Equity and Diversity considerations
Different Contexts, different learners
TAFE NSW VET Pedagogy Project 2006 managed by Lynne Stallard, ICVET
Take home Messages
Pedagogy is dynamic and responds to the identified needs of learners and their social and personal circumstances.
It is crucial that teachers and trainers take time to understand the needs of their learners and match content and delivery to these needs. This is an ‘on balance’ activity as teachers strive to make their teaching more effective.
Stereotypical labels attached to equity groups may sometimes get in the way of good teaching. Within each identified grouping of students there are vast differences in ability and background.
Two of the many striking features of Australian society in the new millennium are its pluralist and multicultural composition. Progressive waves of migration since the end of World War II have made for a diverse and culturally ‘mixed’ Australia that often looks like a melting pot. Australia has a proud history of racial accommodation and much of the success can be attributed to an education and training system that has focussed on providing opportunities for all. In spite of our apparent success there is much that remains to be done for groups within our society who suffer the consequences of inequity.
Different Contexts: Different Learners
This is one of five articles bringing together themes and trends from the 2006 literature review of the TAFE NSW VET Pedagogy Project 2006. The findings highlight pedagogical challenges as distinct and lively areas for discussion by teachers while also making the information easily accessible online. The other published articles are:
From 2004 there has been a clear definition of those people who fall into
different equity grouping. Equity groups in Australia should include Indigenous
Australians, people with a disability, people with low levels of literacy
and numeracy, people who live in poor socio economic conditions, people with
low levels of formal educational attainment, people in correctional centres,
women seeking to re enter the workforce, older displaced workers and older
men in rural and regional towns (Bowman 2004, p13). Research findings indicate
that providing effective teaching and training for people who fall into these
categories is no easy task in spite of the heightened awareness that has
been created. One of the most hazardous traps is the assumption that is made
about uniformity of characteristics of the ‘groupings’ (Bowman
2004, p13). Sound pedagogy recognises that whilst these groups are
disadvantaged, particularly in terms of educational and training outcomes,
each student within them is different, unique and requires thoughtful content
selection and delivery strategies matched to their individual needs.
Sound pedagogy recognises that whilst these groups are disadvantaged, particularly in terms of educational and training outcomes, each student within them is different, unique and requires thoughtful content selection and delivery strategies matched to their individual needs.
The provisions of the Australian Quality Training Framework (AQTF) stress that in terms of compliance, Registered Training Organisations must provide products and services which meet the needs of the diverse range of VET students, including those students identified within the equity groupings (ANTA 2005). The Equity Research Centre (see link below) provides links to a range of research reports that focus on exploring the issues of equity and diversity and highlight examples of best practice. The reports cover all the major equity groupings and are a rich resource for those who want to read further on this topic.
Within the VET sector, and VET sector organisations, there are a range of policies that ensure that we give special consideration and offer flexibility in teaching to members of these groups. The National Strategy (2004-2010) in VET centres nationally on improving the outcomes for equity groups, particularly for Indigenous students and students with a disability.
Disability Policies
In recent years there has been a stronger focus on catering for the needs
of people with a disability. There are national policies that enshrine the
principles of inclusivity and all teachers are bound by the prescriptions
of these policies. A lot of work has been done on how teaching strategies
need to adjust to cater for these student needs. The following work by Jeanne
Boote provides teachers with a way of thinking about the very particular
circumstances of each student with a disability.
‘A preliminary model is suggested for conceptualising the approach to training young VET learners with disabilities: The 4-R’s of acquiring learning skills. The basic element is reflection on prior and current learning, which incorporates recognising the approach applied in learning, reviewing its success or otherwise and appropriateness in other learning situations, and re-using that learning skill. The model is cyclical.
Boote 2005, p14
‘Students may need to be trained in any or all four of the facets, using a variety of teaching styles. For example, they may need to be shown how to reflect by demonstration (ie teachers and/or other students modelling this). Recognising how they learnt previously may involve a level of direct instruction in learning theory. Reviewing might occur as part of a group session. Re-using these recognised learning skills might involve task analysis and mentoring by the teacher or peers. Teachers must have the professional skills to analyse the learning which is occurring or the potential within students and teaching moments, for this training to be effective for any VET student. Some young students with disabilities may require support both in and out of the mainstream classroom.’ (Boote, 2005, p14)
Indigenous Students and Teachers
Whilst the number of indigenous students participating in education and
training has increased significantly in recent years, a great deal still
needs to be done before anyone can claim that the multiple disadvantages
faced by Indigenous students have been adequately addressed (Kemmis et al
2004).
