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profile on a learner

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* Unit 1 - Task 1 Profile Of An Adult Numeracy Learner Initials PA Age Mid to late Thirties Gender Male Employment Status Employed fulltime Marital Status Married Dependants Yes Motivation PA is attending an adult numeracy class because he was sent by his employer. His employer completed his Level 2 National Test last year and is now insisting that all his employees follow suit. Non-completion will result in no promotion and no annual pay rise Initial assessment The key implications here are that PA is currently working at Entry Level 3 in most numeric areas. He should be able to increase his ability level and undertake Level 1 without too many problems. However he needs to achieve Level 2 in order to gain his pay rise and promotion so this will put him under a lot of preasure and additional stress. According to Tennant (1988), PA, as a 36 year old, is in his midlife transitional period and will be "Adopting a changing time perspective and revising career plans"; this can be substantiated as PA is attending a numeracy course because of changes that are taking place at work. His employer has stated that the course must be completed and the Level 2 National Test must be passed or PA will not receive a promotion or his annual pay rise. This is an unusual situation, as according to Charnley & Jones (1987), "Getting a pay rise as a direct result of tuition is extremely rare". ...read more.


Motivation is, therefore, not a simple issue, since individual motives and action are strongly affected by where people are located (socially, culturally and spatially) and the constraints or incentives that operate on their choices (NIACE). PA blames his current lack of knowledge and qualifications in numeracy on his underachievement at school. If we look more closely it becomes apparent that, because of his age, PA would have been attending school during the 1970's and 1980's. It was during this time that the early underachievement of boys first became evident, as large scale studies of children's achievements at Primary school pointed to the fact that girls consistently out-performed boys (Myers, 2000). Therefore there was a shift away from public concern about girls' achievement to boys' achievement, or underachievement, at school in exams. The concern about 'boys' underachievement' has been characterised in educational policy initiatives at national, local and school levels, most significantly in the imposition of the national literacy and numeracy strategy (Barrs and Pidgeon 1998). However, overall improvements in achievement are often ignored and gender differences are ascribed to the detrimental effects of 'the feminisation of teaching' (Epstein et al, 1998). The concern for boys' underachievement was highlighted by Murphy and Elwood (1998) who argued that improvement in female achievement is not shared by girls from low socio-economic backgrounds and may not be apparent in some subjects. Similarly, Epstein et al (1998) questioned the global application of the category of boys' underachievement' by asking, '...which boys? At what stages of education? ... ...read more.


When working with PA, as for all my learners, I ensure that I question his current method and understanding of each numeric topic before I go into the topic in depth. This way I am constantly building on his current knowledge and understanding. A high percentage of the learners at Rochford Adult Community College are White British and PA falls into this group, 'Rochford has one of the lowest ethnic minority populations, well below half of the national average' (Rochford District Council, 2005). However, according to the Home Office's Commission for Racial Equality, 2002, the United Kingdom is a changing society and these socio-economic changes are reflected in our growing cultural and ethnic diversity. These changes bring many gains, but sometimes there are tensions and divisions that may lead to fracturing within, and across, local areas and communities. However, whatever the nature of community divisions, the basis of the solution is often the same; community cohesion. The Home Office's Commission for Racial Equality, 2002, suggests that community cohesion may be achieved by raising awareness and understanding and developing shared values with mutual trust and respect. The Home Office describes a cohesive community as one where there is common vision, a sense of belonging, where diversity is valued and where there are similar life opportunities with "...strong and positive relationships being developed between people from different backgrounds...in colleges and in schools..." (www.homeoffice.gov.uk, 2003). This is also the ethos of Essex County Council and consequently Castle Point and Rochford Adult Community College (www.essexcc.gov.uk, 2005). ...read more.

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