NALA Strategic Plan 2011 - 2013

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Providing leadershipin adult literacy

We want Ireland to be a place whereadult literacy is a valued right and whereeveryone can both develop their literacyand take part more ully in society

Strategic Plan, 2011-2013


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2 Strategic Plan 2011-2013

IntroductionThe National Adult Literacy Agency is committed to makingsure people with literacy and numeracy difculties can ully takepart in society and have access to learning opportunities thatmeet their needs. According to the last international literacysurvey, one in our - that is, about hal a million - Irish adults

have problems reading and writing.

This strategic plan sets out how we aim to improve outcomesor adults with literacy difculties in Ireland rom 2011 to 2013.We developed the plan ollowing a review o our work andconsultations with adult literacy students, our members andother key players in adult literacy and urther afeld.

This strategic plan contains three main objectives. They are to:

formdetailedpolicytoexpandadultliteracyservicesand integrate literacy and numeracy development acrosseducation and training programmes,

supporteducationandtrainingproviderstoimplementpolicyonintegratingliteracyandexploreanddevelopnewapproaches in adult literacy practice, and

makeiteasierforpeoplewithliteracydifcultiestotakeuplearning opportunities and use public services.

You can view and download additional inormation on ourwork at www.nala.ie.


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www.nala.ie 5

About NALAThe National Adult Literacy Agency(NALA) is an independent organisationthat is:

the voice o adults wishing to improvetheir literacy skills, and is committed to raising adult literacy

levels.

We are a member-based organisation. Our members areindividuals and organisations interested and involved in adultliteracy. At our annual general meeting, members elect anExecutive Committee, which oversees our work.

We are a limited company with charitable status. We receivea grant rom the Department o Education and Skills (DES)that enables us to sta oces in Dublin and Cork. The DES,along with other Government departments, State bodies, theEuropean Union and the private sector, also unds specic

research and development work.

Contents 05 About NALA08 What we meanby literacy

10 Our vision

14 Our mission

16 Our objectives

22 How we willachieve ourobjectives

24 Glossary

26 Reerences


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6 Strategic Plan 2011-2013 www.nala.ie 7

Rationale or our plan

Although Government policies contain targets or raising skillsand building social inclusion, we need to drat and agree withour partners a more robust policy and implementation planspecically on integrating literacy into urther education andtraining. Moving the integrating literacy agenda orward hasbenets both or the achievement o national targets and orthose taking part in urther education and training.

While we seek specic Government policies and enhancedpractice among education and training providers, we alsoneed to continue our work to improve access to educationand training. People with literacy diculties have low levelso participation in tuition, but this can be improved by raisingawareness o the options available. Allied to this is the need toimprove access to public services, especially or people withliteracy diculties, so that everyone has a chance to take partmore ully in society. Using plain English in communications is asignicant step in this direction.

Our track record

Since we were established in 1980, we have increasedawareness o the adult literacy issue in Ireland and secureda response to the issue rom the State. The quality o thatresponse, and its growth over the years, has been at the core oour work to ensure people with literacy diculties can avail othe tuition and support they need.

Since 1997, we have been a dedicated orce behind the: 30-foldincreaseinadultliteracyfunding,and

10-foldincreaseinthenumberofadultsinvolvedinVECadult literacy services.

Over this time, we have brought many innovations to the eldo adult literacy and developed the organisation as an expertresource. Our achievements include:

developingquality,curriculumandassessmentframeworks; successfullylobbyingforthecreationofafundforworkplace

literacyprogrammes;

designingnewmodelsofliteracytuitionfortargetgroupssuchasunemployedpeople;and

usingtechnology,especiallytelevision,toincreaseawareness and support learning.

We stand or:

literacyasahumanrightandatoolforchange,

respectforequalityanddiversity,

involvingpeoplewithliteracydifcultiesinourwork,

learningandgrowth,

partnership,and

transparencyandquality.


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What we mean byliteracy

The denition o literacy is also changing as the concept oliteracies becomes more widely understood. This conceptrecognises that people use dierent skills or various real-liesituations, or example using a computer, reading workplaceinstructions or understanding a payslip.

I a person needs to develop condence and skill in particularaspects o literacy, it does not mean that they have dicultywith all o the basics. Equally, i a person has a qualication,it does not always mean that they have high levels o literacy.Many adults who have not practised their literacy or a numbero years lose condence and skills. Here are some examples owhat people say to us.

My reading isfne, but becausemy spelling is notgreat I dont do

any writing.