Our Indigenous students in VET remain clustered at the lower levels of the AQF and are much more likely not to complete the qualification they are enrolled in. The combination of inappropriate pedagogy, low levels of literacy and numeracy, the disjunction between the cultures of the classroom and the culture of the community, and many other factors contribute to much lower than expected outcomes for these students.
One solution lies in the teaching of Indigenous subjects in Indigenous centres in TAFE. However for those students who wish to gain a more employment oriented credential, the mainstream is the place to be. There are an increasing number of Indigenous students who opt for mainstream programs (Balatti et al 2004 in NCVER 2004 p16) and therefore teachers are much more likely to have to think about making their pedagogy relevant to these students’ needs and backgrounds. Research indicates that classroom or workshop pedagogy that builds ‘...on the intellectual, social and cultural capital that students bring by virtue of being Indigenous’ (Balatti et al 2004 in NCVER 2004 p16) is most effective. Similarly, by creating opportunities for indigenous students to have input into, and influence over, the types of learning and assessment that they are engaged with significantly increases their possibilities for success (Balatti et al 2004 in NCVER 2004 p16). This view is supported by the work of Smith and Blake (2006) who maintain that ‘learners have an important part in negotiating the development, delivery and assessment of their learning programs. This is crucial to current contexts, but almost certainly will be more so in the future.’ (Smith & Blake, 2006)
The participation of Indigenous students in VET has risen consistently although there is a substantially lower representation of Indigenous young persons in New Apprenticeships and the pattern is one of lower levels of enrolment and a high rate of non-completions (Dusseldorp Skills Forum, 2005 p35). Although Indigenous young people have higher than average participation in the VET sector, they are more likely to be enrolled in the lower certificate level courses or in non-accredited training. (Kemmis et al 2004)
‘One size doesn’t fit all’ and people are increasingly wanting education and training services that are tailored to their specific needs and circumstances.
Diversity can be thought of in many different ways. It has traditionally involved the identification of groups of people within our society for whom special provisions have to be made if they are to achieve equitable outcomes.
However diversity takes on a new meaning when we look at the emphasis that is currently placed on ‘personalised services’. There is a growing demand for products and services that fit the immediate needs of the individual. One size doesn’t fit all and people are increasingly wanting education and training services that are tailored to their specific needs and circumstances. It is almost as though we need to provide a pedagogy and a learning situation that is case managed for each student. With the trend to TAFE teachers working more with industry in a customised way to provide training, and with the trend for individual pathways for trainees, pedagogy is becoming a far more difficult animal to apprehend. Two quotations from Mitchell (2005) give examples of the types of variation that are required:
Boud (2003) suggests that vocational educators need to move away from seeing learning in and at work through the lens of traditional educational practice. Educators at the interface of education and work must look to the practices of work, and not attempt to force industry-based learners into a conventional educational view of the world.
Mitchell 2005 p10
Groups of learners, myriad enterprises, multiple industry associations and new combinations of VET clients are now expecting to be able to access customised training as a standard offering.’
Mitchell 2005, p5
The recent NSW report, The future directions for public education and training (NSW DET 2005) collects together the results of extensive stakeholder consultations on this topic of ‘catering for diversity’. Chapter 5 Providing Skills and Opportunities (p235-270) is of particular interest as it includes student, parent, community and staff input on the subject of ‘student diversity’ and the capacity of TAFE to cater for this. The consultations reiterated the findings of the literature and research mentioned above. Learners wanted more support and individual training plans that met their needs (NSW DET 2005 p248). This was particularly the case for students who had low levels of literacy and numeracy, students from a non English speaking background or students with a disability (NSW DET 2005 p148).
