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1.
The dominant discourse on adult literacy and numeracy in Australia sees the federal government, industry, workforce skills agencies and the media speaking with one voice on the ‘crisis’ involving workers’ low literacy and numeracy skills. Underpinning this discourse are the Australian results of the international Adult Literacy and Life Skills Survey (ALLS) which are used to model correlations between low literacy/numeracy levels and productivity. In turn, these correlations are deemed to have implications for the competitiveness of individual enterprises and the prosperity of the nation. In the ALLS, approximately half of manufacturing workers are found at the lowest two levels. Adopting an ethnographic perspective, and viewing literacy and numeracy as social practices, this paper investigates this ‘crisis’ from the situated perspectives of managers, trainers and workers in three manufacturing companies. Multiple observations of production work and semi-structured interviews with over 50 company personnel reveal a contradiction between the crisis discourse rhetoric on workplace literacy and numeracy and the realities of production work. Literacy and numeracy are found not to have a negative influence on production work in the three companies. This raises questions about the basis for the crisis discourse, and government policy and programmes that flow from it.  相似文献   

2.
ABSTRACT

The present article connects a secondary analysis of quantitative data from the Programme for the International Assessment of Adult Competencies (PIAAC) with the theoretical approach of ‘literacy practices’ and related research results from the so-called New Literacy Studies (NLS) tradition, which follows a cultural practices paradigm.

According to the literacy as social practice approach, the analysis of adults’ literacy and numeracy practices could provide relevant policy information about how to address target groups in adult literacy and basic education. Thus, a Latent Class Analysis was carried out with the German PIAAC dataset in order to differentiate the adult population by their uses of literacy, numeracy and ICT.

As a result of this procedure, three subgroups of adults can be distinguished by the frequency in which they use selected skill-related activities. Surprisingly, an adult’s individual literacy level does not clearly predict group membership. A further interesting result is that participants in one of the groups seem to compensate for the few chances they have to use their skills at work by using them more often in their everyday life. Both results contribute to the need to draw a more differentiated picture of adults with lower literacy skills.  相似文献   

3.
This study compares the literacy and numeracy proficiencies of higher education (HE) degree holders in 21 OECD countries based on primary analysis of the national data sets collected via the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC) 2012 study. The differences in the graduates’ average literacy and numeracy proficiencies amongst the OECD countries are substantial. Depending on the country, a smaller or greater proportion of a young highly educated age group does not have sufficient skills in literacy or numeracy to cope with many of the everyday tasks requiring the use of that skill. The PIAAC study challenges existing evaluation practices of the effectiveness of HE in fostering individual skills and puts into perspective the attempts to lift national average skill levels by increasing the HE sector’s intake.  相似文献   

4.
Children’s experiences with early numeracy and literacy activities are a likely source of individual differences in their preparation for academic learning in school. What factors predict differences in children’s experiences? We hypothesised that relations between parents’ practices and children’s numeracy skills would mediate the relations between numeracy skills and parents’ education, attitudes and expectations. Parents of Greek (N = 100) and Canadian (N = 104) five‐year‐old children completed a survey about parents’ home practices, academic expectations and attitudes; their children were tested on two numeracy measures (i.e., KeyMath‐Revised Numeration and next number generation). Greek parents reported numeracy and literacy activities less frequently than Canadian parents; however, the frequency of home numeracy activities that involved direct experiences with numbers or mathematical content (e.g., learning simple sums, mental math) was related to children’s numeracy skills in both countries. For Greek children, home literacy experiences (i.e., storybook exposure) also predicted numeracy outcomes. The mediation model was supported for Greek children, but for Canadian children, the parent factors had both direct and mediated relations with home practices.  相似文献   

5.
To assess the relative influences of education, social environment, and current activities on the practical literacy of young adults in the United States, data were drawn from the 1985 National Assessment of Educational Progress survey of 3,618 21–25 year olds. Oral and written examinations provided reliable measures of comprehension of written language, documentary and writing skills, pictorial and chart understanding, and numeracy; oral and some additional writing skills were assessed with single-item rating scales. A multidimensional model of literacy distinguished 20 early background characteristics of education, home, and family from 16 literacy-promoting current adult activities—all of which were coded into scales from respondent reports. Regression and canonical analyses showed that both early experience and current activities powerfully influence young-adult literacy.‘Matthew effects,’ however, show early environmental advantages yield subsequent advantages that lead to wide disparities in adult literacy skills.  相似文献   

