Current trends point to the future of workplace literacy and numeracy requirements. Operating in a knowledge economy, the employees of the future will possess “high literacy” skills and be able to learn “sideways” to perform their specific tasks at optimal levels. When undertaking their respective duties in these future workplaces, employees will be required to access numerous knowledge bases, as well as read, view and listen to a wealth of information.
Employees will also be expected to use their advanced literacy and numeracy skills to understand, analyse, synthesise and evaluate this data, before distributing and applying it in the workplace. Worryingly, many South Africans of working age are illiterate and innumerate. Adult basic education and training or “ABET” is an effective way of equipping your low skilled employees with fundamental maths and English skills so that they are able to function efficiently in modern workplaces.
Workplaces are changing at a rapid rate with more jobs becoming increasingly reliant upon employees with sound basic literacy and numeracy skills. Functionally literate employees are able to read and write, as well as calculate for their own and larger society’s development. The jobs of the future, however, will require workers with advanced literacy and numeracy skills. This is considering the increasing uptake of sophisticated technology to produce products and provide services. It is impossible to determine exactly what literacy and maths skills will be required in the future.
However, current trends in the workplace provide us with an indication of things to come as these are set to continue unabated. Bear in mind the important role that they have played thus far in increasing production rates; ensuring the efficient use of materials; improving product quality; increasing safety; and reducing production and turnaround times. Widely distributed work environments are an example of such a trend that will continue to rely heavily on employees with sound literacy and basic maths skills. Connected electronically, these distributed work environments feature computer-based tutorials for new job functions and online help manuals that can be easily accessed and read by all employees to better assist them in performing their daily tasks.
Over the years, we have also witnessed the swift and widespread adoption of new management structures that improve the formulation of goals and objectives by involving entire teams that comprise engaged employees who are able to communicate efficiently. This is opposed to traditional top-down leadership models that often involve making decisions in isolation and, therefore, fail to take many varying viewpoints into consideration. Meanwhile, the continuous mechanisation, computerisation and automation of many job functions is another trend that relies upon employees with higher skills sets. At the most basic level, they must possess literacy and basic numbers skills.
LITERACY VERSUS FUNCTIONAL LITERACY
- Literacy: Literacy is the ability to read and write, as well as understand maths. However, people who are literate may not necessarily be able to apply their English literacy and basic numbers skills in real-life applications. Low skilled employees who are literate may be able to read words in a document, but do not necessarily grasp its arguments or analogies. They may also not be able to express complete, cogent thoughts despite being able to write full sentences. Low skilled employees may be able to count numbers, yet lack an ability to analyse graphs, interpret statistics, or plan budgets.
- Functional literacy: The United National Educational, Scientific and Cultural Organization or “UNESCO” defines functional literacy as the practical skills set that is needed to read and write, as well as perform maths for real-life purposes, so that people can function effectively in the workplace and their community.
HIGH LITERACY AND NUMERACY SKILLS
English literacy and maths skills help employees mine wealth of data
We are currently operating in a knowledge and information economy. It is anticipated that information and knowledge will continue to become increasingly valuable to businesses as economic and cultural commodities over the years to come. Future employees will, therefore, be expected to work with technology that provides them with immediate access to a wealth of information. Available at the push of a button, this data may range from consumer patterns through to relevant government documentation. They will also need to be able to efficiently analyse this information that is presented in various ways for accuracy and validity.
This is in addition to producing quality knowledge and implementing it as part of their duties. These functions are dependent upon very advanced literacy and numeracy skills. Referred to as “high literacy”, these skills involve an ability to think deeply, efficiently and effectively about concepts and ideas. This “high literacy” will be accompanied by an ability to “learn mindfully”. This approach to the acquisition of knowledge differs from“ top-down learning”, such as attending lectures, and “bottom-up learning” through workplace experience. Rather, it involves learning a subject and skill “sideways” by acknowledging novelties and actively noticing differences, contexts and perspectives.
Meanwhile, it can be expected that the deployment of more technologies will continue to modify and create further and new literacy types over time that employees will be expected to master to perform their jobs at optimal levels. Computer documents can, for example, be written at many levels. These include “simple form”, “moderately-elaborated form” and “expert form”. Meanwhile, they can also be embedded with supports that are visual or auditory in nature. As literacy types increase over time, communication in the workplace will also become more complex than it is as present, relying heavily upon sound English literacy and numeracy skills. Employees are already required to use their literacy and basic maths skills to learn specialised vocabularies and concepts that are unique to their industries.
