strategic plan 2010-2014

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Table of Contents

Foreword 3

Introduction 5

Current Programmes and Principal Areas of Activity 6

The Consultation Process 8

Key Issues emerging from the Consultation Process 9

Vision and Values of the Literacy Development Centre 11

Goals/Actions/Measures of Achievement 12

Management and Monitoring of the Plan 17

References 18

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LITERACY DEVELOPMENT CENTRE I STRATEGIC PLAN 2010-2014

Since its inception in 1997, the National Adult LiteracyAgency (NALA) and Waterford Institute of Technology(WIT) Accreditation Project has contributed to theprofessional development of staff in the literacy servicein Ireland through its programmes, research andcollaboration with other national stakeholders. TheLiteracy Development Centre, incorporates the NALA/WIT Accreditation Project and is a unique partnershipwhich has worked to develop a suite of qualificationsthat offer those working in the adult literacy field anopportunity for career development.

Lifelong learning is key to any person’s development,both in social and economic terms. The core skills andkey competencies that comprise our modern definitionof ‘literacy’ enable people to fulfil their potential. Weknow that good literacy enables people to benefitmore from the upskilling and retraining programmesthat are a significant part of the policies currentlybeing implemented to tackle the current high levels ofunemployment.

Annually up to 50,000 learners avail of literacy tuitionthrough the VEC literacy service - that’s not includingthe hundreds of thousands of other learners whoenhance their literacy through other further educationand training programmes. For these learners, it is vitalthat a quality service exists to provide accreditedcourses for the tutors and other practitioners workingin the sector and the Literacy Development Centreaims to do just that: develop enhanced flexiblelearning options, recognised qualifications, improvedpartnerships and research capacity. The staff andlearners deserve no less.

In that context, and in particular at this difficult timefor our country, it is important to review the quality ofservices provided and set out a road map for the future.This Strategic Plan sets out the Centre’s goals for thenext four years alongside a review of its services. Theplan maps the next stage of their provision and willundoubtedly result in improved services for practition-ers and ultimately learners throughout Ireland. It’s avaluable contribution to our ongoing policy making inthis area.

I congratulate the Literacy Development Centre fortheir hard work in providing professional developmentoptions for those working in the literacy service. I lookforward to the continued development in the qualityof the literacy service provided to learners nationwideand for my part I will continue to push the needs of thesector with my Government colleagues.

Seán Haughey, T.D.Minister for Lifelong Learning

Foreword

I am delighted with the opportunity to provide this foreword to theLiteracy Development Centre, Strategic Plan 2010-2014.

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Designing, developing and delivering third

level qualifications to practitioners

working in the adult literacy sector in Ireland

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The programmes were designed following consultationwith key stakeholders including the Department ofEducation and Science, the Vocational EducationCommittees (VEC’s), adult literacy practitioners andlearners and have been reviewed both at Institutionallevel in WIT and by external agencies to ensure theycontinue to reflect the changing national context andthe needs of a diverse body of learners.

The requirement for professional development forpractitioners was clearly identified followingpublication of the report on the International AdultLiteracy Survey (OECD, 1997), that identified 1 in 4adults in Ireland who had very low literacy levels. Therationale for the development of qualifications forthose working in the adult literacy sector was toensure that practitioners had access to professionaldevelopment programmes that would enable them tobest support literacy learners. The need to continue tosupport those working in the sector remains a priorityif a consistent, quality adult literacy service is to achievechallenging targets. European and national policygoverning adult literacy and adult basic educationcontinues to identify the need for quality trainingand education for those working in the sector. Theprofessional development needs of those working inthe adult literacy service remain a priority and the goalsand corresponding actions set out in this strategic planaim to address those needs.

The Literacy Development Centre has built on itsexperience over the last number of years in the areaof programme design and delivery, research andcollaboration with other national agencies and thisnew strategic plan aims to continue to build on thisexperience and contribute at national and internationallevel to the field of adult literacy.