6.
We study the effects of preschool attendance on children’s schooling and cognitive skills in Kenya and Tanzania. We use a within-household estimator and data from nationally representative surveys of school-age children’s literacy and numeracy skills, which include retrospective information on preschool attendance. In both countries, school entry rules are not strictly enforced, and children who attend preschool often start primary school late. At ages 7–9, these children have thus attended fewer school grades than their same-aged peers without pre-primary education. However, they catch up over time: at ages 13–16, children who went to preschool have attended about the same number of school grades and score about 0.10 standard deviations higher on standardized tests in both countries. They are also 3 (5) percentage points more likely to achieve basic literacy and numeracy in Kenya (Tanzania).  相似文献   

7.
ABSTRACT

The objective of this study is to examine the associations between the motivation to learn, basic skills (i.e. literacy and numeracy), and organised adult education and training (AET) participation among the middle-aged and older adults in the USA. Rapid technological advancement and globalisation necessitate individuals to engage in lifelong learning to actively participate in society. However, little is known about the roles of motivation to learn and basic skills in the AET participation in the U.S. adult population. We obtained the data from the 2012/2014 Programme for International Assessment of Adult Competencies restricted-use file and adults aged 50 years and older (n = 2,580) are included. Structural equation models are used to examine (1) any AET, (2) formal AET and (3) non-formal AET participation as a function of the motivation to learn latent construct, literacy, numeracy, and other covariates. Results showed that the motivation to learn, literacy and numeracy are all positive predictors of non-formal AET participation. Only motivation to learn is associated with formal AET participation. Findings from this study may inform future interventions as well as policy changes to promote specific types of organised AET programmes among older adult population in the USA.  相似文献   

8.
Parent and School Partnerships in Supporting Literacy and Numeracy   总被引：1，自引：0，他引：1  
This study examined home literacy and numeracy practices. It also focused on the roles of home and school in fostering Year 3 children's literacy and numeracy development in Australian schools. A parent survey of 95 parents from four schools, and focus interviews of parents, teachers and a school administrator within one school, provided the data for this study. Results showed that parents helped their children with literacy and numeracy at home. Most of this assistance is given with reading, some with writing and some with routine mathematics. Both parents and school personnel held the children's learning interests at heart and advocated for the formation of parent/school partnerships. Yet the discourses relating to school and home roles for assisting children's literacy and numeracy development provided contrasting views. Implications for school personnel are drawn from the results of this study.  相似文献   

9.
In 1999, the primary curriculum was published in Ireland, with emphases on ‘breadth and balance’, recognition of the role of language and the arts and commitment to each child's potential and holistic development. In 2011, the Irish government published a strategy aimed to improve standards of literacy and numeracy among children and young people in Ireland, ‘Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011–2020’. The approaches to address concerns over literacy and numeracy in Irish schools, taken by the Strategy, require deconstruction, and in this paper, we argue that the focus on literacy and numeracy to the exclusion of other educational objectives in Ireland at present threatens the holistic ethos of the curriculum. We challenge those involved in education in Ireland to ensure that pedagogical rather than political concerns motivate our strategies and policies.  相似文献   

10.
This article explores the contribution of higher education to the development of numeracy and literacy competencies. To control for other post-schooling determinants of generic skills, the analysis is confined to adults aged 20–24 years who have completed or who are enrolled in tertiary studies. The quality of incoming students is controlled for by estimating the average PISA score attributable to this cohort using a truncated distribution approach. Average tertiary competencies are obtained for 31 countries from the OECD’s Programme for the Assessment of Adult Competencies (PIAAC). The empirical findings are that the PISA scores account for most (70 per cent) of the international variation in PIAAC scores. Government expenditure on higher education is found to exert a small positive effect on PIAAC scores, at least for numeracy. The level of national research activity, as measured by research publications, has a small negative effect on PIAAC scores  相似文献   

