Learner Success Stories: What Constitutes, and Contributes to, Success in Tertiary Vocational Training Courses?

Abstract

In this article, adult learner experiences of embedded literacy and numeracy within vocational programmes in New Zealand are explored and described to identify what these learners felt had contributed to their success as learners. The embedded approach is a distinctive feature of the adult literacy and numeracy education infrastructure in New Zealand. Two models of data collection were used: in one model, literacy and numeracy events were recorded through photos taken by learners of their own use of literacy and numeracy practices. A follow-up interview was held where the learner explained the significance of the photos to the researcher; in the other model, focus-group interviews were held with two to six adult learners about their learning. The transcripts from both models were collated and then interrogated for themes across the stories. Learners above all valued the support they were given that enabled them to become successful ----this support came from tutors, peer group, friends and families. In a few cases, learners had determined they would succeed in spite of their home circumstances and had needed extra support from the institution. Since being enrolled in a vocational course where the focus was on literacy and numeracy, within a meaningful context that offered them entry into gainful employment, these learners had grown in confidence and self-directedness, and had developed a determination to succeed. They had gained literacy and numeracy skills at the same time as developing vocational skills. Their success had led to a changed attitude and disposition towards lifelong learning.

Special Interest Group report: Literacy and numeracy competency of ITE students

“…We need to consider people who come from diverse backgrounds, who can relate to our learners in classrooms and who have a disposition for learning. Research related to adult learning shows that adults will learn effectively when they want to learn on a need-to-know basis provided they are supported effectively (Harlow, 2013;Tertiary Education Commission, 2012). It is also critical that right from the outset the student teacher is positioned as a learner and they take responsibility for their own learning.…”