Why we need an international strand built into NZ’s literacy & numeracy professional development qualifications including the NCALNE (Voc)


My organisation, ALEC, delivers training that leads to the National Certificate in Adult Literacy & Numeracy Education (Vocational/Workplace) – otherwise known as the NCALNE (Voc).

This qualification and the related unit standards will come up for review in 2013 or at some stage in the next 18 months.

  • I would like to be part of any and all discussions, working groups, consultation, or expert review of the NCALNE (Voc), unit standard 21204, and also the level 6 National Diploma in Adult Literacy and Numeracy Education (NDipALNE).

I’ve written to NZQA to let them know. Last time around I was kind of locked out. At least that’s how it felt. I was the new kid on the block then. Well, newish. But that’s another story. Also, many of my competitors are no longer doing this training. And that’s another story as well.

In any case, I think that there is some scope to revise the NCALNE (Voc) and NDipALNE so that there is a International Environment strand in addition to the NZ context that already exists (which could sit in a New Zealand environment strand). This would open up the training and delivery to export.

The TEC have already signalled that they want to export aspects of the national infrastructure that we have in place for literacy and numeracy including the Literacy and Numeracy for Adults Assessment Tool (LNAAT).

The qualifications – the NCALNE and the NDipALNE – are the perfect vehicles for transmitting information about a country’s infrastructure for literacy and numeracy, but they’re just not quite ready in their current format.

My suggestion is that we redevelop the qualifications with an International Environment strand that can sit in parallel with the New Zealand content in a New Zealand Environment strand. There is already a precedent for this in New Zealand if you look at the National Certificate in Adult Education & Training (NCAET) which has a similar set up with both International Environment and New Zealand Environment strands available.

Another interesting aspect of this redevelopment is that it might also open up opportunities for other indigenous and multicultural groups overseas to look at how their own educational models could be incorporated into training and delivery (e.g. based on how Matauranga Maori concepts and approaches have been incorporated here).

Probably what I need to do is draft up the international strand and post it here. Any thoughts? Let me know in the comments.

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