The provision of adult language, literacy and numeracy (LLN) courses, both accredited and non-accredited, has grown significantly in the last 15 years or so. During this period though the contribution of non-accredited community adult LLN courses may have been overshadowed by the focus on accredited training and registered training providers. Darryl Dymock in his 2007 report, Community adult language, literacy and numeracy provision in Australia: diverse approaches and outcomes, states that thousands of adults each year receive non-accredited community language, literacy and numeracy assistance in Australia. Many choose this form of assistance because they either do not need or would struggle with accredited courses. Two thirds of the students are women with the largest group in the 30-49 years age group.

In an education and training world where so much emphasis is placed on certification, a case for continuing provision of non-accredited language, literacy and numeracy learning opportunities is problematic, given that the numbers involved are relatively small and statistics are not systematically reported. However, the reality is that, nationally, there are thousands of adults in non-accredited courses, because this sort of learning suits them best at their particular stage of life. To try to force them initially into accredited courses will not help them achieve appropriate personal development and learning outcomes. It may also turn deter them from learning and hence further education or employment (Dymock 2007, p.36).

Dymock found that the four top reasons that people seek LLN assistance are:

1.  To learn or improve English for everyday living;
2.  To return to the workforce or to seek employment;
3.  To gain more control in their lives; and
4.  As a social opportunity to meet people.

One of the most important findings was the link between learning and improvements in self esteem and self confidence.

Dymock quotes a British study by Eldred et al. (2004) in his follow up research with Stephen Billet, 'Assessing and acknowledging learning through non-accredited community adult language, literacy and numeracy programs' (NCVER 2008):

Without increases in confidence, many adults will remain non-participants, not achieving their full potential in personal development as well as skills and qualifications. The importance of non-threatening first-step learning which gives learners time to gain confidence, (and) develop their identity as successful learners, and supports diverse aims and aspirations is vital. (Eldred et al. in Dymock & Billett 2008, p.28).

The importance of safe 'first-step' learning in environments that are known to and trusted by the learner are supported in several other ALRP reports. Overall, Wickert and McQuirk (2005) call for more funding and support for community integrated LLN approaches outside of formal learning settings, whilst Hayes, Golding and Harvey (2004) offer an interesting case study of fire and emergency service training in small and remote Australian towns.

Apart from the classroom, what are the potential sites for learning in your community?

Interesting report in VOCED

'I've opened up': exploring learners' perspectives on progress: level 1 and level 2 learners in community-based adult literacy programs, Susan Lefebvre et al. 2007.

Did you know?

The revised National Reporting System has been renamed the Australian Core Skills Framework (ACSF). It has an updated section on Learning Strategies but Dymock's research suggests that this may not be the best instrument for measuring such outcomes in non-accredited programs.

Dymock and Billett trialled several instruments to measure wider benefits from non-accredited learning, such as increases in self-confidence. These instruments can be found in their report, Assessing and acknowledging learning through non-accredited community adult language, literacy and numeracy programs' (NCVER, 2008).

How do you measure such progress in your classroom?

The Adult Community and Further Education (ACFE) Board in Victoria has developed a quality framework, called the A-Frame, to support the development and delivery of pre-accredited programs in ACE.