The current national context is a turbulent one, theseare challenging times and the future is uncertain. Thereare regulatory changes in the qualifications area thatmay affect the literacy service and those working in itand there are also potential structural changes in themanagement of the adult literacy service that mayimpact on how the service is delivered.

There is also some evidence that the needs of thoseaccessing the service is changing and this presentsnew challenges to those involved in the provision ofsupport for adult literacy learners.

It is with these challenges in mind that this strategicplan was developed and over the period of the plan,2010-2014, we hope that our programmes, initiativesand research will continue to contribute to theprofessional development of practitioners workingwith adult literacy learners and reflect the valuesset down in our vision of equality, social justice andinclusion.

HelenMurphyHead of Literacy Development Centre

Introduction

The Literacy Development Centre, incorporating the NALA/WITAccreditation Project, is a national partnership between the NationalAdult Literacy Agency (NALA) and Waterford Institute of Technology(WIT) that was established in 1997 to design, develop and deliver thirdlevel qualifications to practitioners working in the adult literacy sectorin Ireland. The NALA/WIT Accreditation Project is part of the LiteracyDevelopment Centre, based in the School of Education and ProfessionalDevelopment in WIT.

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Current Programmes andKey Areas of Activity in theLiteracy Development Centre

Today the Literacy Development Centre offersprogrammes designed for both managers and tutorsworking in adult literacy and for practitioners in theadult basic education service who are involved inliteracy support.

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Collaboration with other Nationaland European StakeholdersThe Centre has been an active participant in a numberof National and European working groups and hascontributed in areas including:

• Professional development of teachers in AdultBasic Education

• Standards of qualifications in adult basic andfurther education

• Initial tutor training models for adult literacypractitioners

• Building modular programmes for adult learners

• Workplace basic education - National SkillsStrategy

• Curriculum development in Adult LiteracyProgrammes

Conference PresentationsThe Centre has also contributed to national andinternational academic networks through presenta-tions and policy papers addressing issues in the fieldsuch as:

• A model for tutor training in the Adult BasicEducation field

• Qualifications for Adult Literacy Tutors

• Literacy as social practice

• Curriculum development in adult literacy

• Adult literacy teaching methodologies

• The delivery of Blended Learning modules in anadult learning programme

GraduatesThe Centre has over 300 graduates of full awardprogrammes and over 2000 people have completedsingle modules since 1997.

FundingThe Centre is based in the School of Education andProfessional Development in WIT in Waterford and isfully funded by the Further Education section of theDepartment of Education and Skills.

The programmes aim to equip practitioners withpractical skills combined with the theoreticalknowledge required to support their professionalpractice. The programmes are designed to reflectissues and perspectives in adult literacy and thebroader adult education field and are delivered in amode that is reflective of the ethos and culture of adultlearning. The portfolio of programmes today includes:

• Higher Certificate in Arts in Literacy DevelopmentLevel 6 NFQ

• Bachelor of Arts (Ordinary) in Adult EducationLevel 7 NFQ

• Bachelor of Arts (Honours) in Adult EducationLevel 8 NFQ

The programmes are delivered on a national basis at anumber of centres around Ireland and also at local levelin partnership with individual VEC’s. All programmesare modular in nature and are designed to be flexibleand enable participants to pursue study while working.

Other Areas of ActivityIn addition to the development and delivery of thirdlevel qualifications, the Literacy DevelopmentCentre is also involved in a number of other activitiesincluding:

ResearchThe Centre has been an active participant in two EUGrundtvig Projects in recent years and has contributedto the development of tutor training modules forEuropean programmes in the field of adult literacy.

Staff have successfully competed for national fundingto supervise research at Masters degree level in theadult literacy field.

A number of action research projects have beenundertaken by staff to inform and improve practice inareas including creativity and literacy teachingmethodologies.

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An internal consultative process involving academic andadministrative staff was completed through a number offacilitated workshops.