In the future, however, employees will be required to use their advanced literacy and numeracy skills to communicate efficiently across many different work communities. This is in addition to learning how to use numerous new and different types of literacy tools than are currently available in this digital age. For example, employees may be required to efficiently use search engines and sophisticated expert systems in real time to compose intelligent questions. They will use their “high literacy” skills to critically analyse and evaluate ideas and beliefs, before judging their reliability. These concepts can then be correctly rejected; held in abeyance for more information; or assimilated into existing knowledge bases.
THE CORE OF HIGH LITERACY
The ability to think deeply and learn mindfully will become the core of high literacy. High literacy involves:
- An ability to self-regulate and monitor thinking and learning,
- An ability to understand and empathise with a diversity of ideas and beliefs,
- An ability to examine multiple perspectives on problems and solutions,
- An ability to select organises, interpret and synthesise new information.
- An ability to collaborate with many people of different cultures and perspectives, as well as share knowledge and expertise with others to solve problems.
HIGH LITERACY AND MATHS
English literacy and maths skills for problem-solving
Notably, literacy and maths skills will also become closely associated with problem-solving in the workplaces of the future. To find workable solutions to challenges and problems, employees will integrate a variety of literacy dimensions, including reading, writing, speaking and information. Existing participatory structures have already significantly increased workplace literacy and numeracy requirements. Establishing goals together, workers engage in convincing communication, problem analysis and writing.
Meanwhile, employees of the future will also be expected to learn new skills independently as workplaces continue to adapt to the demands of markets and competitive pressure. Increasing specialisation in industry has already resulted in employees assuming further and greater responsibilities that often involve making more decisions with minimal support from supervisors. Multi-tasking in one dedicated area, employees in some factories, for instance, are required to operate, monitor, repair and even train new workers how to use specialised equipment. In other instances, workplaces have become more isolated due to globalisation.
Working remotely and in isolation, employees are expected to read more often than those who operate in participatory structures where they are able to ask co-workers and supervisors for assistance. This is opposed to reading manuals and operating procedures to better understand and clarify their roles and assignments. These trends are expected to continue unabated, and all also rely heavily upon employees with basic numbers skills and who are proficient in English literacy.
Meanwhile, restructured management environments will continue to change the way in which employees interact as part of their jobs. A case in point is the way in which modern factory workers are currently expected to participate in self-directed teams. Sound English literacy and basic maths skills are mandatory in these environments.
THE VARIOUS LEVELS OF ENGLISH LITERACY
The various levels of literacy include:
- Below Basic Literacy and below basic numbers skills.Low skilled employees who have below Basic English literacy skills are able to read and write words in very simple documents. They also have very basic numbers skills. Using their below basic literacy skills, they will be able to perform simple functions, such as identifying information that has been written in English on a chart; sign a form; and add a rand amount to a deposit slip.
- Basic literacy and basic numbers skills. Low skilled employees with basic English literacy skills are able to understand short texts. These are complemented by their basic numbers skills. Low skilled employees with Basic English literacy and basic numbers skills can read a pamphlet and use a guide; and compare prices, for example. Low skilled employees who have completed all four levels of adult basic education and training or “ABET” are equipped with Basic English literacy and basic numbers skills. Their English literacy and basic numbers skills are equivalent to that of a Grade 9 school learner.
- Intermediate literacy skills. People with intermediate English literacy and maths skills are able to understand long texts. They will also be able to reference information and summarise long articles that have been written in English; place an order; and calculate the cost.
Proficient literacy. People who are proficient in English literacy and possess advanced numeracy skills are able to understand dense or complex texts and perform complicated tasks that involve numeracy skills. Using their sophisticated English literacy and maths skills, they can compare viewpoints in editorials; interpret statistical graphs; measure; and calculate costs.
BASIC NUMBERS SKILLS
Numeracy skills for a mechanised and automated future
Certainly, mechanised and automated job functions are also very reliant upon employees with sound literacy and numeracy skills. Basic maths skills, in particular, are in very high demand in these work environments. While mechanisation and automation simplify production and rely on less labour to perform routine and simple functions, employees who work in these operations need to be able to monitor and make judgements about accuracy of the outputs of machines. This requires an understanding of measurements and a wide context of its use and importance. Employees who have maths skills are aware of the significance of numerical output.
