Adult literacy and numeracy
This report provides the theoretical and research base behind the Learning Progressions for Literacy and Numeracy and the allied resources. It first considers the nature of adult learners and learning. It addresses ESOL learners and their idiosyncratic needs due to their cultural knowledge and language proficiency, and indicates that the Learning Progressions are not ESOL progressions. The report focuses on socio cultural practices, vocabulary, critical thinking.
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People need literacy and numeracy skills to find, understand, and use health information and services. What people know and what they do with what they know has a major impact on their life chances. For example, people with lower literacy proficiency are more likely than those with better literacy skills to report poor health. The resources on this page briefly explain literacy and numeracy and how they are measured in national education surveys.
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We have already discussed some of the challenges to this vision in this series of blogs on the data for Sustainable Development Goal 4 SDG 4 on a quality education and lifelong learning for all. Our blog on SDG 4 indicator 4. But above all, we need to be able to read, write and handle basic calculations. The UNESCO Institute for Statistics UIS rang the alarm bells last September with the most recent data on learning , revealing that million children and adolescents worldwide — six out of ten — are not reaching minimum proficiency levels in reading and mathematics. This blog examines SDG 4 target 4.
Judy Hunter and Dr. Jane Furness , University of Waikato. In this way we hoped to provide a more balanced, in-depth view of literacy learning outcomes than is currently available through the standardised skills-based National Assessment Tool. First, three key programme qualities contributed to the identification, reflection and recording of wellbeing outcomes:.