Inge De Meyer - 31/10/2006

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What works in Innovation in EducationImproving
teaching and learning for Adults with Basic Skill
Needs through Formative Assessment

• 2nd National Experts meeting
• Paris, October 2006
• - Flemish reflections theme 1 Empowering
  Learners and Communities -

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Theme 1 empowering learners and Communities
How are adult LLN programme objectives for
teaching and learning linked to broader community
goals for integration/social inclusion, civic
participation and employment? How do instructors
use formative assessment approaches to address
these larger goals?
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Better Administrative Policy (January 1st 2006)

• 13 policy domains, three of which have a
  responsibility for training
• Education and training
• Work and social economy
• Culture, youth, sports and media

• cooperation between the domains embedded at the
  level of
• Policy decisions (Ministerial Committee on
  Education and Training)
• Policy making (interdepartmental steering group)
• Policy implementation (DIVA Training and
  Alignment Information Centre)

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Major objectives of the integrated education and
training policy

• stimulating lifelong and life wide learning

• strengthening the connection between education
  and training from the one hand and the labour
  market from the other hand

• Valorisation of competencies
• Alignment between changing demands of
  competencies in the professional world and the
  education and training provision
• Possibility to gain relevant work experience
• Etc.

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Adult basic education mathematics learning
trajectory
Math competencies labour market demands
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Adult basic education module BEWIS 07

• (standard) final goals
• Students can compute the circumference and
  surface area of a circle
• Students understand the concept promille ()
• Students can read, note down and compute the
  square root of natural numbers.

• key competencies
• Students can solve a maths problem by switching
  from a specific real-life situation to a
  mathematical design and vice versa
• Students can assess their results and
  performances and will use alternative learning
  strategies to improve their learning and
  achievement.

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Adult basic education module BEWIS 07

• (optional) final goals specific professional
  demands
• Students understand the concepts random
  surveys, sample size, frequencies and know how
  to construct a histogram
• Students can draw a curve
• While drawing or computing angles and distances,
  students use the Pythagorean theorem and the
  geometric proportions in right-angled triangles
• Etc.

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Adult basic education learning trajectory
Dutch as a second language modules
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NT2-course part of an integration programme NT2-course ? part of an integration programme
Level 1 (Breakthrough) BENT2 01 BENT2 04
Level 1 (Breakthrough) BENT2 02 BENT2 05
Level 1 (Breakthrough) BENT2 03 BENT2 06
Level 1 (Breakthrough) BENT2 07
Level 2 (Waystage) BENT2 08 BENT2 08
Level 2 (Waystage) BENT2 09 BENT2 09
Level 2 (Waystage) BENT2 10 BENT2 10
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Adult basic education learning trajectory
Dutch as a second language modules

• final goals breakthrough level ( elementary
  level)
• Students can have a social talk with strangers
• Students can write a little note or a picture
  postcard.

• final goals waystage level ( survival
  level)
• Students can formulate a complaint, opinion or
  problem in a structured manner
• Students can relay information in a (semi-formal)
  letter, invitation or description.

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(No Transcript)
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Theme 1 empowering learners and Communities

• What are the most important learning and personal
  outcomes in meeting goals for empowerment of
  individual learners? Do instructors use formative
  assessment as a deliberate strategy in working
  towards these outcomes?

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Outcomes embedded in the centres for basic
educations assignment

• address students personal (educational)
  deficits and needs
• improve students self-reliance
• improve students employability
• improve students educational skills.

? Learn students the basic knowledge, skills and
attitudes necessary to fully participate in
society or to follow further education
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2000 208 adult basic education (ex-)students
were questioned their experiences with adult
basic education
Results outcomes of adult basic education

• 73 agreed adult basic education met his/her
  (educational) needs

• 55 reported large or very large benefits
  self-reliance and life skills

• less than 50 reported effects on their work
  situation

• 30 considered adult basic education had effect
  on his/her educational skills or attitude towards
  life long learning.

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2000 inspection of 6 centres for adult basic
education
Results outcomes of their education
The centres perfectly respond to their students
personal (educational) needs and focus on the
improvement of their students coping abilities
and self-image. On the other hand, they dont
sufficiently stimulate their students
professional employability or his/her educational
skills and attitudes towards lifelong learning.