Literacy and Numeracy Situation

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Literacy and Numeracy Situation

• Capacity Building Workshop on
• Monitoring and Evaluating Progress in Education
  in the Pacific
• (with the technical assistance from SPBEA, UNICEF
  and PRIDE)
• 27-31 October 2008
• Tanoa Hotel, Nadi, Fiji Islands

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Ministers have committed themselves to improving
all aspects of the quality of education and
ensuring excellence for all so that recognised
and measurable learning outcomes are achieved,
especially in literacy, numeracy and essential
life skills. (PIFS 2002)
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5 Aspects of Quality

• Quality Learners
• Quality Processes
• Quality Content
• Quality Environment
• Quality Outcomes

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Quality in Education

• Curriculum (well designed and focuses on
  outcomes)
• Assessment framework (targets curriculum outcomes
  and focuses on achievement of whole child)
• Learning environment (encourages independent and
  innovative thinking of both teacher and student)

5
Quality of Education

• Teachers (commitment and competency)
• Teaching and learning resources (effectiveness
  and availability)
• School management and leadership (effectiveness)
• Resources (appropriate and sufficient)

6
Views on Quality Education

• Quality education relates more to the quality of
  the teaching-learning process and what goes on in
  the classroom. (F.Rameckers)
• Improving the teaching-learning process would
  result in improvement in quality of education
  (M. Forster)
• Ultimately all decisions and courses of action in
  education must be judged on the extent to which
  they result in improved student learning

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Why only Literacy and numeracy?

• strong linkages between literacy and generic
  competencies.
• Literacy for All The Challenge for Australian
  Schools recognise that effective literacy and
  numeracy are key skills which enable all
  Australians to successfully participate in
  schooling until the completion of Year 12, and in
  further study, training or work.

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Why did we develop these?

• To collect data on Literacy and Numeracy
  Achievements.
• To determine the extent to which the Curriculum
  Outcomes for Literacy and Numeracy are Achieved
• Identify Areas in the Learning and Teaching Where
  Help Might be Needed

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Monitoring L and N

• Focus on Language and Maths Curriculum Outcomes
  
• Language available in English and Vernacular and
  Maths available in Vernacular
• Curriculum based and outcome focussed
• Currently years 4 and 6
• Reports country profile / recommend
  intervention strategies
• Expand to years 2 and 8

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Monitoring and Assessment

• Interventions suggested at the school level
• Measured again after a period of 2-3 years
• More reporting / recommended action
• No use doing all this monitoring if there are not
  follow up
• Countries must have their own task forces which
  are adequately resourced
• Project of community awareness to start in
  selected countries

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Reporting

• Benchmark Achievement Standards Identified (L5 to
  L0)
• L5 (or L4) indicates standard curriculum expects
• L0 L1 (Lc) Critical Level (Below the Level
  being monitored)

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Monitoring and Assessment

• Interventions suggested at the country and school
  level (ARTTLe, Teacher Competency module)
• Measured again after a period of 2-3 years
• More reporting / recommended action
• No use doing all this monitoring if there are not
  follow up
• Countries must have their own task forces which
  are adequately resourced
• Project of community awareness to start in
  selected countries

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Collaboration

• National governments
• Fiji FILNA setting baseline began
• Kiribati STAKI baseline completed
• Naura Nauta work starting again
• Samoa SPELL support of software?
• Solomon SISTA baseline completed
• Tonga STAT baseline completed
• Tuvalu TUSTA - baseline completed
• Vanuatu VANSTA - baseline completed
• UNESCO numeracy
• UNICEF life skills
• SPBEA - literacy

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STALLIAN software

• Statistical
• Tool for
• Analyzing
• Literacy,
• Life-skills and
• Numeracy