The Resource Centre contains practical material about good teaching and learning in the tertiary sector. The Resources can come from the Communities and Project Groups on the site. The Resources are high-quality, well-presented, evidence-based, and relevant to New Zealand.
This section includes items relevant to Foundation and Bridging Education, including Literacy, Language and Numeracy (LLN).
Most recent resources about Foundation and Bridging Education
This publication describes how introducing team-based, creative learning exercises and assessments into a social science elective improved student retention, course pass rates, and improved socio-educational outcomes for both students and teachers.
This publication describes how the early childhood Māori management/learning model of 'Atawhaingia Te Pa Harakeke' has been incorporated into ACE practices in order to better meet the learning needs of Māori women.
These videos are a teaching tool designed for educators working in the tertiary sector to help them better understand Mātauranga Māori and models of practice that may assist with engaging Māori learners.
This Te Puni Kōkiri report examines the contribution of the State sector in improving Literacy and Numeracy for Māori in the workforce. It focuses on good practice features in programme design and delivery, and illustrates good practice in action from the review’s case studies.
This report explores what digital information literacy is and how it could be most effectively applied in tertiary education., and identifies methods to develop adults’ digital skills and capabilities, and to understand how these contribute to lifelong learning.
The purpose of these videos is to develop greater understanding of Pasifika peoples and provide a Pasifika lens through which to view tertiary teaching. The videos assist educators to better engage Pasifika learners and provide a more responsive learning environment.
This Ministry of Education report describes a project undertaken to explore what digital information literacy is and how individuals can obtain it. Digital information literacy takes dedicated time, intensive support and the opportunity to experiment with a range of information and communication technologies.
This Ministry of Education report describes a project that supplemented workplace learning with online numeracy activities. It found that simple online tasks that trainees completed in their own time helped them to improve their numeracy skills.
This Ministry of Education report summarises the findings of a project on how different tertiary education organisations teach literacy, language and numeracy skills as part of their programmes. Includes cases studies from five institutions: a wānanga, a polytechnic, two private training establishments, and an industry training organisation.
This project is focused on defining 21st Century skills and developing ways to measure them using technology. It will also address the pedagogical implications and provide evidence on how the skills can best be developed in education.
This research project was commissioned by the Joinery Industry Training Organisation (JITO) to understand learning on and off the job, the connections between them, and where learning support (specifically with literacy, language and numeracy) can be provided.
An observational study of literacy, numeracy and language teachers. Researchers observed a group of literacy, numeracy and language tutors teaching adults to gain an insight into some current teaching practices in New Zealand.
The New Zealand Literacy Portal is a rich source of free online information for people interested in adult literacy. It is designed to provide a knowledge base of adult literacy information contributed by both New Zealand and international organisations.
This synthesis provides an overview of research and evaluation information drawn from all recent New Zealand adult literacy, language and numeracy (LLN) initiatives. Commissioned by the Dept. Labour to inform the Upskilling Partnership project, which is researching approaches to engage employers in workplace literacy, language and numeracy programmes, to help raise their productivity.
This literature review considers research into the effective teaching practices in literacy, numeracy and language teaching. Auckland Uniservices conducted a literature review on behalf of the Ministry of all original research studies into effective adult literacy teaching practices.
This report explores success in literacy and language learning for Māori adults. It captures the perspectives of Māori tutors and students who were or undertaking, or considering, tertiary education at introductory, foundation or certificate level.
This report explores success in literacy and language learning for Māori adults. It captures the perspectives and voices of learners, tutors and providers in foundation learning programmes. It describes how Māori tutors reinforce and strengthen their Māori learners’ identities through ensuring that Māori tikanga and values pervade the teaching and learning environment.
This report summarises three research projects that explore how success for Māori adults in the learning foundations of literacy, language and numeracy can be built on the foundations of Māori culture and identity.
This report identifies critical factors for successful numeracy learning in tertiary education. It is based on the latest teaching and learning research from New Zealand and overseas. It sets out the practical implications of these findings for how providers teach numeracy, particularly as part of vocational qualifications.
The website presents quality information and resources to support those engaged in strengthening the literacy and numeracy of adults in New Zealand. Created by the University of Waikato as part of its work to establish a National Centre of Literacy and Numeracy for Adults which is funded by the Tertiary Education Commission.
The aim of this study was to gain an overview of how teachers teach literacy, numeracy and language (LNL) in New Zealand, by observing 15 literacy, language and numeracy teachers from tertiary institutions, community organisations, workplaces and private training establishments.
National Report on the Development and State of Adult Learning and Education in New Zealand in preparation for UNESCO's Sixth International Conference on Adult Education (CONFINTEA VI). Includes a section on 'Research Innovation and Good Practice' and 'Examples of effective practice and innovative literacy programmes'
This blog accompanies a project that will look at the characteristics of programmes, such as e-learning, mixed mode and distance learning, that have been successful in raising the literacy, numeracy and language skills of adult learners and could be used to supplement workplace training. Includes a series of webinars with overseas experts.
The purpose of this research study is to contribute to an understanding of what is required to enhance the assessment capability of tertiary education providers of learning in literacy, numeracy, and language.
This review outlines the work that is taking place in the area of workforce literacy in Australia. Since the report was written, the Department of Education Science and Training (DEST) (referred to in the report) has been replaced by the Department of Employment, Education and Workplace Relations.
This Guideline articulates the characteristics of quality teaching and learning of information literacy in New Zealand higher education. These characteristics represent a synthesis of practices and principles. They are drawn from a wide variety of approaches to information literacy teaching and learning, ranging from standalone programmes through to information literacy that is integrated in core university curricula.
This review draws on New Zealand an international literature and was commissioned by the Department of Labour to inform the Upskilling Partnership project, which is researching approaches to engage employers in workplace literacy, language and numeracy programmes. It includes in its findings information about the role of government, unions, and other stakeholders in LLN skills development, the barriers for employers to investing in workplace LLN training, industries that have issues with employees not having LLN skills, the links between productivity and LLN skills, and the benefits to employers and employees of enhancing LLN skills.
This synthesis provides an overview of research and evaluation information drawn from all recent New Zealand adult literacy, language and numeracy (LLN) initiatives. The report was commissioned by the Department of Labour to inform the Upskilling Partnership project, which is researching approaches to engage employers in workplace literacy, language and numeracy programmes, to help raise their productivity.
Research aims were to:understand more about the backgrounds, characteristics, motivations, and training of adult literacy practitionersunderstand more about the nature of their literacy practices in the various contextsunderstand more about their aspirations, their perceptions of positive and negative aspects of heir practices and of the contexts within which they workexplore the impact of such factors as class, gender and cultural background on the work of literacy practitionerscontribute to the building of relevant research capacities in the field.