The Crux of the Matter - Training Queensland - Queensland ...

Introduction
Since 1998, LLN content has been ‘built-in’ to all
Training Packages and accredited course content
and has become an integral part of all vocational
qualifications within the Australian Qualifications
Framework (AQF). Each state and territory also
has stand-alone accredited LLN courses that are
delivered as part of adult general education.
To develop the appropriate workplace
communication and employability skills of all
learners across all AQF qualifications it is essential
that you ensure LLN is not seen as an issue just for
learners with low-level skills.
Whilst some learners will have more trouble
developing LLN skills than others and may require
specific assistance, LLN is an issue across the board
for all learners as LLN skills underpin the way we
communicate and learn. As a result, LLN are now
seen as both an issue of equity and of quality, and
therefore relevant to all AQTF standards.
LLN in VET
In the past, LLN issues in vocational training were
seen as an ‘equity only’ issue, and not critical
to vocational training. Learners who had such
difficulties were labelled as having a ‘deficit’ and
lacking the ability to ‘cut it’ in training. National and
international studies and decades of research and
practice have shown this is simply not true.
The crux of the matter is that speaking and listening,
reading and writing and using numbers in a variety
of practical ways underpins workplace skills. For all
learners, LLN are key underpinning skills that will
support their vocational learning, the development
of their employability skills and their workplace
communication skills whatever level of course or
training they are doing.
Research by state and national vocational training
bodies indicates that any LLN associated with
vocational training is best delivered within the
context of that training wherever possible. This is
because all vocational learners will be developing
LLN skills as they take on vocational competence.
Attention to LLN issues is not just the responsibility
of a few specialist teachers. The risk in this approach
is of failing to reach all learners needing assistance.
To manage this, all staff dealing with training and
assessment require knowledge about vocational
LLN.
Taking a holistic approach to LLN can assist high
competency completion rates, learner engagement
and employer satisfaction. This means providing
policies and procedures that deal with LLN from
both an access and equity perspective and from
an integrated skills perspective. Overall, a holistic
approach allows quality training and assessment
services to be delivered that fully comply with the
AQTF.
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