The respondents agreed that ‘Age groups and needs in classes vary
greatly and the teachers need to cater better for all these different students” (NSW
DET 2005 p249). The implications for pedagogy that arise out of this report
include:
- More talking and higher levels of organised motivation (p248)
- Grouping students in skill based and learning levels arrangements (p248)
- Alter the pace of delivery to accommodate different learners (p248)
- Work based experiences are valued highly by students (p249)
- Work with Indigenous communities to establish priorities and ways of teaching that are culturally comfortable (p250)
- Provide examples of work to establish benchmarks for standards (p251)
…stereotyping learners can produce stereotypical teaching that denies the individuality of the learner.
Diversity is therefore a complex mixture of different learners, different age groups, different circumstances, different expectations and different contexts. Pedagogy in an attempt to come to terms with this range of differences has focussed quite rightly on identifying where the differences lie, how they can be explained and then how teachers can modify their work to suit their students. This has led to a reinvigoration of interest in learning theories and the plethora of hard copy or online tools to establish learning styles and dispositions. However Smith and Dalton (2005) suggest that perhaps the best way to accommodate diversity and translate this into sound pedagogy is through a greater understanding of the students and their circumstances. They argue:
Professional development in the area of style is likely best contextualised into good practice by teachers rather than placed in a context of learning styles theory.
Notwithstanding that, there is value in a theoretical understanding where the opportunity for observation of students is more limited, and to provide the teacher with the ideas to more systematically observe and respond to style. There is value in encouraging teachers, through professional development to adopt a theory of style that they understand, can relate to, and that they can use in their teaching. The actual theory chosen matters little – what does matter is that the teacher feels comfortable with the theory and finds it useful in teaching.Smith & Dalton 2005, p2
The cautionary notes sounded by Smith and Dalton are reiterated by Simons et al (December 2005, p4) in the key messages emerging from their research. The authors maintain that it is prudent not to rely too heavily on the ‘folklore’ about learning styles. Pedagogy runs the risk of being locked into definitions of learning style that may not result in better learning outcomes for students in whatever context they are located. They maintain that stereotyping learners can produce stereotypical teaching that denies the individuality of the learner. Predominance of one identified learning style over another produces no recipes for sound teaching strategies. The delicate dance between the results on learning styles inventories and a professional appreciation of the needs of the learner must remain the responsibility of the individual teacher.
An extensive review of the literature and research base that have given
rise to the interest in learning styles has also been conducted in the United
Kingdom. Coffield, Moseley, Hall & Ecclestone (2004) have systematically
and critically examined 71 models of learning and analysed the major 13 models.
This rigorous piece of work identifies the flaws in learning theory research
that the authors above mentioned. The authors say,
It is important to note that the field of learning styles research as a whole is characterised by a very large number of small-scale applications of particular models to small samples of students in specific contexts. This has proved especially problematic for our review of evidence of the impact of learning styles on teaching and learning, since there are very few robust studies which offer, for example, reliable and valid evidence and clear implications for practice based on empirical findings.
Coffield et al 2004, p1
The analysis is available on the web and its detail is impressive (see link below).
The concluding section in the Report contains some stern recommendations
for teachers who are coping with the diversity of their post 16-year-old
students (Coffield et al 2004, pp118-145) and trying to adjust their pedagogy
to best suit students’ needs and skills. ‘In the current state
of research-based knowledge about learning styles, there are real dangers
in commending detailed strategies to practitioners, because the theories
and instruments are not equally useful because there is no consensus about
the recommendations for practice’ (Coffield et al 2004, p118).
The authors move on to suggest that the implications of the research and
review of learning styles could include the following for practitioners:
- Learning styles are only one of the factors that need to be taken into account in a teacher’s developing pedagogy (p119)
- The social and cultural circumstances that surround a particular student are strong factors in determining their dispositions towards learning and therefore teaching (p119)
- The ‘culture’ of the situation in which the learning takes place is a strong determinant of teaching effectiveness (p119)
- Many learning theories and strategies that teachers can use to match these identifications overlap (p119)
- Sound pedagogy does not include identifying the individual learning styles of each student and then matching teaching to these. This is a recipe for either insanity or teacher burnout.
