Language, Literacy & Numeracy Policy

1.0 Policy Overview

CEAV Institute is committed to ensuring successful student outcomes by only enrolling students who have the capacity to fulfill the requirements to complete the qualification in which they have enrolled. All marketing materials clearly state that prospective candidates must have the language, literacy and numeracy skills to succeed. Additionally they must be employed in career development or a related field, working with others in career transitions.

The CEAV Institute (The RTO) is committed to providing clear information to its candidates about the detail of the language,
literacy and numeracy assistance available and to take due account of language, literacy and numeracy when designing and
delivering courses included in the RTO’s scope of registration. All candidates are required to complete a LLN assessment prior to enrolment.

Some RTO clients may be more likely to need language, literacy and numeracy support than others. These clients may include:

1.1 Candidates whose first language is not English
1.2 Candidates with lower educational attainment
1.3 Candidates whose training/education has been disrupted by disability, and
1.4 Candidates of Aboriginal and Torres Strait Islander origin.

At the time of enrolment, the RTO considers a Candidate’s profile to get a general indication of the language, literacy and
numeracy support that may be needed. The NVR standards require the dissemination of clear information prior to enrolment. It is not only an equity issue to do this, it can make good business sense.

The RTO ensures that all documents are written in plain English. We test out their clarity with Candidates, and use that
information to improve them. We may also decide to provide information in forms other than written. For example we could provide information to prospective Candidates through group sessions, interviews with individual clients or on the phone.

Depending on the scale and scope of operations and our client base, we would support the clients unique learning needs by
referral to relevant services and could consider the following strategies to help ensure all people have access to our information.

For example

  • Large print in documents and web sites could be provided to help people with visual impairments.
  • Allowing interpreters, carers and other advocates to participate in, and where necessary mediate information on behalf of candidates can assist.

2.0 Advice for Trainers and Assessors – Language, Literacy and Numeracy and Training Delivery

In everyday workplace tasks it is common for a person to use and respond to spoken and written language and use numeracy skills at the same time, all within a cultural context, which needs to be interpreted and responded to appropriately.

When designing workplace learning and assessment tasks, the trainer should be aware of this interlinking of language, literacy and numeracy. However there will also be situations in which only one of these skills is the focus of the training, e.g. calculation of financial budgets.

Although you will find the terms ‘language, literacy and numeracy’ generally used together in this document they are not
interchangeable or always linked. Each term is defined below.

3.0 Language

In its broadest sense, language involves the words, verbal structures and gestures we use to convey meaning. In using
language we generally use a combination of communication forms such as speaking, listening, reading, writing and visual
communication. Visual communication skills underpin the agreed language of the Australian deaf community, Australian Sign
Language (AUSLAN).

Language can also refer to individual languages such as English, Mandarin, Warlpiri. Our workplaces often involve a mix of
language groups and sometimes workers can hold technical competency without English language competency.
Language changes over time and context. Industries have their own vocabulary, including jargon, technical terms and
acronyms that workers must understand. This can be very challenging for some people, particularly those for whom English is not their first language. Take the word ‘cookie’ for example. A baker may bake it, a photographer may attach it to a light stand and an IT technician may stop it being transmitted over the Internet.

Effective cross-cultural communication requires a range of skills including the ability to appreciate that there may be variations in the value placed on the communication forms of language. For example, while written language is highly regarded in the English language, Indigenous languages place higher value on verbal and visual communication forms.

4.0 Literacy

Literacy is the ability to read and use written information as well as to write appropriately, in a range of contexts. Literacy
involves the integration of speaking, listening, and critical thinking with reading and writing. Literacy skills enable us to interact with one another to achieve particular purposes: to explain, debate, retrieve and provide information, explore issues, entertain and create.

Literacy is about our social application of language, for example in our homes, communities, schools and workplaces. Like
language, literacy practices change over time and context. We have seen this over the last decade with emerging multi-media and information technologies and our multi cultural society.

The literacy demands placed on individuals also change throughout their lifetimes. As we experience new situations we need to continually adapt and extend our literacy skills.

5.0 Numeracy

Numeracy involves the practical application of mathematical skills to absorb, use and critically evaluate information in numerical or graphical form.

Depending on the context this can include basic number skills, spatial and graphical concepts, the use of measurement and
problem solving. Numeracy may also involve literacy, for example when extracting mathematical information from written text.

In the workplace the methods used to achieve certain numeracy tasks will differ according to the workplace requirements, technology and culture.

Language, literacy and numeracy skills underlie almost all areas of work to some extent. From the factory floor to the highest level of management, language, literacy and numeracy skills influence the performance of workplace tasks.
Research has indicated that many adult Australians do not have the language, literacy and numeracy skills they need to
effectively participate in vocational training and workplace communication. The increasing importance of ‘generic’ or
‘employability’ skills such as teamwork, communication and problem solving in the workplace highlights the need for
underpinning language, literacy and numeracy skills.

6.0 Language, Literacy and Numeracy and Training Environments

Training environments can often demand particular language, literacy and numeracy skills from participants. These may not
necessarily be the same skills that are demanded in the workplace.
You need to pay attention to the language-related skills you are expecting of Candidates to participate in training and
assessment and make sure these do not exceed workplace requirements.