They appreciate the magnitude of numbers to anticipate as opposed to blindly accepting readings and measurements from machines and other employees in the chain of responsibility. In some instances, employees are expected to use their own initiative and create charts that help identify potential challenges that need to be monitored more closely. Considering that employees have to, for example, be confident in making decisions regarding suitable scales, frequency of measurement, sample size and clear graph labels, they need basic maths skills. Employees also use their basic maths skills to interpret resulting data and deploy their English literacy skills to efficiently communicate their findings to co-workers and management.
Computerisation also relies on employees with a sound understanding of basic maths and who have a grasp of English literacy. In the automotive repair industry, for example, computerised measurements and original equipment manufacturers’ specification charts have gradually replaced instinct and experience when making judgements about vehicle performance. To maximise efficiency, mechanics are expected to multi-task by following circuit diagrams to diagnose faults, as well as consult and interpret manufacturers’ specification tables and charts. They also time themselves and make informed decisions whether to repair or replace a damaged part.
Meanwhile, hand-held measuring devices, which also rely on strong numeracy skills, have been deployed in just about every industry. In the building trades, for example, workers use them to accurately take and record measurements; perform quick maths calculations; and to generate invoices and quotes immediately.
TYPES OF FUNCTIONAL LITERACY
The various types of functional literacy include:
- Media Literacy.This is the ability to access, evaluate and create messages through various types of media. Media literacy helps people become thoughtful citizens who are not susceptible to propaganda or advertising.
- Religious Literacy. This is the skill neededto be able to interpret religious scriptures and communicate with people of different faiths. Religious literacy alsohelps people to combat fundamentalism and prejudice.
- Financial Literacy. This is the ability to manage finances and make decisions regarding money. People with this literacy skill are able to understand financial budgets, interest rates and savings.
- Computer Literacy. This is the ability to use computers using skills that range from basic competencies to advanced knowledge.
- Legal Literacy. This is the ability to comprehend laws so that wecan comply with policies and legal procedures.
- Scientific Literacy. This skills set does not necessarily entail memorising facts. Instead, scientific literacy is about knowing how to conduct experiments and identify evidence that supports or contradicts preconceived beliefs or hypotheses.
- Health Literacy. This is the ability to understand healthcare information, especially with regards to making medical decisions or lifestyle choices about, among other factors that have a bearing on physical and mental well-being, nutrition, exercise and sleep.
- Civic Literacy. Citizens with this skill are aware of how government works, as well as their rights and responsibilities as citizens and voters.
ADULT BASIC EDUCATION AND TRAINING OR “ABET”
A leading accredited provider of adult basic education and training or “ABET”
Triple E Training, a leading accredited training provider, continues to help companies in many different industries raise the English literacy and basic numbers skills of low skilled employees. This is undertaken via quality adult basic education and training or “ABET” programmes. Over more than 30 years, this accredited training provider has equipped thousands of low skilled employees with English literacy and numeracy skills. This has helped companies improve their productivity and efficiency, while also enabling employees to grow and develop their careers and as individuals.
The accredited training provider harnesses its extensive national footprint to conduct adult education and training or “AET” in the remotest of areas on behalf of clients operating in all sectors of the economy.
Learn more about this accredited training provider and its quality adult basic education and training or “ABET”. This is in addition to the accredited training provider’s placement assessments that ensure that low skilled employees are placed at the correct adult basic education and training or “ABET” level to ensure a successful outcome. www.eee.co.za.
ADULT EDUCATION AND TRAINING OR “AET”
Adult education and training or “AET”, comprising instruction in English literacy and basic numbers skills, encompasses schooling up to a Grade 9 level. This is followed by National Qualifications or “NQF” which details education from Grade 9 upwards. The adult education and training or “AET” levels and their school equivalents are as follows:
- Adult education and training or “AET” Level 1: Grade 3
- Adult education and training or “AET” Level 2: Grade 5
- Adult education and training or “AET” Level 3: Grade 7
- Adult education and training or “AET” Level 4: Grade 9 (or National Qualifications Forum or “NQF” level 1)
Adult basic education and training or “ABET” may only be supplied by an accredited training provider.
