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

Information sheet 2: Identifying the LLN skills of the learner
A LLN identification process gives an indication of
the learner’s likely LLN skill level to decide if a full
professional LLN assessment is necessary. Ideally a
LLN indicator will be a combination of:
• self-indication by the learner
• interview by the teacher / trainer regarding
educational background, experience and
motivation
• vocationally relevant LLN tasks.
Following are important points for an effective LLN
indication process.
Point 1:
Any LLN identification must be related
to the vocational training the learner is
about to undertake.
Each vocational area has a unique set of LLN tasks
that need to be addressed as part of training for
all learners. This unique information must be the
basis for LLN indication processes. The level of the
qualification alone does not give teachers / trainers
a measure of the complexity of LLN tasks that
underpin the vocational competence.
Point 2:
Principles of adult learning must be part
of any process for gauging learner LLN
skill levels.
The purpose of gauging the LLN skill level of a
learner is to assist the appropriate development of
the learner’s vocational training plan. The process
should alert both the teacher / trainer and the
learner to any need for further investigation of LLN
needs and additional support that may be required.
The process should be presented as a collaborative
and supportive one, not delivered under ‘test’ or
‘exam’ condition. The process must be supervised
by a person who has the skills and knowledge to
gauge LLN skill level and should never be used to
disadvantage or to discriminate against learners in
training.
Any assessment tool developed should:
• not test the knowledge and skills that would be
developed through the vocational training course
i.e. entry levels will be entirely different to exit
levels
• take into consideration the cultural sensitivities
and background experiences of the learner.
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