Using a wellbeing framework to recognise, value and enhance the broad outcomes for learners in adult literacy and numeracy programmes

Principal Investigators: Dr Jane Furness & Dr Judy Hunter

Project Dates: January 2017 - December 2019

In this project, researchers worked with tutors in adult literacy and numeracy (L+N) programmes. The researchers drew on an existing wellbeing framework for Māori–Hei Ara Ako ki te Oranga (Hutchings, Yates, Isaacs, Whatman, & Bright, 2013). The aim was to facilitate its use in classroom practice and extend its application in multicultural settings in order to make visible the links between wellbeing and L+N learning for diverse learner populations. The project trialled a combination of technologies and tools of teaching and learning to support success for twenty-first century learners.

The aim of the project was to capture broader outcomes that were important to learners in their lives, beyond the L+N skills routinely assessed as part of adult L+N programmes. The goal was to build on a framework developed for Māori adult L/+N learners but not in widespread use. Locating the framework conceptually within a personal, relational and collective model of wellbeing, the project aimed to provide opportunity for tutors and diverse learners to recognise, value and enhance broad wellbeing outcomes. The project sought to achieve a meaningful and manageable process for using the framework within programmes.

Why was this research important?

This research filled a gap in knowledge about the broad range of outcomes of adult L+N programmes that enhance wellbeing and how to capture them in a meaningful and manageable way. It enabled a more complete picture of the value of L+N programmes to learners, families, communities and society to be presented, and contributed to the recognition of learning outcomes that are important to people in their lives.  As well, we now have an understanding of conditions that limit the usefulness of social media in adult L+N learning contexts.

Project outputs and publications

Furness, J., & Hunter, J (2019). Using a wellbeing framework to recognise, value and enhance the broad range of outcomes for learners in adult literacy and numeracy programmes: Outcomes poster. Wellington, New Zealand: TLRI.

Hunter, J., & Furness, J. (2019). Adult literacy and numeracy learners talk about their wellbeing outcomes. Wellington, New Zealand: TLRI.

Hunter, J., Furness, J., & Yates, B. (2019). Accounting for the full Value of learners’ outcomes. Wellington, New Zealand: TLRI.

Furness, J., & Hunter, J. (2019). Using a wellbeing framework to recognise, value and enhance the broad range of outcomes for learners in adult literacy and numeracy programmes: The first year. Research Briefing. Wellington, New Zealand: TLRI

Furness, J., Hunter, J., Yates, B., Taupo, K., & Isaacs, P. (2019). Using a wellbeing framework to recognise, value and enhance the broad range of outcomes for learners in adult literacy and numeracy programmes: 18mth findings. Research Briefing Year Two. Wellington, New Zealand: TLRI.

Hunter, J., Furness, J., Yates, B., & Taupo, K. (2018, September 13–14). Prioritising people: From skills to wellbeing. Presented at the ACCAL Conference, Melbourne, Australia.

Hunter, J., & Furness, J. (2018, May 16–19).  Pushing back at accountability policy: Reframing adult literacy. Presented at the 14th International Congress of Critical Inquiry. Champaign, Illinois.

Furness, J., Hunter, J., Yates, B., & Taupo, K. (2018, November 26–28). Investigating wellbeing-related outcomes from adult literacy and numeracy (L&N) programmes for diverse learners: Building on Hei Ara Ako kit e Oranga—Year 2. Presented at NZARE Conference, Auckland, New Zealand. Wellington, New Zealand: TLRI.

Furness, J., Hunter, J., Yates, B., Isaacs, P., & Taupo, K. (2017, November 20–22). Building on Hei Ara Ako kit e Oranga: Year one of a partnership project for recognising, valuing and enhancing wellbeing outcomes from adult literacy and numeracy programmes for diverse learners. Presented at the NZARE Conference, Hamilton, New Zealand. Wellington, New Zealand: TLRI.

Furness, J., & Hunter, J. (2017). Using a wellbeing framework to recognise, value and enhance the broad range of outcomes for learners in adult literacy and numeracy programmes. Presented at the Education Symposium, Hamilton, New Zealand. Wellington, New Zealand: TLRI.

Furness, J., & Hunter, J. (2018). Accessing student voices: Researchers, tutors and learners working together. Presented at the Education Symposium, Hamilton, New Zealand. Wellington, New Zealand: TLRI.

Hunter, J., & Furness, J. (2019). Questioning social media in the adult literacy classroom. New Zealand Journal of Educational Studies. https://doi.org/10.1007/s40841-019-00148-x

Furness, J., & Hunter, J. (2019). Using a wellbeing framework to recognise, value, and enhance the broad range of outcomes for learners in adult literacy and numeracy programmes. Wellington, New Zealand: TLRI.