This was followed by an external consultation processinvolving a range of stakeholders that took place earlierthis year and both individuals and groups took part indiscussions based around a number of themes including:

• The Centre’s activities to date

• Future challenges for the Centre

• Key issues in the adult literacy sector

• System and structural changes in the adult literacyservice

• Research at local, national and international level

• The skills required by adult educators in the future

• Regulation in further education and adult basiceducation services

External stakeholders consulted included representativesfrom the following organisations:

• Adult Literacy Organisers Association

• Aontas

• Basic Education Tutors Association

• City of Cork VEC

• City of Waterford VEC

• County Dublin VEC

• Department of Education and Skills

• FÁS

• National Adult Literacy Forum

• National Adult Literacy Agency (NALA)

• Waterford Institute of Technology (WIT)

The discussions that took place as part of the consultationprocess for this strategic plan were extremely informativeand contributed to the goals and actions set down in theplan.

A summary of the principal themes discussed withstakeholders is contained in the following section.

The Consultation Process

An extensive consultation process was completed in preparation forthis strategic plan.

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Key Issues Emerging fromthe Consultation Process

The adult literacy sector continues to undergo change and theservice faces challenges in the future with potential structural change,new regulations affecting those working in the sector and thechanging needs of literacy learners.

Recent reports (Special Group on Public ServiceNumbers and Expenditure Programmes, 2009) expressa need for continued efficiencies in the delivery ofpublic services and possible amalgamation andintegration of services delivered by national and localauthorities. These changes may affect the governanceand management of adult literacy services as part ofthe adult basic education services currently offered.

Structural change also presents challenges to thosemanaging the service today and into the future. Thetraditional management skills of planning, budgeting,the management of resources and people are nolonger sufficient and new skills in the area of stake-holder management, managing change, strategicplanning and managing diversity will be required ifthe service is to meet a new and ever-changingenvironment.

The integration of literacy support across adult basiceducation services was cited by a number of stake-holder groups as an opportunity for the literacy serviceto play an important role in supporting adults return-ing to learning (across a number of programme areas).

While the integration of literacy is vital to ensuringacquisition of the generic skills required by all access-ing support programmes, it remains critical that wecontinue to train and educate specialists in the field of

literacy and numeracy in order to ensure the serviceis supported by practitioners who contribute to acommunity of practice for literacy and numeracy andshare and disseminate learning in the field.

The issue of qualifications for those working as tutorsand support workers in the adult literacy sector remainsunclear. New regulations introduced governing theFurther Education sector have set down a requirementfor a Teacher Education Qualification (TEQ), however, itremains uncertain whether literacy tutors will berequired to possess this new qualification or whetheran equivalent qualification will be agreed at nationallevel. This issue of qualifications, combined with thelack of a defined career structure within the service foradult literacy tutors, means that there remains asignificant degree of uncertainty for a large part of theworkforce and presents a risk to the service at largeas a result. The Centre continues to engage with allstakeholders in this process to ensure the programmesit provides meet any new regulatory requirements andequip those pursuing qualifications with the nationalrecognition required by employers and nationalagencies responsible for standards in the field.

The changing needs of literacy learners and indeed thechanging profile of learners accessing the service is acommon theme cited by almost all stakeholder groupsconsulted as part of the development of this strategic

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plan. Rising unemployment levels and a potentialfuture of high unemployment (ERSI, 2010) means thatthere are an increasing number of learners accessinga variety of programmes through the adult basiceducation service that require literacy support. Theissue of learner motivation is one which may presentchallenges to tutors in the future as learners may notbe self selecting but may be obliged to pursue a courseof study in order to continue to receive state benefits.The changing needs of learners are also reflected in theemergence of new or multiple literacies. Financialliteracy, health and environmental literacy are in-creasingly cited as emerging literacies and continueddevelopments in technology present new challengesin the field of digital literacy. Literacy learners will needsupport across these new multiple literacies to be ableto participate in family, community and work settings.

