[PDF] Assessing And Acknowledging Learning Through Non Accredited Community Adult Language Literacy And Numeracy Programs eBook

Author : Darryl Dymock
Publisher :
Page : 72 pages
File Size : 34,70 MB
Release : 2008
Category :
ISBN :

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This Support Document was produced by the authors based on their research for the report, "Assessing and Acknowledging Learning through Non-Accredited Community Adult Language, Literacy and Numeracy Programs," and is an added resource for further information. There were five phases of this project: Phase 1 comprised further interrogation of Dymock's 2006 NCVER research data, a literature review, and identification of possible research partners; Phases 2 and 3, included reporting of interviews conducted at each of the partner sites and the collaborative development of a draft portfolio of monitoring tools. The testing and validation of those tools was the major activity of Phase 4, culminating in a workshop with the partners and researchers. Phase 5 entailed preparation of the Final Draft Report for feedback from the project partners and the NCVER internal and external reviewers, followed by submission of the Final Report. The purpose of this Support Document is to provide: (1) a full version of the literature review, and the possible bases for identifying the wider benefits of learning which emerged from that review; (2) a set of tables to summarise illustrative comments from coordinators, tutors and students about wider outcomes of adult language, literacy and numeracy learning, categorised against those tentative bases; (3) a table to capture the perceptions of coordinators, teachers & tutors about the extent to which it might be possible to develop indicators for those bases; (4) a table showing the responses of practitioners and students to examples of possible instruments for monitoring progress in non-accredited language, literacy and numeracy learning; (5) profiles of the five partner organisations for the project; (6) partners' reports on the trial of the selected instruments; and (7) copies of the original and revised interview schedules. In addition, a pdf attachment includes as appendices the nine examples of instruments for monitoring progress identified during the literature review and to which practitioners and students responded, and from which the six trial instruments were derived. (Contains 10 tables.) [For the full report, see ED503376. Funding for this work has been provided under the Adult Literacy National Project by the Australian Government, through the Department of Education, Employment and Workplace Relations.].

Author : Gajendra K. Verma
Publisher : Routledge
Page : 433 pages
File Size : 35,98 MB
Release : 2016-12-08
Category : Education
ISBN : 1317204271

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In this insightful text, the editors reflect on contributions from scholars representing Bangladesh, Greece, India, Israel, New Zealand, Switzerland, UK and USA, by showing how the majority of educational and social institutions in both developed and developing countries have failed to overcome the many barriers to an effective integrated system of education, suggesting ways as to how these barriers might be challenged. By looking closely at the overt and covert injuries of educational and social exclusion, a variety of approaches to overcoming the consequences of those challenges is proposed, drawing together strands of social theory, research data and conceptualisations for social action.

Author : Tett, Lyn
Publisher : McGraw-Hill Education (UK)
Page : 206 pages
File Size : 14,39 MB
Release : 2006-06-01
Category : Education
ISBN : 0335219373

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This book explores the social practice of literacy, numeracy and language and its implications for teaching and learning adult basic skills. Leading international experts argue that literacy, numeracy and language are more than just a set of skills or techniques, but are shaped by the social and cultural context within which they are taking place; the meanings they have for users; and the purposes they serve. This shifts the focus from a narrow, functional and externally imposed definition of literacy, numeracy and language learning, to more open and numerous definitions that focus on what people do with their knowledge, understanding and skills in a range of contexts. Adult Literacy, Numeracy and Languageshows how the social practice approach to learning and teaching can be used to develop more inclusive views of adult literacy, numeracy and language. Bringing together the views of researchers, policy makers and practitioners, it helps readers to develop an understanding of contemporary policy developments and encourages them to examine their own practice as adult basic education teachers, in order to respond more effectively to the needs of their students. This book is a valuable resource for practitioners, researchers and students on courses in adult and continuing education (particularly basic skills), postgraduate students, and researchers in the field of post-compulsory education.

