Literacy and Numeracy Situation

1. 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

2. 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)

3. 5 Aspects of Quality Quality Learners Quality Processes Quality Content Quality Environment Quality Outcomes

4. 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

7. 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’.

8. 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

9. 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

10. 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

11. 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)

12. 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

13. 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

14. STALLIAN software Statistical Tool for Analyzing Literacy, Life-skills and Numeracy