Below are some further thoughts on my design for how to deliver and assess the National Diploma in Adult Literacy and Numeracy Education (NDipALNE):

Components

1. Context: Influences.
2. Good teaching: Personal Approach
3. Good teaching: Case Study
4. Embedded Literacy and Numeracy Project 1: Programme Focus
5. Embedded Literacy and Numeracy Project 2: Numeracy Focus

Next I’ll break each of these down with a New Zealand and international focus as appropriate

1. Context: Influences

This short project should look at the impact of national and international influences on the adult literacy and numeracy sector:

• Either: in Aotearoa New Zealand.
• Or: in another country where the candidate is working

Assessment evidence could be either a written report, digitally recorded oral presentation, or combination of both as negotiated.

2. Good teaching: Personal Approach

This short project should evaluate a personal approach to strengthen adult literacy and numeracy practice:

• Either: in Aotearoa New Zealand.
• Or: in another country where the candidate is working

Again, assessment evidence could be either a written report, digitally recorded oral presentation, or combination of both as negotiated.

3. Good teaching: Case Study

This project should demonstrate knowledge of literacy and numeracy for adults

• Either: in Aotearoa New Zealand from the perspective of Te Ao Maori
• Or: in another country from another multicultural or indigenous educational perspective.

Assessment evidence could lend itself to a portfolio approach combining written and digitally recorded narrative, discussion, description, and reflection.

4. Embedded Literacy and Numeracy Project 1: Programme Focus

This is the first of two longer projects that incorporate a combination of relevant theory, planning and development work, as well as practical application of the skills learned. The main focus for this project would be on developing a robust embedded LN programme in a particular context with reference to these areas in particular:

• Planning to embed literacy and numeracy within training and education programmes.  Planning will account for two different programmes as well as learners with diverse needs.
• Developing one of these programmes in detail including with regards to learning outcomes, diagnostic processes, teaching and learning modules, embedded literacy and numeracy activities, formative assessment, and evaluation processes
• Delivering the programme, analysing the impact, and disseminating the results to stakeholders.

Assessment evidence could lend itself to portfolio assessment plus a written report and delivery of a digitally recorded oral presentation.

For candidates working in an international environment, the context will be a country other than New Zealand and with reference to other multicultural or indigenous educational perspectives as appropriate. Commentary and analysis as required will also reflect this.

5. Embedded Literacy and Numeracy Project 1: Numeracy Focus

This is the second of two longer projects incorporating theory and practice. The main focus for this programme is the development of numeracy understanding with measurement as a case study. Programme development and delivery will still include literacy, but there will be a strong contextualised numeracy component. The project will include:

• Developing the candidate’s own understanding of adult numeracy learning and introductory numeracy concepts.
• Undertaking an organisational adult literacy and numeracy needs analysis.
• Preparing, facilitating, and reporting on an organisational literacy and numeracy programme with a focus on focus on numeracy and measurement.

Assessment evidence could lend itself to portfolio assessment plus a written report and delivery of a digitally recorded oral presentation.

Again, for candidates working in an international environment, the context will be a country other than New Zealand and with reference to other multicultural or indigenous educational perspectives as appropriate.

What do you think? Let me know in the comments.