Author : Joy Cumming
Publisher :
Page : 148 pages
File Size : 31,4 MB
Release : 1996
Category : Adult education
ISBN : 9781875578658

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This document contains eight papers from an action research program to foster good practice in adult literacy provision and policy. "Introduction" (J. Joy Cumming, Christina E. van Kraayenoord) presents an overview of the action research project and individual reports. "Assessment: Making a Difference in Adult Literacy and Numeracy Learning" (J. Joy Cumming, Christina E. van Kraayenoord) summarizes the assessment issues presented at the project seminars. The following six papers present the outcomes of the individual research projects: "Assessment as an Ongoing Feature of the Learning Environment" (Catherine Doherty, Francis Mangubhai, Joan Shearer); "Filling in the Blanks: Construct Validity Issues in the Development of Assessment Tasks for Adult Literacy Students" (Ann Kelly);"Moderation of Competency-Based Assessment: Issues and Practice in Adult Literacy and Numeracy" (John Bailey et al.); "Let's Start Reading: The Field Trial of a Computer Program as an Aid in Adult Literacy Teaching" (Maureen Mortimer); "Who's Learning from Whom: A New Teacher Explores Literacy Assessment and Teaching Strategies in an Adult Urban Classroom" (Cherie de Pinna); and "Are Literacy and Numeracy Competencies Achieved by Newstart Clients Transferred to the Clients' Real-Life Context?" (Maureen Cooper, Susan Garside). The final paper, "Writing an Action Research Proposal" (Peter Mountney) describes the focus of the program's research proposal workshops. Contains 12 references. (MN)

Author : Margaret Herrington
Publisher :
Page : 663 pages
File Size : 15,90 MB
Release : 2005
Category : Adult education
ISBN : 9781862012028

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This enlightening book brings together debates about theory and practice which have developed over 18 years in the Research and Practice in Adult Literacy (RaPAL) Bulletin. The contemporary relevance of the contributions from practitioners, learners and researchers is organised thematically around current priority issues such as teaching and learning; assessment; and accreditation. The book provides not only a link to the traditions of democratic practice in literacy and numeracy education, but also first hand accounts of questions and problems raised in the field and methods of solving them.

Author : UNESCO
Publisher : UNESCO Publishing
Page : 505 pages
File Size : 27,2 MB
Release : 2017-10-30
Category : Education
ISBN : 9231002392

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"The second edition of the Global Education Monitoring Report (GEM Report) presents the latest evidence on global progress towards the education targets of the UN Sustainable Development Goals. With hundreds of millions of people still not going to school, and many not achieving minimum skills at school, it is clear education systems are off track to achieve global goals. The marginalized currently bear the most consequences but also stand to benefit the most if policy-makers pay sufficient attention to their needs. Faced with these challenges, along with tight budgets and increased emphasis on results-oriented value for money, countries are searching for solutions. Increased accountability often tops the list. The 2017/8 GEM Report shows the entire array of approaches to accountability in education. It ranges from countries unused to the concept, where violations of the right to education go unchallenged, to countries where accountability has become an end in itself instead of a means to inclusive, equitable and high-quality education and lifelong learning for all. The report emphasizes that education is a shared responsibility. While governments have primary responsibility, all actors - schools, teachers, parents, students, international organizations, private sector providers, civil society and the media 0́3 have a role in improving education systems. The report emphasized the importance of transparency and availability of information but urges caution in how data are used. It makes the case for avoiding accountability systems with a disproportionate focus on narrowly defined results and punitive sanctions. In an era of multiple accountability tools, the report provides clear evidence on those that are working and those that are not."--Back cover.

Author : Peter Lavender
Publisher :
Page : 51 pages
File Size : 23,11 MB
Release : 2004
Category : Adult education
ISBN : 9781862011939

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Across the whole field of public service, targets are recognised as a mixed blessing. This discussion paper brings together three contributions that add to the debate of how Britain can meet the policy goal that underpins the target - that of how to strengthen skill and confidence in literacy, numeracy and language amongst adults in Britain.