My readingand writing aregood, but Imvery bad at

maths.

Literacy involves:

- listening,

- speaking,

- reading,

- writing,

- numeracy, and

- using everydaytechnology tocommunicate andhandle inormation.

Im ok at mathsand computers,

but I fnd readinghard, especially big

words.

But it includes more than the technicalskills o communication: it also haspersonal, social and economic dimensions.Literacy increases the opportunity orindividuals and communities to refect ontheir situation, explore new possibilitiesand initiate change.


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We want Ireland to be aplace where adult literacyis a valued right andwhere everyone can bothdevelop their literacy andtake part more ully insociety.

Our vision Challenges to achieving our visionExe lecy fcles e esses

The International Adult Literacy Survey in 1997 highlighted theextent o literacy diculties among Irish adults. According tothe survey, one in our Irish adults has a signifcant literacydifculty. To date, this remains the most up-to-date inormationon adult literacy levels in Ireland.

People with literacy diculties are more likely to beunemployed and at risk o social exclusion.1 Indeed, a recentreport published by the Economic and Social Research Institutestates that men and women with literacy diculties are morelikely to be long-term unemployed.2 In addition, researchpublished by NALA in 20093 reports that people with literacydiculties are likely to have lower earnings and lower careeraspirations. They are also less likely to become involved in theircommunity, vote or do voluntary work.

The Houses o the Oireachtas Joint Committee on Educationand Science believes that, to address the unacceptable adultliteracy levels in Ireland, a concerted, planned approach toadult literacy development is the most urgent requirement.4

National and European policies have been devised to achievethis aim. In Ireland, the National Skills Strategy (2007) promotesa vision o Ireland in 2020 based on a well-educated and highlyskilled population. The European Unions Council Conclusionson a strategic ramework or European co-operation ineducation and training (known as ET2020) set a target that ...all learners attain an adequate level o basic skills, especiallyin reading, mathematics and science. They state thatco-operation on basic skills should be a priority in the rst cycleo ET2020s implementation.

Despite policy commitments and increased resources in urthereducation in recent years, around a third o the adult population


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in Ireland still has less than a Junior Certicate or equivalentqualication. The Department o Education and Skills providesunding or a range o part-time back-to-education programmesaimed at this group, recording 130,000 participants in 2008.These participants include 45,000 adult literacy studentsservedbyVECadultliteracyservices.Thisgure,however,isless than 10% o those with signicant literacy diculties andincludes people who are learning English or Speakers o OtherLanguages (ESOL). On average, most o these students canaccess only two hours tuition a week, which equals two weeksull-time education a year.

Chgg lcy g evmeAter a decade o economic growth, Ireland now aces a armore dicult economic situation and much changed labourmarket. These circumstances will increase pressure on peoplewho may need greater and more targeted literacy support totake part in society and improve their chances o employment.Those most in need should receive the most State support.

Lme eggeme l legPeople with literacy and numeracy diculties are less likelyto take part in education and training.5 Those with ew or noqualications have also benetted least rom investment intraining.6 It is essential to ll this gap with targeted and fexible

learning opportunities or people who wish to develop theirliteracy and numeracy.

There are signicant gains to individuals, their amilies andcommunity i they can develop their literacy. For example, oradults taking part in intensive adult literacy tuition, a moverom one level on the National Framework o Qualications tothe next leads to increased earnings o almost 4,000 a year.7 According to research carried out by the UKs National LiteracyTrust in 2008,8 those with improved literacy are more likely toown their own home and get involved in local issues.


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Our strategic plan:an essential responseto the challenge

Objective 1: PolicyWork to ensure that national adult literacy policypriorities are implemented.

Objective 2: PracticeDevelop better literacy and numeracy learning

opportunities through:

anintegratedlearningapproach,and

othereffectivemethodssuchasdistanceandblended learning.

Objective 3: AccessMake it easier or people with literacy diculties to:

takeupliteracyandnumeracylearningopportunities, and

useotherservicesaimedatthepublic.

Our mission

Our mission is to be the voice o adultliteracy in Ireland and, with our partners,infuence policy and practice to supportpeople in developing their literacy.

Our objectives and actions

We have three objectives, each with relatedactions that will be central to raising adultliteracy levels in Ireland over the next threeyears.


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Objective 1: Policy

Work to ensure that national adult literacy policypriorities are implemented.

