Integrating literacy and numeracy: final report

SOLAS, the Further Education and Training Authority for Ireland, commissioned ICF Consulting Services to examine the delivery of integrated literacy and numeracy (ILN) in further education and training (FET). The purpose of the study was to explore the benefits and challenges associated with integrated approaches, the extent of existing practice and evidence of impact. The study included a review of the current landscape in relation to ILN to develop a set of policy considerations for SOLAS in terms of potential future action to support effective ILN. The study used a relatively broad definition of ILN, drawing on the definition used by the National Adult Learning Agency (NALA): 'Developing the subject knowledge and skills and the related language, literacy, numeracy ... as interwoven elements of a single process. In the vocational or subject classes, it is a planned approach and a moment-by-moment attitude and practice on the part of teachers and learners'. This definition encompassed a wide range of activities and approaches, which could be characterised for analytical purposes in terms of three models: (1) the provision of discrete literacy and numeracy sessions timetabled around FET courses; (2) embedding teaching of literacy and numeracy within the content of occupation-specific training; and (3) informal, responsive literacy and numeracy support provided by FET tutors to their learners on FET programmes.

This report presents analysis of the overall delivery of ILN across the 16 Education and Training Board (ETB) areas, describes how ILN is delivered, presents the outcomes and impacts of ILN, and sets out the study conclusions and recommendations. The research shows that there is already a base of existing practice in integrating literacy and numeracy that ETBs can build on. SOLAS should consider focusing on increasing the visibility of existing practice and providing tailored support to enhance the existing landscape. Specific areas to consider are: collating and sharing ILN resources developed by FET providers; providing training to leaders in ETBs and providers in relation to the organisational approaches to integrating literacy and numeracy; reviewing funding arrangements with Adult Learning Services to ensure they are sufficiently incentivised to work with FET providers to deliver ILN programmes; consider supporting the FET sector to employ a consistent approach to conducting initial learner screening; ensuring support for a plurality of models for integrating literacy and numeracy within FET; and promoting the particuarly effective features for delivering ILN visible across the various models.

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