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Aligning partnerships, policy and pedagogy with participants: A social capital perspective

Balatti, Jo, Black, Stephen and Falk, Ian (2009). Aligning partnerships, policy and pedagogy with participants: A social capital perspective. In: AVETRA 12th Annual Conference, Sydney, 16-17 April 2009.

Document type: Conference Paper

IRMA ID 77508195xPUB15
Author Balatti, Jo
Black, Stephen
Falk, Ian
Title Aligning partnerships, policy and pedagogy with participants: A social capital perspective
Conference Name AVETRA 12th Annual Conference
Conference Location Sydney
Conference Dates 16-17 April 2009
Conference Publication Title Aligning Participants, Policy and Pedagogy: Traction and Tensions in VET ResearchAVETRA 12th Annual Conference Proceedings
Place of Publication Sydney, NSW
Publisher AVETRA
Publication Year 2009
ISBN 978-0-9805275-1-3   (check CDU catalogue open catalogue search in new window)
Total Pages 15
HERDC Category E1 - Conference Publication (DEST)
The primary purpose of the recently completed National Centre for Vocational Education Research study reported here was to produce a set of guidelines on how to deliver adult literacy and numeracy education and training using a social capital approach. No such guidelines currently exist. At a time when improving the social inclusion of Australians who are socially, culturally or economically marginalised is very much on the political agenda, approaches that can increase availability, access,
take-up and/or outcomes of adult literacy and numeracy education and training are needed. Previous research has shown that a social capital approach has the capacity to achieve these aims. This study focussed on three key elements. These were the partnerships involved in the design and delivery of adult literacy and numeracy programs; the policies that influence the kind of p
artnerships possible; and the pedagogical practices that teachers use. The methodology used to produce these guidelines was to synthesise understandings of social capital from existing theory and previous research with the findings from researching current practices in the adult literacy and numeracy field. The study confined itself to looking at delivery involving partnerships in the areas of health literacy, personal financial literacy and in the justice sector. As well as a literature review, scans of health literacy in NSW, financialliteracy in Queensland and literacy and numeracy provision in the justice sector in the Northern territory were conducted. Pedagogical practices were further investigated through three action research projects, each one with a teacher who trialled teaching strategies that could enhance social capital outcomes for learners. This paper summarises the guidelines produced.
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Created: Fri, 09 Apr 2010, 10:50:06 CST by Sarena Wegener