Why NALA wants to do thisOne o the National Action Plan or Social Inclusion (2007)targets is to reduce the number o adults with signicant literacydiculties to between 10% and 15% o the adult population by2016. We will only know how much progress has been madein achieving this target when the results o the Programme orInternational Assessment o Adult Competencies (PIAAC) arepublished in 2013.

In 2007, the National Skills Strategy set a target o upskilling70,000 people rom levels 1 and 2 on the National Frameworko Qualications (NFQ) to level 3 and a urther 260,000 upto NFQ levels 4 and 5 by 2020.9 The National Skills StrategyImplementation Statement says: The progress made so arregarding the implementation o the Skills Strategy indicates thatthe most signicant challenge or the period to 2020 is upskilling

those at Levels 1-3 to Levels 4 and 5. This challenge will now begiven a specic ocusand ensuring the acquisition o literacyand numeracy skills will be key actors in determining the extentto which this challenge is met.10

There is a need to urther develop policies to achieve the nationaltargets contained in existing policy statements on adult literacy.

Two key policies need to be prioritised:

1) expanding the current adult literacy service, and

2) integrating literacy development across adult education andtraining, using national and international research on bestpractice.11

Together, these provide the best chance or us and our partnersto make a real dierence to adults with literacy needs and thecountrys adult literacy levels.

Actions

1.1 Publish what NALA identies as the required developmentsor raising national literacy and numeracy levels.

1.2 Carry out a campaign highlighting what adult literacymeans or wider social and economic development inIreland to persuade politicians and policy makers to investadequate resources in the ollowing areas:

intensive literacy or people in the labour market, amily literacy or those wishing to develop their own and

their childrens literacy,

general adult literacy programmes or people in thecommunity, and

incentives to encourage greater participation.

1.3 Continue to work with lead agencies and key policy makersconcerned with the wider adult education and trainingsector(DepartmentofEducationandSkills,IVEA,FS)onhow to progress a national plan to integrate literacy andnumeracy within their programmes.

1.4 Form a policy working group with AONTAS to advance ourcommon agenda or the adult learning sector.

Key performance indicator

There is clarity between partners about roles, the policypriorities, agreed steps and timerame to implement them.


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Objective 2: Practice

Develop better literacy and numeracy learningopportunities through:

anintegratedlearningapproach,and

othereffectivemethodssuchasdistanceandblended learning.

Why NALA wants to do this

New approaches are required to enable adult literacy studentsto overcome barriers to accessing, taking part and achievingsuccess in adult and urther education and training. Researchcarried out by the Basic Skills Agency in 1997 shows thatstudents who received literacy support while engaged inurther education were three times less likely to drop out otheir course.12 Together with our partners, we are well placed toguide the development o new approaches to enable studentsto overcome barriers to access, participation and success inadult and urther education and training.

OurjointworkwiththeIVEAonintegratingliteracy,inparticular,

is a good model or uture collaboration. A combined researchprojectinaVECfurthereducationcollege13 is another exampleo successul partnership. We have also worked nationallywithFSCommunityTrainingCentrestocreateanintegratedstrategy or literacy and numeracy development.14

We see fexible and blended learning options as importantparts o the opportunities available to people who wish to moveup through the National Framework o Qualication rom levels1, 2 or 3. We have developed a distance learning service andwish to urther explore digital technologies to expand learningopportunities.

We keep our members up to date about relevant changesin teaching and learning through our events or students,volunteers, tutors and managers. Our links with students, inparticular, have been crucial in ensuring that we hear, considerand communicate students views.

Actions

2.1 ContributetotheplansofVECsandFStoadoptanintegrated literacy approach through policies, guidelines,continuous proessional development and supportmaterials.

2.2 Research eective methodologies and the impact oteaching and learning in adult literacy.

2.3 Explore the use o digital broadcast technologies toprovide new learning opportunities.

2.4 Develop additional content and accreditation options orwww.writeon.ie, including Recognition o Prior Learning.

2.5 Oer proessional and student development events linkedto Guidelines or Good Adult Literacy Work (2005).

Key performance indicator

There are agreed benchmarks that will support continualmeasurement o our progress towards:

achieving an integrated learning approach, and

developing other eective teaching methods such asdistance and blended learning.


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Objective 3: Access

Make it easier or people with literacy diculties to:

takeupliteracyandnumeracylearningopportunities,and

useotherservicesaimedatthepublic.

Why NALA wants to do thisOne o our main concerns is to encourage adults with literacydiculties to take up learning opportunities. To ull this, we willcontinue to raise awareness o the literacy issue and the optionsavailable through national advertising, in partnership with An Post,and through other media work.

