Modern Apprentices’ Literacy Learning: A Formative Evaluation
Executive Summary
The Modern Apprenticeship Literacy Programme with Literacy Aotearoa began in April 2008. This pilot involves 191 Modern Apprentices (MAs) (as at 31 December 2008) who undertook a literacy and numeracy programme with one of the Literacy Aotearoa-affiliated member providers (Nga Poupou), designed to assist them to improve their literacy skills and increase their opportunities to complete their MA qualifications. The current report describes the results of a formative evaluation of the MA Literacy Programme, as a first step toward understanding the impacts that literacy and numeracy assistance have in assisting MAs toward their learning, workplace, and personal goals.
The demographic data on all MAs enrolled up to December 2008 in the MA Literacy Programme, show that overall the typical MA is male, under 20 years of age, identifies as New Zealand European, speaks English as a first language, and is likely to be in the first year of the apprenticeship. The case studies, which form the core of this research, show similar demographics across the sample.
In collaboration with Literacy Aotearoa (National Office) and Nga Poupou, 14 case studies were set up. The case studies identify the views of people involved with the MA Literacy Programme on the literacy challenges faced by MAs, the MA Literacy Programme's outcomes in addressing those challenges, and the strengths and weaknesses of the current approach. From this, we recommend strategies with the aim of enhancing outcomes in the short term, and specify key areas where further research is necessary to identify optimal long-term approaches.
In addition to functional literacy challenges (that is, practical difficulties with reading, writing and numeracy), there are other key challenges for those working to address MAs' literacy. They are: (1) a divide between the 'literate' world and the 'trade' world in that the value of literacy is not always well recognised among those in trades; (2) MAs employing coping strategies that mask their problems with functional literacy; and (3) time and fatigue demands upon many MAs in workplaces which do not sufficiently facilitate on-job time and support for learning.
Strategies that work and are used in the MA Literacy Programme to address these challenges are, in particular: (1) three-way collaboration among literacy tutors, MA coordinators (MACs), and employers to comprehensively monitor and support MAs during training; (2) one-to-one tutoring with a consistent literacy tutor to establish a relationship of trust; (3) a 'non-classroom-style' learning environment; and, (4) techniques to ensure that literacy tuition occurs in a way that is consistently relevant to the MAs' trade-specific learning goals.
When these strategies are in place, the outcomes are perceived to be very positive. They are: (1) noteworthy improvement to MAs' confidence so that they are not only able to be enthusiastic about themselves and their learning, but they are also able to do a significantly enhanced range of on-job tasks; (2) much faster progress with bookwork; (3) functional literacy improvements; and (4) development of independent learning and organisational skills.
Suggestions for strategies to further enhance and broaden these outcomes include: (1) better systems for communication, resource-sharing and information-sharing among all involved, including the establishment of a complaints system; (2) encouraging or incentivising employers to become more willingly involved with their MAs' literacy and learning progress; (3) capping MACs' maximum number of MAs to ensure adequate mentoring (especially relevant for those with identified literacy issues); and (4) sufficient funding to provide MAs with literacy tutoring hours matched to their needs.
Areas needing further investigation in order to identify optimum strategies and best practice approaches include: (1) better insight into the kind of workplace culture that fosters MAs' success, and that avoids the problem of literacy disconnect from trade practice; (2) exploration of gender norms in the workplace that impede successful literacy and trade learning; (3) earlier detection of MAs' health-related learning barriers; (4) means of embedding study skills as well as literacy learning into trade/ technical learning; (5) strategies for recruiting MAs into literacy tutoring; (6) obtaining systematic assurance of MAs' literacy and associated trade learning; (7) ensuring learning materials use language suitable for MAs' with literacy issues; and (8) the feasibility of using online and mobile media such as online forums, virtual workshops, and text-messaging. This last is with the aim of facilitating three-way communication exchange and progress updates, sharing resources and teaching ideas, and better design, delivery, and updating of learning materials.
In summary, the MA Literacy Programme is working very well within the constraints imposed by the circumstances of its application. The MA Literacy Programme should be continued, since it is clear that the benefits to both MAs and their places of employment are many and marked, and the overwhelming majority of comments on Literacy Aotearoa's services are positive. Not one person offered purely negative feedback, and all the respondents' recommendations are for enhancements and expansion of the service. In our assessment, the literacy tutoring support offered by Literacy Aotearoa is professional, well-organised, and closely matches the needs of the individual MA.
However, Literacy Aotearoa cannot do the job alone and even the best of literacy tutoring by itself is not enough to create sufficiently literate MAs. Critical additional elements are first, a supportive employer who understands the necessity for literacy at work and its potential to boost productivity, and who wants to allow time for the MA to undertake some theory and bookwork on the job. Second, each MA needs a MAC who is a genuine mentor with a strong service ethic, and who keeps a close and almost parental eye on the MA's learning. Third, excellent collaboration is needed in the form of a partnership among employer, MAC and literacy tutor, with all sharing information and best practice, and all working collectively to support the MA. Last, if a workplace is to benefit from its members' improved literacy and learning ability, it needs to have a culture that is positive about literacy and learning, and open to innovative ideas and new ways of seeing the industry and the work to be done.