Young adults' experiences
of literacy, language and numeracy
Interim findings from the YALP research
project
B. McNeil and L. Smith (2004), London: NRDC
This research is based on YALP's experience and previous
research, which concluded that the range and quality of
informal literacy, language and numeracy provision for young
adults varies enormously. There is little research that
can inform either the criteria for successful practice in
working with young adults on literacy, language and numeracy
skills, or the development of practices, materials and policy
in this area. Some of the questions that this study sought
to address are:
- Can provision be categorised as formal, non-formal,
or informal?
- Does an embedded approach work best with young adults,
and what do we mean when we talk about 'embedded'?
- Are youth work and teaching separate vocations?
Most of the literacy, language and numeracy provision considered
was taking place in community venues such as youth centres,
was embedded in other topics and fell somewhere on a continuum
of informal, non-formal and formal learning.
The report identifies 'what works' with young adult learners,
under various headings:
- 'Hooks' - build on learners' interests and offer rewards
- Pedagogy - this should be 'non-academic' and individualised
- Relationships - staff should have non-judgemental attitudes,
be friendly and allow the young adults to 'teach' the
practitioners
- Accreditation and outcomes - recognise what accreditation
may mean to the group, and help them see that it can be
a passport to work
- Engagement - this should be tailored to the individual
- Literacy, language and numeracy - ensure these are positively
projected, and embedded rather than bolted on or disguised
- The development of language skills often seemed to be
overlooked, and an improvement in communication skills
seen as a by-product of other activities rather than an
goal in itself
- It was difficult to find any projects delivering ESOL
(English for speakers of other languages) to young adults
in informal or non-formal settings
- The overwhelming majority of staff working in this area
were first and foremost youth workers, with a little basic
skills training; project managers tended to think that
youth workers had the right skills for engaging with the
young people, and to see youth work and basic skills teaching
as distinct professions
- The vast majority of practitioners do not have, or are
unaware of the existence of, suitable materials. Many
of the available resources are based around worksheets
that are not appropriate for this group and assume a willingness
to learn. However, most practitioners are using other
materials (such as magazines, newspapers, the driving
theory test, job application forms and websites) and making
their own resources.
Research consisted of 30 project visits, distribution of
over 300 questionnaires, over 30 follow-up telephone interviews
and a literature review.
For more information and to download this report or a summary,
visit www.niace.org.uk/projects/successfactors
This page also contains the final report of the YALP project,
and a downloadable list of resources suitable for use with
young people and available through the internet.
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