11.
Previous research suggests that as societies empower women educationally, gender differences in numeracy skills will decline. Using direct measures of 56,142 adults’ numeracy skills from the Programme for International Assessment for Adult Competencies (PIAAC), this article studies whether this claim is evidenced across 20 Organisation for Economic Co-operation and Development (OECD) countries. Results show that in many countries, as education has equalised over generations, gender differences in adult numeracy skills have indeed declined. However, women’s advances in education have not always been matched by a reduction in the gender difference in adult numeracy. Contrary to expectations, gender differences in fields of study in further and higher education cannot systematically explain gender differences in adult numeracy. This suggests that to achieve gender equality in numeracy skills, societies must do more than empower women educationally. More research is needed on the educational policies, contextual, and life course factors contributing to gender differences in adult numeracy in post-industrial societies.  相似文献   

12.
Children’s involvement in home literacy and numeracy activities has been linked to school achievement, but the subtleties in the home environment responsible for these gains have yet to be thoroughly investigated. The purpose of this study was to determine how children’s interests and collaborative parent–child interactions affect exposure to home literacy and numeracy activities. Parents of 170 four-to-five year old children completed a survey about their child’s home learning environment. They rated their children’s interests in 14 activities, and the extent of parent–child collaboration on a cooking and card-making task. Follow up interviews were also initiated with four mothers to provide validation of the survey data in numeracy. Factor analyses reduced the number of survey items. Parents whose children preferred exploratory, active or crafts activities reported frequent engagement in literacy and numeracy activities. Parents seeking a collaborative approach during activities reported increased exposure to home literacy and numeracy activities than families with less collaborative involvement. Interview data confirmed that parents of children with high numeracy scores were exposing their children to rich numeracy activities during play. The findings suggest that children’s interests and collaborative parent–child involvement impact literacy and numeracy exposure in the home.  相似文献   

13.
This paper is based on a research project that explored a UK Government initiative to improve the quality of teaching adults, numeracy, literacy and English as a second other language. The findings will be of interest to teacher educators generally and also to those involved in teaching adults, language, literacy and numeracy. The paper reports on the main findings of the research and sets the context for the presentation of models and concepts for rethinking how to meet the diverse prior experience and qualifications of those on teacher training programmes, as well as the challenges of relating a deeper understanding of ‘what you teach’ and ‘how you teach it’. Among the many issues raised by this paper, priority is given to the importance of the sequencing and organization of teacher training courses to meet the individual needs of trainees, who in the context of teaching adults in the UK have very different levels of teaching experience, prior subject knowledge and learning needs.  相似文献   

14.
ABSTRACT

This study sought to a better understanding of the construct of problem solving in technology-rich environments and the effect of literacy and numeracy on problem solving. Data used in this study were drawn from Programme for the International Assessment of Adult Competencies US data which includes 5010 completed cases and a total of 1326 variables. The assessment of literacy, numeracy and problem-solving competencies were administrated using computer-based approaches. The result of the study showed that adults with higher numeracy and literacy competencies were more likely to have higher level of problem-solving skills. The results of the analyses also revealed that solution latency (i.e. time) were an important factor influencing problem-solving skills. This study indicates that basic mathematical skills are essential for solving problems that require interpersonal communication, computer and software knowledge, planning, and organising. The findings from this study provide several implications for researchers, educators, teachers and policymakers.  相似文献   

15.
In 2015, the Australian Council for Educational Research (ACER) was tasked with developing literacy and numeracy skills testing for pre-service teachers. All undergraduate and postgraduate trainee teachers are now required to pass these literacy and numeracy tests at some stage on their journey to becoming a teacher; for commencing students from 2017 in all states (except New South Wales), successfully passing these tests is a requirement for graduation. Following this announcement, ACER released a number of sample test items for both literacy and numeracy. This study used multimodal analysis to study the nature of the language, symbolic notation and visual representations in the sample test items for numeracy, with a focus on the linguistic complexity of the questions. The findings suggest that the types of linguistic constructions found in the  assessment questions create significant challenges in terms of reading and comprehension which could impact on how the students engage with the numeracy assessment items.  相似文献   

