in the VET sector. Philippa is a member of the project team that developed the Australian Core Skills Framework, ACSF.

S3.8 Creating an online course for ALBE learners - using Moodle to support e-learning

Debbie Soccio, e-Works

Are you interested in setting up an e-learning course but aren't sure the best way to go about this? Come along to this workshop and see how you can use a learning management system to deliver your course. In fact, you'll see how you can link not just text but activities, video, audio, virtual classes and Web 2.0 tools in one environment... you'll have everyone wanting to enrol into your class!

Debbie has worked in the vocational education sector, in particular in the ALBE area for over 17 years. She currently works for e-Works as a senior e-learning consultant focusing on embedding e-learning into training programs. Her particular interests are in the field of supporting teachers to develop programs and e-learning resources for students. She is interested in using new technologies (including audio based activities in online learning and using digital stories to provide interactive multimedia materials for students.) Debbie is currently the co-vice President of ACAL and a member of the VALBEC committee.

Saturday • Sessions S4

S4.1 Embedding LN into training materials for trades training in the NZ context

Nicola Welch, InfraTrain New Zealand

InfraTrain New Zealand is the industry training organisation for civil infrastructure. This session will describe the background and process for embedding literacy and numeracy into existing learning materials for the industry. The challenges of 'embedding' are described, and how InfraTrain addressed those challenges. The session will invite participants to comment on the resource development process. It is expected that this session will interest practitioners working in WELL programs, especially with learners with low literacy skills within industry, and those providing on-the-job training.

Nicola Welch is the Literacy Advisor for InfraTrain New Zealand. She has worked with several other ITOs in New Zealand to raise the level of LN skills amongst their trainees.

S4.2 All aboard the brunchXpress - an interactive and innovative approach to ESL delivery

Brett Olsen and Stuart Abrahamson, WA Central Institute of Technology

Are you looking for an alternative teaching method for your ESL classes? Are you tired of presenting the same material in the same way? Do you want to see immediate results from your students?

Well, it might be time for you to hop aboard the brunchXpress!

The facilitators will present their journey on the creation, planning and delivering of a new concept in ESL delivery. This concept is the running of a small business by ESL students with 'live' clients.

You will gain an insight into the experience of setting up and running this unique program, its benefits and challenges and the real results the program has had in developing confidence and independence in students' language and communication skills.

Stuart Abrahamson has been teaching ESL/EFL for over 15 years. He has a Bachelor of Arts in Media Studies, a Graduate Diploma in Primary Education and has CELTA and TAA training. He and recently completed the MasterClass course in Instructional Intelligence. He is a lecturer and CSWE coordinator for the ESL Portfolio at Central Institute of Technology.

Brett Olsen has been teaching for more than 20 years, with the last 17 focusing on the delivery of ESL / EFL programs in Japan, Singapore & Australia. He has also had experience in developing curriculum for colleges in Oman as well as various resource development projects for the TAFE sector in Western Australia. Brett is currently an Advanced Skills Lecturer in the ESL Portfolio at Perth's Central Institute of Technology.

S4.3 Inclusive Education in Timor-Leste

Jose Monteiro, National Coordinator for Inclusive Education, Ministry of Education, Timor-Leste

Timor-Leste is a new country and became independent in 1999. In order to advance it has to develop strong human resources through quality education. The vision for education is that by 2025 the population of Timor will be educated, knowledgeable and qualified, to live a long and productive life, respectful of peace, family and positive traditional values. Inclusive Education means education for all and is a process of addressing and responding to the diversity of needs of all children, youth and adults, through increasing participation and reducing exclusion.
We focus on Inclusive Education to improve the efficiency and reduce the costs of education systems; fewer drop outs, wastage and to lower costs. The National Office of Inclusive Education within the Ministry of Education is responsible directly to the Director General of Education, for ensuring Inclusive Education moves forward. Inclusive Education is included in the new school management and administration framework, called Eskola Basica, which is law decree signed by government in March this year.
Our targets over the next twelve months are to improve the National Office of Inclusive Education, work together with the Work Bank and UNICEF to develop the National Policy of Inclusive Education, undertake socialization in all Regional Districts and Sub-districts in Timor-Leste, to increase understanding and awareness of Inclusive Education and Improve data collection of disability statistics.

Jose is the National Coordinator for Inclusive Education in the Ministry of Education in Timor-Leste.  He has extensive experience in the delivery of interventions in support of people with disabilities and has been a strong advocate for inclusive practices in both education and sport during his career.  Jose has worked in a range of educational and administrative positions and has represented Timor-Leste at various international conferences and events related to his areas of expertise.

S4.4 Blind date: An exploration of the potential for partnerships between literacy teachers and community service workers

Ann Leske, TAFE NSW Riverina Institute, Wagga Wagga Campus

This research explores the potential for partnerships between literacy teachers and community service workers and investigates how to build the initial dialogue between the two sectors. The research aims to inform prospective partners of the perceptions about, and responses to literacy. It also suggest rationales, strategies and dialogue that might lead to mobilisation of cross-sectoral partnerships. Research has supported arguments for literacy teachers to locate literacy learning with community service organisations, possibly in team-teaching situations. The approach is potentially a radical shift in professional practice for both partners. Seven literacy teachers and seven community service workers were interviewed in regional NSW. The findings will be important to literacy teachers and community service workers who intend to establish team-teaching partnerships with cross-portfolio professionals for social capital outcomes.

Ann Leske has been a teacher and manager within primary, secondary, tertiary and VET sector in Victoria and New South Wales for more than 30 years -the last 10 as an adult literacy teacher with TAFE NSW Riverina Institute. Ann has coordinated an award-winning community-based, family mobile literacy interagency partnership program for six years. She is interested in social inclusion pedagogy, engaging marginalised adults in education opportunities through creating non-traditional learning environments. Ann applied for a NCVER Community of Practice research scholarship in 2009 to explore and report on the potential for partnerships between community service workers and adult literacy teachers.

S4.5 Learner identity framework: Connecting literacy and reluctant adult learners

Ruth Wallace, Charles Darwin University

Language and learning are social processes, informed by social interactions and defined by place, time, language, culture and context. Learner identities are socially informed and connected to learners' different community affiliations. Learner identity has been shown to have an impact on the ways disenfranchised learners engage with formal education. A recent study developed a framework for describing learner identities evident in learners' responses to formal education. The four broad groupings of learner identity are described as resistant, persistent, transitional and enacted. This paper reports on this research and the potential of the learner identity framework to evaluate and refine learning approaches. Finally, the paper discusses each learner profile identified in the study to understand and respond to learners' decisions about engagement or disengagement and suggests implications for literacy training and considers the roles of multimedia in making connections to knowledge and its representations.

Ruth Wallace is the Director of the Social Partnerships in Learning Research Consortium, Charles Darwin University. Her particular interests are related to undertaking engaged research that improves outcomes for stakeholders in regional and remote Australia.

Conference Close


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