- Sound pedagogy incorporates the cycle of assessing student needs, selecting teaching strategies, assessing student progress, reflecting on the effectiveness of the teacher/student match and making adjustments to delivery based on this reflection (p119)
- Pedagogy that focuses on making students aware of how they learn and the factors that influence their learning in an explicit way is valuable (p119)
- The language of learning styles can give students ways of talking about their learning that is very valuable (p120)
- Teachers need to make themselves aware of the major learning theories and the literature of learning styles and balance what they know about these with what they know about the lives, social contexts and personal circumstances of their students. (p142).
The literature and research mentioned above indicates that teaching is
a highly complex activity, as is learning, and any tendency towards finding
quick and easy solutions in the adoption of a particular pedagogy aligned
with learning styles does not necessarily satisfy any of the questions about
catering for diversity. Pedagogy that relies on recipes generated by learning
styles inventories that are often commercially tied to the purchase of products
misses many of the dimensions of the art of teaching. Authors suggest that
pedagogy is a dynamic, changing and critical mix of teaching that appreciates
the social, political, geographic and cultural contexts of students and teachers.
The chances of a mechanical analysis of learning styles satisfying our need
to cater for diversity are very slim. Learning style literature informs the
dance but should never overtake it.
Equity as mentioned earlier has been thought of in highly specific terms: disability, non English speaking background and Indigenous heritage. A recent report for NCVER (McIntyre, Volkoff, Egg & Solomon, 2004) confronts these traditional lines of delineation and expands the definitions of equity to include responsiveness to individual learner situations and responsiveness to the communities in which the students are located. Clearly this means that for each teacher thinking about their pedagogy there is a need to consider the ‘conditions’ of the learner in much more sensitive and proactive ways. Pedagogy needs to adapt flexibly and translate policy into practice. Specifically this research report recommends:
Three key principles which can assist in the framing of TAFE equity practices:
- Local equity policies and strategies need to reflect the complexities of socio-economic disadvantage and equity provision needs also to be considered in the context of the local community.
- Equity strategies must reach the appropriate disadvantaged individuals and be undertaken by committed and flexible staff who are led and supported by a focused management which attracts and directs adequate resources. Each of these elements is crucial: identification of potential students; committed and flexible staff; leadership by equity-focused management; and adequate resourcing.
- Equity is an area of practice which must be continually reinvented within the organisation. It should not be allowed to languish in the care of a committee or be limited to words within documents. Equity strategies are dependent on the enthusiasm and commitment of practitioners, including institute policy-makers and teachers. Nurturing this dynamic element is a key part of a systemic approach.
McIntrye, Volkoff, Egg & Solomon 2004
Accepting and acknowledging diversity in a classroom or other VET setting
poses important questions for all of us. We need to question our explicit
attitudes and understand that we have many ‘prejudices’ that
we probably do not even recognise exist. While we are surrounded by policies
and practices that are endorsed by our organisations that stress the need
for tolerance and respect for difference the problems of institutional racism
and discrimination persist to be the stumbling blocks to effective pedagogy.
We are all found to be wanting in some ways and the problem of catering for diversity remains. Perhaps as a move towards greater inclusivity we can consider this final point:
Given that different directions in life are existentially irreconcilable, it is always difficult for two parties whose identities have been shaped in different ways of life and traditions to reach agreement – be it at the international level between different cultures or between different sub-cultural collectivities within one and the same state.
Here, it is all the more helpful to remember that an agreement on binding norms (ensuring reciprocal rights and duties) does not require the mutual appreciations for one another’s cultural achievements and life styles, but instead depends solely on acknowledging that every person is of equal value precisely as a person.
Habermas, 2003, p202
Discussion Points
- Re read the section above on the 4R’s of working with younger students with disabilities. (Boote 2005, p11)
- How would you adapt your pedagogy to create the variety of learning experiences that will assist these learners?
- Locate the Equity policies in your organisation.
- How would you translate these into the practicalities of day to day teaching?
- What are the impediments?
See also
References - LITERATURE REVIEWS | TAFE NSW VET Pedagogy Project 2006
Learning styles and pedagogy in post-16 learning: A systematic and critical review
Younger Learners – Different Contexts, different learners VET Pedagogy Literature Review | eZine August 2006
Indigenous Learning Resources OVERVIEW | eZine August 2006
VET PEDAGOGY (Research & Exemplars)
INDIGENOUS LEARNING (Research & Exemplars)
2006 TAFE NSW VET Pedagogy Project
