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Summary and
Recommendations
Dublin Adult
Learning Centre
T
HE DUBLIN ADULT LEARNING CENTRE (DALC)
celebrates its tenth anniversary in 2007. During these
ten years, the landscape of adult education and
literacy provision in Ireland has changed considerably.
2
in addressing literacy difficulties. Of the one to one students,
43% were female and 56% were male. Nearly half (48.7%) were
employed. One important finding from the DALC student
database is the fact that of the 91 students registered with
DLAC in 05/06 who had received an accredited outcome
(not necessarily in that year), only 15 students had
started in one to one tuition.
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tuition. Both tutors and students give examples of specific
literacy skills they have acquired through tuition e.g. using
context for comprehension or specific computer skills. Whilst
students and tutors describe the specific strategies they have
developed through literacy tuition, they are more likely
to report their progression in terms of grounded
practical changes in their lives.
4
Recommendations
It is clear from the research that the one to one tuition provided by DALC meets
the goals and learning aspirations of a significant amount of adults returning to
avail of literacy tuition. The research has identified a number of progressions
that take place and can be identified and recorded by students and tutors. For
many students their learning needs are met through one to one tuition and they
do not aspire to have these achievements accredited. The value attributed by
the students to the learning experience is in their ability to apply their new
literacy skills in everyday situations. It is recommended that the perspective of
this body of literacy students be taken into account at the policy level as well as
by local literacy tuition providers. While these students may report types of
progressions that are similar to those of students pursuing accredited outcomes,
e.g. improved employment opportunities, they and their tutors more frequently
name outcomes related to changes in how they use literacy in their everyday
lives and increases in self-confidence.
5
This research focused on progression for students who remained in DALC.
Information from the database does reflect a number of students who register
with DALC and leave within a short period of time. Students interviewed were all
current and therefore they provide no information on the reasons people leave
shortly after beginning tuition or what might have supported their ongoing
engagement.
When all students conclude one to one tuition there is no formal exit interview
or final evaluation. It is clear from the research that adults engaging voluntarily
in education have reasons to cause them to leave tuition e.g. family care
responsibilities and often return at a later time or they may leave because their
needs were met. A final evaluation between tutor and student would also provide
an opportunity to assess and consolidate the progression that has taken place.
6
For some students it can be a significant progression to move from non-accredited
to a accredited course of study. Very few students who initially engage in one
to one tuition progress to accredited outcomes. The interviews with both student
and tutors support the finding that the majority of students who engage in one to
one tuition are interested in acquiring practical literacy skills that they can apply
in their everyday lives and were not motivated by the accredited outcomes.
Successfully attaining certification was seen as relevant for those seeking
employment. However the majority of one to one students were either
already in employment or not in the labour force.
While accreditation may have most relevance for those in or seeking to join
the workforce or those participating on Community Employment Schemes,
It is recommended that tutors are supported in exploring
accreditation options with one to one students.
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DALC is committed to student-directed learning. The student centredness of the
one to one tuition is reflected in the materials used and the approach taken by
tutors. In the initial stages of tuition it is difficult for many students to work within
a learner directed framework. This could be due to a number of factors, unclear
goals, uncertainty about the parameters of literacy tuition and prior educational
experience. However the philosophy of DALC and its tutors is to work with
the student to reach this stage of independence and direction.
The work of the Dublin Adult Learning Centre is supported by the following:
European Union
Structural Funds