To address this new and changing landscape, muchdiscussion took place about the skills that adultliteracy practitioners would require in the future. Manystakeholders expressed the need for practitioners tocontinue to acquire expertise in the field of teachingmethodologies, communication and inter-personalskills and an increasing emphasis on creativity andreflective practice. A continued focus on curriculumdevelopment, assessment and feedback mechanismsfor adult learners were considered important by all. Theother key skills cited by a number of stakeholderswere: ensuring that practitioners had a thoroughunderstanding of how to integrate technology intotheir teaching; how to recognise, support and referadults with specific learning difficulties; and for thoseinvolved in managing the service, skills in the strategicplanning and management areas were thought tobe critical as well as knowledge of innovative socialmarketing practices to attract the difficult to reachlearners.

Stakeholders are looking for increased opportunities toaccess programmes, improved consultative processesfor programme design, partnership approaches totackling national initiatives, flexibility regarding

programme delivery and excellence in programmecontent. Most stakeholders cited the importance of therole of technology in meeting these objectives andemphasised that practitioners need to be fully techno-logically aware both in their own practice and in theiruse of technology as a teaching tool.

In addition to the third level programmes offeredthrough the Literacy Development Centre, there wasa general consensus amongst practitioners aboutthe need for continued professional developmentopportunities for those working directly in the adultliteracy field and also those working in adult basiceducation within the further education sector. Therequirement to provide on-going support in the formof shorter programmes, not necessarily leading toaccreditation, was deemed important for thecontinued development of staff. Whilst training per seis not within the remit of the Literacy DevelopmentCentre it is an area that the Centre may be able tocontribute through the development of more flexibleshorter award based programmes.

Finally, many stakeholders expressed the need forthe Literacy Development Centre to play a role incommunicating the value of adult literacy work.Communicating and developing a shared understand-ing amongst national stakeholders of the value andimpact of adult literacy work within and beyond thecurrent policy contexts of unemployment andqualifications is critical. It is important that the Centreespouses the value of adult literacy development in abroader sense and as such underpins the core valuesof social justice, equality and inclusion.

This strategic plan aims to set goals for the LiteracyDevelopment Centre that address the above issues andtake into account the views of all stakeholders in orderto ensure that practitioners in the adult literacy sectorare provided with programmes that support theirpersonal and professional development and that bestsupport the national delivery of a high quality servicefor all those accessing literacy support.

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Vision and Values of theLiteracy Development Centre

VisionThe vision of the Literacy Development Centre is to be recognised as theleading provider of third level programmes to practitioners in the adultliteracy field, as a significant contributor to academic research and topromote values that are learner centred and reflect social justice, equalityand inclusion.

ValuesThe values that will underpin the work of the Literacy Development Centreinclude Equality, Inclusiveness, Independence, Social Justice, Responsivenessand Flexibility.

Goals• Delivering nationally recognised qualifications• Designing innovative, flexible programmes of learning• Developing research capacity• Building effective partnerships• Supporting team based collaboration

Promoting values that are

learner centred and reflect

social justice, equality

and inclusion

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National Recognition of Programmes

The development and delivery of nationally recognisedqualifications to adult literacy practitioners.

RationaleThis goal is the primary objective of the LiteracyDevelopment Centre and is critical for the develop-ment of a professional workforce that delivers a vitalnational service.

To achieve this goal we will

• Review our programmes ensuring the content,design and delivery reflect current national andinternational debate

• Work in partnership with stakeholders, in particularthe Vocational Education Committees to delivermodules and programmes regionally as well asnationally

• Engage with national bodies including theDepartment of Education and Skills and theTeaching Council to ensure that programmesdesigned by the Centre meet requirementsrelating to new national standards for thoseworking in the adult literacy field

• Keep informed of policy changes affectingthose working in the sector

• Develop a model for teaching practice for ourprogrammes in line with new regulatoryrequirements affecting those involved in adultliteracy development work based on availableresources

• Review the standards and guidelines set down forInitial Tutor training for adult literacy schemesand communicate these to all schemes

• Develop a post-graduate progression route specificto adult literacy practitioners

Measures of Achievement

• The number of practitioners accessing andcompleting our qualifications.