16.
This research arose from our involvements in adults and community education, adult literacy, youth issues, and in researching the new movement in Australia for the inclusion of ‘generic skills’ in education and training curriculum. We recruited twenty-two practitioners in Adult and Community Education (ACE) in a participatory action research approach to assist us in exploring how ‘generic skills and attributes’ are fostered in the context of adult and community education and to theorise pedagogies of ACE in the light of the changed demographic of those who access ACE programs (especially disaffected young people and older unemployed men). A ‘Framework for ACE Pedagogy’ was one outcome of the research. In this paper we describe the five ‘elements’ which we found to constitute ‘The Teacher’ in ACE. The elements include: personal engagement with learners; self-reflection on one's teaching and one's own learning journey; improvisation and risk-taking; awareness of relations of power; and having patience and trust in the learning process.  相似文献   

17.
Scores from the Australian National Assessment Program—Literacy and Numeracy (NAPLAN) identify students ‘at risk’ of not meeting minimum standards deemed necessary for future success in school and employment. The NAPLAN tests include items related to numeracy but also mathematics content and skills. Research in the area of mathematics education examining the effectiveness of pedagogical interventions in improving student scores on NAPLAN and other international measures is not only shaped by the standardised testing regime, it also effectively corrals the problem within the school context. As such, it is unable to answer questions related to other factors implicated in the lives of those who continue to ‘fail’ in relation to numeracy outcomes. This paper critically examines the type of funded research being done in relation to numeracy and mathematics education, the ‘social’ turn and the disconnect between this research and the widening ‘gap’ in NAPLAN numeracy outcomes. It argues for a research approach informed by institutional ethnography that begins with the ‘doings’ of individual students labelled ‘at risk’.  相似文献   

18.
International Review of Education - The Programme for the International Assessment of Adult Competencies (PIAAC) assesses key skills in literacy, numeracy and problem-solving in technology-rich...  相似文献   

19.
ABSTRACT

In the wake of neo-liberal informed global trends to set performance standards and intensify accountability, the Dutch government aimed for ‘raising standards for basic skills’. While the implementation of literacy standards was hardly noticed, the introduction of numeracy standards caused a major backlash in secondary schools, which ended in a failed introduction of a high stakes test. How can these major differences be explained? Inspired by Foucault’s governmentality concept a theoretical framework is developed to allow for detailed empirical research on steering processes in complex systems in which many actors are involved in educational decision-making. A mixed-methods multiple embedded case-study was conducted comprising nine school boards and fifteen secondary schools. Analyses unveil processes of responsibilisation, normalisation and emerging dividing practices. Literacy standards reinforced responsibilities of Dutch language teachers; for numeracy, school leadership created entirely new roles and responsibilities for teachers. Literacy standards were incorporated in an already used instrument which made implementation both subtle and inevitable. For numeracy, schools distinguished students by risk of not passing the new test affirming the disciplinary nature of schools in the process. While little changed to address teachers main concerns about students’ literacy skills, the failed introduction of the numeracy test usurped most resources.  相似文献   

20.
This article analyses the contribution of post-compulsory education and training systems to the development of literacy and numeracy skills across OECD countries. While there is extensive cross-country comparative research on the effects of primary and lower secondary education systems on aggregate skills levels, there has been little comparative analysis of system effects after the end of lower secondary education. This article uses a quasi-cohort analysis of the tested literacy and numeracy skills of 15-year-olds in PISA 2000 and 27-year-olds in the 2011 OECD Survey of Adult Skills (SAS) to estimate the gains in different countries in mean levels of competence in literacy and numeracy. We found that Nordic countries (Norway and Sweden) with comprehensive upper secondary education and training systems and German-speaking countries (Austria and Germany) with dual systems of apprenticeship were particular effective, whilst countries with mixed systems (England, Ireland, Northern Ireland and Spain) showed a relative decline in both literacy and numeracy. The education system characteristics that account for these differences are (a) the inclusiveness – as proxied by high rates of participation at 17/18 and low social gradients of level 3 completion; (b) the esteem of vocational programmes; and (c) curriculum standardisation with regard to the study of maths and the national language.  相似文献   

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