‘One by One’

Dublin Adult Learning Centre

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.

At the end of 2006, it was decided to undertake a piece of

research that would be particularly embedded in DALC’s
philosophy of ‘providing basic education services to ensure
that everyone in the inner city has the opportunity to avail
of the right to develop their literacy and numeracy skills’
and would be relevant and interesting to the wider
adult literacy community in Ireland.

The aim of the research was to further the understanding

of progression within the context of one to one tuition
in the Dublin Adult Learning Centre.

Factors that affect student participation, motivation and

progression were explored through interviews with students,
tutors and DALC staff. Other sources of information – student
databases, interview forms and internal reports were also
used as research material.

Three progression opportunities – moving from non-

participation to participation, progression from one subject
to another and progression from non accredited to accredited
outcomes – were explored to examine the experience of
progression of one to one students along a range of
potential progression routes.

How students recognise and identify their experience of

progression in their roles as workers, family members,
community members and as individuals was also examined.

From September 2005 to June 2006, 511 students enrolled in

DALC for a variety of courses, e.g. reading writing, general
studies, numeracy, and computers. Of these, 117 were
students who were availing of one to one tuition; 69 of these
were new registrations. One to one tuition plays a major
role in adult literacy and for many students is the first step

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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.

One to one students come to DALC with a range of goals and

motivations. These can include clear outcomes that students
wish to achieve e.g. acquiring PSV or driving licence, but many
students also register for tuition with a broad objective of
improving their reading, writing or spelling.

It is not really important to me to do an exam or

anything, I just want to be able to be like everybody
else, do you know what I mean, I’d like to have been
able to learn how to drive. I just want to be like
everybody else. (Anne)

For students who have literacy difficulties the decision to

address these difficulties through attending an adult learning
centre is a very significant step and an important progression
from non-participation to participation. For the students, an
external event or change in circumstances e.g. redundancy or
attending a CE scheme, can often be the trigger to initiate
action in relation to literacy tuition.

. . . reading comes up with everything, no matter

what you do . . . I was hiding it over years when
I was working; I was working for eight years.
I just had enough of it, I have got the high blood
pressure and everything and I said “ah no, enough is
enough . . . I was taking 5mg everyday for it. I’d say
that is what brought that on, I’d say that will go
away from me now in the years to come. (Tony)

This research shows that significant non-accredited literacy

progression takes place for students through one to one

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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.

That I am learning that little bit every week, that

keeps me focused, even if it is one word, to me that
is something. I am getting better so I am learning.
That will keep me focused. (Patrick)

Progression is presented using examples of literacy use in

everyday contexts e.g. being able to write a birthday card,
reading books and newspapers, filling out forms, using teletext
and computers, helping children with home work. Literacy use
occurs through the various roles an individual may take up e.g.
as family member, worker or citizen.

A number of one to one students had also progressed to group

learning situations. One student interviewed had achieved
accredited outcomes through literacy and computer tuition. In
general, one to one literacy students were not motivated by the
prospect of achieving accredited outcomes although ongoing
formative assessment strategies did play a positive part in the
tuition process for students and tutors. A framework for
assessment that involved the student and tutors in active
feedback and monitoring was seen as a positive contribution
to the learning experience. Goal setting and motivation was an
important component of successful progression within one to
one tuition. Significant support for students’ tuition is gained
from various groups of people – tutors, family members, CE
supervisors and other CE participants.

Overall the availability of a variety of progression routes within

DALC that are equally valued – one to one and group tuition,
accredited and non-accredited learning – ensured that
students have their specific literacy learning needs met.

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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.

It is recommended that DALC and the adult literacy sector

in general continue to value these non-accredited outcomes and
develop measures, supports and resources to support these
students and tutors.

Non-participation to participation is the first significant progression for

students. This early stage of participation needs to be particularly
well resourced and supported for both student and tutor.

It is recommended that a system is put in place in DALC

where there is a formalized check in with tutors after six to eight
sessions to see if the student is attending regularly and identify
any particular areas of support for tutors.

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 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.

It is recommended that further research be carried out in this

area to identify supports that might encourage students to continue
with tuition.

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.

It is recommended that a framework be put in place to gather

information from students at the end of their engagement with
literacy tuition.

Progression from one to one to group tuition can be very significant.

The extra benefits of literacy training in a group situation with peers have been
documented. Amongst the students interviewed some had made this transition
successfully and others chose to remain in one to one tuition having tried some
group tuition. Whilst this is recognised by DALC staff as a positive progression,
it is not currently an explicit progression route that tutors consistently explore
and plan with students. The taster courses provided by DALC during the
summer are an option for some students.

It is recommended that that some new innovative short-term

group tuition options are developed, which would enable students to
experience benefits of group learning situation without giving up the
supportive atmosphere of one to one tuition. This would also require
one to one tutors to identify and encourage students who could
benefit from these options.

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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.

Tutor training is delivered prior to volunteer tutors being assigned students.

A variety of in-service training is then available throughout the year in a range
of topics e.g. spelling, material development, getting started with writing and
dyslexia. However some of the practical teaching issues raised by tutors arise
after meeting and working with students in actual tutorial situations.

It is recommended that the training be broken into two

components with a compulsory attendance at support meetings and
training hours after the first eight to ten tutorials are completed.

Completed baseline information on the starting levels of students was not

available for this study. During the last year, DALC staff developed a new
framework for assessing student literacy levels. This assigns reading and writing
levels and has the capacity to capture small incremental progressions of each
student. This could provide very useful information on the starting levels
and progression of one to one students.

It is recommended that further research is carried out in DALC

using this database information to examine any relationships between
factors that affect progression e.g. length of time spent in tuition and
progression from one level to another.

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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.

It is recommended that tutor training, resources and materials

that would support this framework be reviewed and strengthened.

Students and tutors emphasised the importance of homework in achieving

significant progression in terms of literacy skills but also in promoting
independent learning. However it also emerged from interviews with students
and tutors that this is not always promoted strongly by tutors or prioritised by
students. Existing students could promote this aspect of learning . . . you have to
put the work in, you are wasting their time and your own time. If you just walk out
of here and if you are only doing one day a week or a half a day, if you are only
doing that and you walk away and you only come back the following week and
you didn’t do anything, it is a waste of time completely. (Tony) Also some resources
that are not worksheet based e.g. suggestions for activities that students could
engage in independently could be developed by DALC students and tutors.

Whilst literacy tuition is voluntary and completing any tasks between

tutorials is also voluntary, It is recommended that new
strategies be put in place to promote independent work by
the student outside weekly tutorials.

Setting goals is an important aspect of learning and motivation. The research

showed that many students, returning to adult literacy tuition, do not articulate
clear outcomes they wish to achieve. These often develop as they gain a
clearer sense of what progression is possible and important for them.

It is recommended that the area of goal setting and motivation

be seen as more central to the tutoring process, beginning with a
greater emphasis in the initial tutor-training programme.

The work of the Dublin Adult Learning Centre is supported by the following:

European Union
Structural Funds