• The range of qualifications we offer to practitioners

• The introduction of teaching practice to ourprogrammes

• The publication of updated standards for initialtutor training

• The provision of accessible progression routesfor practitioners

• The quality and relevance of our programmesmeasured through an on-going system ofevaluation at Centre and Institutional level

• The range of partner projects we engage in andtheir subsequent evaluation

• Recognition of our programmes by nationalagencies and employers for the purposes ofsecuring employment within the sector

• Whether our programmes meet regulatoryrequirements set down in the sector

Goal 1

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Innovative, Flexible Programmesof Learning

We will provide a range of programmes that offer flexible modesof study, progression routes and innovative modes of delivery tostakeholders.

RationaleThere is a growing need for flexible and innovativeprogrammes of learning that address the requirementfor high quality flexible third level programmes that aremodular in nature and reflective of the needs of adultlearners


• Offer programmes on a regional basis and wherepossible at local level when resources permit

• Develop new shorter programmes (minor andspecial purpose awards) that cater for specific needsin line with national policy driven initiatives

• Explore how the continued professionaldevelopment needs of practitioners can be met,either through the Centre or through a partnershipwith another provider

• Consult with stakeholder groups on an annualbasis to review emerging needs identified in the field

• Explore how technology can be used to widenparticipation on our programmes

Measures of Achievement

• Evaluation of all programmes against internationalmodels used to support adult literacy practitionersto ensure they are in line with best national andinternational practice

• The extent of the geographical reach of theprogrammes

• The range of shorter award programmes available

• The extent to which technology is utilised onour programmes

• The availability of progression routes at post-graduate level for our graduates

Goal 2

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Research

To develop the research capacity of the Literacy Development Centre.

RationaleThe Literacy Development Centre must develop re-search expertise and capacity in order to inform futureprogramme development, contribute to the academiccommunity nationally and internationally and alsoinput into policy at national level.


• Collate and disseminate research completed todate at local, national and European level

• Develop an active link between teaching andresearch to capture, explore, develop anddisseminate best practice in adult literacydevelopment

• Identify and agree specific areas of research interestwithin the Centre and communicate these areas toall relevant stakeholders

• Actively pursue research funding through aco-ordinated Centre led and supported approach

• Develop a dissemination strategy for all researchconducted and identify appropriate channels fordissemination

• Provide evidence based research to policy makersto inform decision making related to adult literacy(contingent on successful funding applications)

• Identify and pursue research partners at nationaland international level

• Develop a research driven strategic partnership toshare opportunities for learning and conductingresearch into adult literacy with a national orinternational partner

Measures of achievement

• Assessment of the research output of the Centre onan annual basis

• Dissemination of the Centre’s research on an annualbasis

• Measurement of the research funding secured bythe Centre

• The number and range of opportunities taken bythe Centre to capture and share its research withpractitioners in the adult literacy field

• Participation at national and internationalconferences and fora

Goal 3

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Partnership

To build effective partnerships with relevant stakeholder groups in theadult literacy, adult basic education and further education sectors toheighten awareness of the value of adult literacy work and the needsof practitioners working in the field.

RationaleThere are an increasing number of national stake-holders involved in literacy development and in orderto share learning and input into national initiatives apartnership approach by the Centre is fundamental


• Identify all stakeholder groups and adopt a suitablemode of communication with all stakeholders

• Communicate to internal and external stakeholdersregarding the activities of the LDC

• Optimise the use of our web site to communicateinformation relating to our activities based onavailable funding and resources

• Contribute to national committees, institutional andnational working groups relevant to adult basiceducation and adult literacy

• Conduct an annual web based stakeholder survey

• Develop communication channels that representmeaningful engagement with stakeholders

• Support stakeholder events and initiatives toheighten awareness of the value of adult literacywork where the Centre has the available resources

• Ensure all communication issued by the Centre tostakeholders is clear and consistent.

