Adult literacy provision within New Zealand private training establishments
Citation:Dolan, B. J. (2010). Adult literacy provision within New Zealand private training establishments. A dissertation submitted in partial fulfillment of the Degree of Masters in Education, Unitec Institute of Technology, New Zealand.
Permanent link to Research Bank record:https://hdl.handle.net/10652/1426
The aim of this research was to investigate the current adult literacy provision taking place within New Zealand Private Tertiary Establishments. The first objective was to identify a baseline on the type and amount of literacy provision taking place. Secondly, this research examined the teaching experience and academic background of educators delivering literacy subjects within PTE’s. The final objective was to document findings from current practice as a means of developing future capacity. A qualitative research methodology was adopted and encompassed a questionnaire method of data collection. The findings suggest that training and developing for literacy educators at these providers, along with appropriate resourcing may be acting as barriers to achieving success. Additionally, there is evidence to suggest that the pre-screening of adult learners may need examining in greater detail to assess whether or not its effectiveness could be improved. The findings from this research highlighted that whilst there is evidence to suggest that literacy education and training for educators is taking place within PTE’s, improvements still need to occur. The research indicated some educators had the required skills and abilities but it was found that the majority of participants needed additional support to develop their literacy teaching skills. In conclusion, the study indicated that professional development and training for educators delivering literacy subjects within New Zealand PTEs is an area for development. The recommendations are that more needs to be done to support educators in order to provide support for adult learners to develop their literacy levels and enable them to participate within a ‘knowledge based’ society. There is a strong case for the development of further research into a systematic professional development and literacy teacher training for these types of providers.