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MonitoringReport2005 Raise Foundation Skills So That All People Can Participate in Our Knowledge Society ← Tertiary Education Organisations | Home Page | Improving Quality in Foundation Education →
What are foundation competencies and skills?While this strategy refers to the need to Raise Foundation Skills so that all People can Participate in our Knowledge Society, it is not just skills that are important, but rather the knowledge, skills and dispositions that people require to be competent in a knowledge society. In this report, we use the term foundation learning in recognition of this wider understanding of what is needed to participate in a knowledge society. The NZQA Foundation Learning Quality Assurance Project has defined foundation learning as follows: “Foundation learning covers competencies in literacy, numeracy and language. In practice, foundation learning for adults may be defined as the application of a complex web of reading, writing, speaking, listening, critical thinking, problem solving, numeracy skills and communication technology so that people can achieve their own goals in meaningful social, cultural, vocational and/or learning contexts. Foundation learning may be in English or Te Reo Māori.”1
The change required to achieve this strategyThe overall goal of this strategy is to ensure that foundation learning results in real gains for learners and, over time, results in significantly improved literacy, numeracy and language levels in the population. This requires moving foundation learning from a relatively marginal position within the tertiary education system to being a core activity, underpinned by informed professional practice and improved diagnostic and teaching tools. It also requires improving access for those who are not currently participating. The greatest investment in foundation learning will continue to be in the compulsory education system. The responsibility of the tertiary education system is to facilitate access to learning foundation skills for those adults and young people who have not benefited from improvements in the compulsory system, or whose skills have become ‘out of date’. At the same time, connections and clearer pathways for learners between foundation learning and other types of education need to improve, including from school to tertiary education. This change will require stronger connections between TEOs and schools, as well as between TEOs themselves. Progress to 2005/06The analysis of profiles shows that less than half of TEOs had a change-focus on this strategy in 2005/07 and 2006/08, with ITOs most likely to have a focus on it.  Percentage of TEOs with change-focused objectives relating to ‘Raise Foundation Skills’ in profiles 2005/07–2006/08 Significant progress has been made in understanding and developing professional practice in foundation learning. There is now a much sounder evidence base around ‘what works’ in teaching and learning in this area. This information is being used to inform professional development for those working in foundation learning, quality assurance and funding of foundation learning. There has been a decline in foundation education funded through the Student Component fund. However, increased funding is being made available through the new Foundation Learning Pool, the Workplace Literacy Fund and direct to ITOs. This funding aims to open up learning opportunities to a wider range of learners, across various contexts and a range of providers. More students are leaving school with qualifications. However, as the labour market improves, fewer are going directly into certificate- or diploma-level study. Most ITPs are now involved in curriculum alignment projects that seek to make stronger connections between what is taught at school and what is taught at ITPs and that aim to make the transition from school to vocational education easier. The government is investing over $100 million in youth transition projects over a four-year period. It is currently focusing on improving coordination across the initiatives. Key challenges for moving forwardFrom the analysis of progress to date, the following key challenges for moving forward to achieve this strategy are evident:
1 Ministry of Education, Learning for Living: Te Ako mo Te Ora, Issue 4, December 2005. (↑) ← Tertiary Education Organisations | Home Page | Improving Quality in Foundation Education → Page last modified on 26 November 2006, at 06:29 PM |
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