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    Literacy and language skills in the new vocational training environment : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts (Social Sciences) at Massey University
    (Massey University, 1996) Sutton, Alison Joy
    Significant numbers of New Zealanders do not have adequate literacy, numeracy and spoken English language skills for the demands made of them in the workplace, particularly where workplace reform initiatives have increased the quantity and sophistication of the skills required. Recent reforms in the national vocational education and training system are intended to increase participation in education and training, yet many adults with poor literacy skills never participate in post-school training and therefore may not be able to make use of these new opportunities. Industry Training Organisations (ITOs) are responsible for the design, management and delivery of training for their respective industries, and are national standards-setting bodies for the National Qualifications Framework. ITOs are therefore key stakeholders in the vocational training arena. This study evaluated the extent to which a sample of senior managers from 32 ITOs recognised literacy, numeracy and language skill levels as significant issues and the manner in which literacy skills are being incorporated into industry qualifications on the Framework. The evaluation used an enlightenment evaluation methodology to provide a policy focus to the research. Literacy, numeracy and language skills were regarded as significant by only a small of respondents, but this is likely to change when more workers participate in training and in particular when large numbers of learners are assessed against unit standards. Some ITOs have put strategies in place to support learners with limited literacy skills, but these are not adequate. There was some evidence of poor assessment practices. There was confusion about the most effective way to integrate literacy, numeracy and language skills into qualifications and the methods used were not in keeping with research on the transfer and integration of literacy skills from a training context to on-the-job performance. In order to improve the integration of these skills into the training system national policies and common definitions need to be established, supported by substantial research.
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    Remaining student centred : a critical discourse study of an adult literacy organisation's publicity in Aotearoa New Zealand from 1973 to 2009 : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy, School of Communication, Journalism and Marketing, Massey University, Wellington, Aotearoa New Zealand
    (Massey University, 2013) Shearer, Fiona Margaret
    This thesis undertakes a historical critical discourse study of an adult literacy provider’s publicity in Aotearoa New Zealand. It investigates how the organisation attempted to publicise a critical literacy mission and communicate with hard-to-reach learners within the structuring effects of wider marketised publicity discourses and a hegemonic functional account of literacy. Drawing on Laclau and Mouffe’s Discourse Theory and Habermas’ critical theory of publicity, the research found that the case study organisation, Literacy Aotearoa, was increasingly impacted by the need to produce marketised publicity which centres on garnering positive attention from state funding agencies and business. Despite the paradox that in order to raise funds it had to publicise and in order to publicise it had to raise funds, Literacy Aotearoa managed to produce glossy, branded publicity in order to survive a tight fiscal environment. At the same time, it also articulated a student-centred critical literacy discourse in its publicity which was able to critique impediments to adult literacy provision. In addition, Literacy Aotearoa carefully engaged with lowkey publicity methods that were better suited to learners’ needs. This reconciliation of diverse literacy and publicity needs was achieved, in large part, due to the commitment, skills and resources of practitioners and learners in the organisation. However, because of the organisation’s need to identify with commonsense understandings of literacy learners as “lacking”, stubborn deficit discourses remained in the organisation’s publicity, which were at odds with a more empowering learner identity, although these discourses became less obvious in later years. In addition, the strain on the organisation’s resources in adhering to accountability requirements in a competitive funding environment impacted the organisation’s full potential to connect with all learner audiences. Building on previous recommendations for the sector, this thesis argues that in order to increase the sector’s ability to reach a diverse range of adult literacy learners, agencies should support learners to publicise in their own social networks. It is also argued that this labour-intensive publicity work, which better meets the particular information and communication needs of adult literacy learners, should be recognised and supported in state policy and funding.