Another main concern is to infuence and support organisationsto be more accessible to people with literacy diculties. By usingplain English and other appropriate approaches, organisations canreach more people in particular those with literacy diculties and enable them to ull their potential, access entitlements andbetter use services. Without these approaches, organisations maybe losing current and potential customers due to complicatedcommunications and procedures. These not only lead tomisunderstandings, mistakes and complaints but also create an

unnecessary disadvantage or people with literacy diculties.

Research conducted internationally demonstrates the businesscase or using plain English. For example, local governmentsand private companies have seen signicantly reduced costs andimproved sta morale and eciency as a result o rewriting evenone key letter,15 set o instructions16 or application orm.17 In Ireland, there is growing awareness o and interest in using plainEnglish, particularly among the public sector. To date, NALA hasworked with our Government departments, more than a dozenState bodies and a number o local authorities to improve theirwritten communications.

Actions

3.1 Lead a national promotional campaign on the benets olearning or adults with literacy and numeracy needs.

3.2 Become the recognised national leader in plain Englishthrough our services to organisations and our awarenesscampaigns.

3.3 Work with the Department o Health and Children, the

Health Service Executive and other health bodies todevelop a health literacy policy and implementation plan,building on the results o the European Health LiteracySurvey (due to be published in 2011).

3.4 Develop and implement a web strategy to includeawareness raising, learning and communications.

Key perormance indicators

More people are accessing learning opportunities as a result oNALAs actions.

More organisations are communicating in plain English as a

result o NALAs work.


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How we will achieve these objectivesWe intend to achieve each o our three objectives by using theollowing strategies.

Partnership

We will work with:

adults with literacy diculties,

people wishing to return to learning,

educationandtrainingproviders(VECsandFS),

organisations dealing with the public, and policy makers, including the DES, and other stakeholders

such as AONTAS and other non-governmental organisations.

Voice o adult literacy

We will make sure the views and experience o adults withliteracy diculties are:

reectedinourwork,and

consideredbypoliticians,policymakersandpublicbodies.

Advocacy

We will seek to: persuadepolicymakerstoincreasefundingforadultliteracy

and numeracy,

supporteducationandtrainingproviderstoenhanceanddevelop their teaching practice,

encouragepeoplewithliteracydifcultiestodeveloptheirskills, and

helporganisationstobeawareofadultliteracyandnumeracy issues and respond appropriately.

Research

We will:

positionourselvesasadrivingforceinadultliteracyandnumeracy research,

commissionrelevantresearchandsharendingswithkeystakeholders, and

useevidencetoinformourpolicyproposalsandouradviceto organisations on adult literacy issues.

How we will implement and evaluate this plan

We will:

developannualworkplans;

usethebalancedscorecardtoevaluateourprogressanduseofstrategieseachmonth;

delivermonthlyprogressreportstoourExecutiveCommittee;and

publishannualreviewsofourprogressonthisplan,inparticular in relation to our key perormance indicators.


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Glossary o terms

AccreditationIn education, certiying thatsomeone has a certain standardo knowledge or skills.An example is when someonereceives a certicate or otherqualication rom an educational

institution or proessional bodywhen they successully nish acourse.

AdvocacyActively supporting or arguingor a cause, idea or policy, whichmay involve raising awareness,recommending particularaction and, or, speaking up orindividuals rights

BenchmarksA standard by which somethingcan be measured or judged

Balanced scorecardA system that measures how

well an organisation perormsacross our areas nancialperormance, customersatisaction, internal operationsand learning and growth

Blended learningA mixing o dierent teachingand learning techniques,usually ace-to-ace tuition andcomputer-based learning

Distance learningLearning that takes place whenlearners and tutors are separatedby either space or time, orexample by communicating overthe phone or internet instead oace-to-ace in a classroom

European Health LiteracySurveyA survey o eight Europeancountries to identiy andcompare rates o health literacy

EvaluationA process o studying somethingcareully and measuring itseatures against certain standardsto see what is good or needs tobe improved

FrameworkA model or system to organiseinormation or to plan, developor decide something

Implementation planA plan designed to assist aperson or organisation tomanage and monitor their work

Integrating literacyDesigning and deliveringeducation and trainingprogrammes in a way that helpsparticipants develop course-related language, literacy andnumeracy skills as part o thecore subject

IVEAIrishVocationalEducationAssociation an organisationrepresentingVocationalEducation CommitteesKey performance indicator

A sign that shows how well aproject or activity is workingand how it could work better