Wewill monitor our progress by

• Assessing annual communications withstakeholder groups via web based questionnaire

• Assessment of the feedback of the annualstakeholder survey

• Monitoring traffic on our web site on an annual basis

• Assessment of the range and number ofcontributions to national committees, workinggroups and institutional projects

• Number of stakeholder events supported annuallyby the Centre.

Goal 4

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Building a Collaborative, Team BasedNational Literacy Development Centre

To develop and support all those involved in the Centre includingacademic staff, administrative staff, part-time contributors and visitinglecturers.

RationaleThe outreach nature of much of the work at the LiteracyDevelopment Centre presents challenges for all thoseinvolved to share learning and experiences and debateissues and concepts.


• Provide a supportive learning environment thatvalues collaboration and team shared learning

• Identify opportunities to provide a linkbetween part-time and full time academic staff

• Ensure that staff teaching off site on anoutreach basis are fully supported in their needs

• Involve all staff in regular team meetings

• Conduct annual staff development event(both full and part-time staff)

• Promote the continued professional developmentof all staff through the provision of support forfurther education and training under the WITcontinued professional development fund

• Provide and support opportunities for promotionand secondment both within and external to theInstitute

Measures of achievement

• The development of regular and clearcommunications with all staff to include teammeetings, web based communication andremote access to support materials

• The development of a web based space for sharedlearning

• The completion of an evaluation of support servicesto part-time staff

• The progress of staff pursuing further educationopportunities

• The number of staff development events andfeedback on these events

Goal 5

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Management and Monitoringof the Strategic Plan 2010-2014

The Literacy Development Centre reports to aManagement Committee comprised of representativesfrom the National Adult Literacy Agency and WaterfordInstitute of Technology.

The Management Committee meets three times peryear to review operations, resources and budgets.

The Centre provides the Department of Education andSkills, its primary funder, with annual audited accounts.

The implementation of this strategic plan will beoverseen by the Management Committee and anannual report on progress will be presented by theHead of the Centre to the Committee.

A summary of progress on the above plan will becommunicated via the Centre’s web site each year inJanuary and will be available to all stakeholders.

The achievement of the goals set out in this plan willbe dependent on available resources and continuedfunding allocated to the Centre for the duration of theplan.

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References

Department of Education and Skills (2010) Update on National SkillsStrategy, Dublin, Stationery Office.

European Commission (2001) Making a European Area ofLifelong Learning a Reality, Brussels, European Commission.

European Commission (2008) Adult Learning Professions in Europe,Brussels, European Commission.

European Commission (2007) It is always a good time to learn:Action Plan on Adult Learning, Brussels, European Commission.

Expert Group on Future Skills Needs (2007) Tomorrows Skills,towards a national skill strategy 5th report, Dublin, Stationery Office.

FÁS/ERSI (2010) Manpower Forecasting Studies, Report No. 13, Dublin:The Economic and Social Research Institute.

Field, J (2009) Promoting Equality Through Lifelong Learning,Proceedings of a national conference entitled “Equality in a Time ofChange, Mainstreaming Equality in Further Education, Training andLabour Market Programmes”, Dublin.

Houses of the Oireachtas, Joint Committee on Education andScience, Fourth Report, (2006) Adult Literacy in Ireland, Dublin:Stationery Office

OECD (1997) Literacy Skills for the Knowledge Society:Further Results from the International Adult Literacy Survey, Paris,OECD.

Special Group on Public Service Numbers and Expenditure Programmes(2009) Report of the Special Group on Public Sector Numbers andExpenditure Programmes, Dublin, Stationery Office.

Glossary

DES Department of Education and SkillsIVEA Irish Vocational Education AssociationLDC Literacy Development CentreNALA National Adult Literacy AgencyOECD Organisation for Economic Cooperation and DevelopmentVEC Vocational Education CommitteeWIT Waterford Institute of Technology

strategic plan 2010-2014

Documents

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