Learning opportunitiesThe range o literacy learningoptions, including individualand group tutoring, workplaceliteracy programmes and distanceeducation, among others

NumeracyThe competent use o everydaymathematical language,knowledge and skills and thecondence to manage themathematical demands oreal-lie situations

ObjectivesPlanned results to be achievedwithin a stated period in theuture

PIAACProgramme or the InternationalAssessment o AdultCompetencies (PIAAC) - a surveyto assess and compare the basicskills o adults around the world

Plain EnglishA way o presenting inormationthat helps someone understand itthe rst time they read or hear it

PolicyA course o action adopted or

proposed by an organisation orperson

RationaleThe reason or doing something

ResourcesPeople, equipment, services,unding or materials needed tocarry out a task

Vision In this plan, a mental picture osomething positive in the uture

VoiceIn this plan, taking account o theviews and experiences o adults

with literacy diculties

www.writeon.ie The website that allows adults tocheck their skills and then workon areas that they need help withlearning. Learners can then usethis site to apply or a nationalaward at Level 2 or 3.


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Reerences

1 SkillsandLabourMarketResearchUnit,FS(2009)National Skills Bulletin 2009.Dublin:FS.

2 OConnell, P.J. et al (2009) National Profling o the Unemployed in Ireland, ResearchSeries Number 10. Dublin: Economic and Social Research Institute.

3 National Adult Literacy Agency (2009) A cost beneft analysis o adult literacy training.Dublin: NALA.

4 Houses o the Oireachtas Joint Committee on Education and Science (May 2006)Fourth Report: Adult Literacy in Ireland. Dublin: Stationery Oce.

5 Morgan, M. et al (1998) International Adult Literacy Survey: Results or Ireland. Dublin:Stationery Oce.

Expert Group on Future Skills Needs (2007) Tomorrows Skills Towards a NationalSkills Strategy. Dublin: Fors.

6 FS(2009)Irish Labour Market Review 2008.Dublin:FS.

7 National Adult Literacy Agency (2009) A cost beneft analysis o adult literacy training.Dublin: NALA.

8 Dugdale, G. and Clark, C. (2008) Literacy Changes Lives: An Advocacy Resource.London: National Literacy Trust.

9 Expert Group on Future Skills Needs (2007) Tomorrows Skills Towards a NationalSkills Strategy. Dublin: Fors.

10 Department o Education and Science (2010) National Skills Strategy ImplementationStatement. Available at: http://www.education.ie/servlet/blobservlet/PR10-03-20.doc

11 Casey, H. et al (2007) You wouldnt expect a maths teacher to teach plastering....:Embedding literacy, language and numeracy in post-16 vocational programmes theimpact on learning and achievement. London: National Research and DevelopmentCentre or Adult Literacy and Numeracy.Kis,V.(2010) Learning or Jobs: OECD Reviews o Vocational Education and Training -Ireland. Paris: Organisation or Economic Co-operation and Development.

12 Kis,V.(2010) Learning or Jobs: OECD Reviews o Vocational Education and Training -

Ireland. Paris: Organisation or Economic Co-operation and Development.13 Hegarty, A. and Feeley, M. (2009) Literacy-riendly urther education and training.

Dublin: NALA.

14 Mc Skeane, E. (2009) Living Literacy a whole organisation approach to integratingliteracy in vocational training. Dublin: NALA.

15 Plain Language Action and Inormation Network (2010) Plain language: the bottomline.Available rom: www.plainlanguage.gov/whyPL/benets/bottomline.cm

16 Grotsky, R. (2004) Plain language: its eect on organizational perormance.Clarity No. 51 (May 2004), pp. 17-18.

17 Word Centre (2008) The business case.Available rom: http://www.wordcentre.co.uk/page57.htm

Copyright @ National Adult Literacy Agency 2010

ISBN: 978-1-907171-11-6

Published by:The National Adult Literacy AgencySandord LodgeSandord CloseRanelaghDublin 6Telephone (01) 412 7900Fax (01) 497 6038Email [email protected] www.nala.ie


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28 Strategic Plan 2011-2013

National Adult Literacy Agency

Sandord LodgeSandord CloseRanelaghDublin 6

Telephone (01) 412 7900Fax (01) 497 6038Email [email protected]

NALA website:www.nala.ie

Literacy learning websites:www.writeon.iewww.literacytools.ie

Freephone support line:

1800 20 20 65

EuropEan unionStruCturaL FundS

NALA Strategic Plan 2011 - 2013

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