EMMA clustering conference, Bucharest, 26.10.2006 Developing National Standards for Basic Numeracy Senior adviser Hanne Christensen Senior adviser Svein

EMMA clustering conference, Bucharest, 26.10.2006

Developing National Standards for Basic Numeracy

Senior adviser Hanne ChristensenSenior adviser Svein Kvalø

Vox, Norwegian Centre for Adult Education


Introduction

• In February this year, the Ministry of Education and Research assigned Vox the responsibility for developing national standards for basic skills for adults:– Numeracy, literacy and basic ICT skills

• Stated in the national budget. • The assignment is the result of a long

process, in which Vox has been a major contributor in raising awareness about basic skills education for adults.


Main objective

•To increase the quality of teaching and ensure that the individual can get education adapted to his/her needs…

•… so that every adult can attain the level of basic competence…

•… that enables him/her to meet the increased demands of today’s work and everyday life.


Background

• ALMAB – introduced to Preparatory Adult Education

• Newspaper article 2003 about IALS and the need to raise awareness about basic skills

• ”Team for Sciences and Mathematics” (adm. by Ministry of Education) – Vox introduces the idea of focusing on basic skills/numeracy

• Danish evaluation of their Preparatory Adult Education; Vox participated


Political climate

• IALS/ALL survey results: The results (from ALL in particular) paved the way for political interest in issues concerning basic skills for adults.

• School reform: ”Knowledge Promotion” – inspired by the Lisbon council – emphasis on basic skills (2006). But: No special provisions are made for adults.

• The current government’s (red-green coalition) programme statement (2005): – Focus on increased possibilities for all. – Raising the level of basic skills in the population more

focus on adult education and especially learning at work


Starting out• Studying various national standards from other

European countries

• Study visit to QCA (Qualifications and Curriculum Authority) in London

• Decided to use the Danish and the English systems as main inspirationshttp://www.qca.org.uk/2790.html

• Defined target group decided not to include people having severe specific and specific maths difficulties (and some of the weaker in the group with maths difficulties.

http://www.qca.org.uk/2790.html


What kind of maths? • Preparing for the first meeting with the reference

group – examples; recognizable everyday maths for adults picked from different arenas

• Inspired by the Danish and English systems through studying text books and exams

• The English influence: Arenas such as Citizen and community, Working life, Domestic and everyday life, Leisure, Education and training, Using ICT in social roles


Level 1

1d, 2a

Level 2

2b, 3b

How high is the stack of timber, approximately, on it’s highest point?

How many bricks are there all togetheron one of the pallets when it is filled up?

Education and Training in the Workplace

Counting abilitiesRatio and estimation


The work process• The local group from Vox worked out the

first draft of the framework (two levels)

• Invitation to a reference group: Teacher trainers, future providers/practitioners, experts, trade unions, employers’ representatives

1. Discussion of Danish system; experts from Denmark

2. Discussion of first draft of the framework – what kind of maths?


Influences from the reference group

• Changed the suggested framework from consisting of two levels to three.

• Established a working group consisting of the local group from Vox, experts and providers/practitioners

• Planned further work process:


Further work process

• The local group in Vox will have sent out a draft of the framework prior to meetings with the working group.

• After each meeting the latest version of the framework is published on Vox’ website.

• The working group has met on two different occasions and will meet November 13.

• The reference group will meet November 27.

• If any changes are necessary, the working group has a final opportunity to adjust the framework on December 11 before it is handed over to the Ministry of Education and Research.


An open process; how and why?

• Broad contact with a wide range of relevant institutions; e.g. prisons, teacher seminars, providers, Norwegian Centre for Mathematics Education, Nordic Research Forum (maths difficulties), Norwegian Directorate for Education and Training, representatives from trade unions and employers – to enhance interest and support for the framework

• The work in progress is published on the Vox website: www.vox.no– questions and comments invited

• Objective – Ensuring a good process in the development of the framework – Creating consensus and willingness to apply the framework in

practice


Project organisation in Vox

• Common project for all basic skills– to promote

knowledge sharing within the institution

– because it is ONE assignment from the Ministry

– harmonising graphic design, language etc. etc. to present a full framework for all basic skills to the Ministry and the public

coordinator

digital competencePL + group

literacyPL + group

numeracyPL Svein +

group


Project funding

• “Programme for basic competence in working life” (BKA)– established in 2006, as part of the national

budget– funding of literacy, numeracy and digital

training in the work place– follow-up from Vox, for development and

documentation

• Each project group has its own budget; PL responsible.


What now?

• BKA “Programme for basic competence in working life” is an important arena to test out the framework in the workplace

• We are used as consultants in workplace learning activities, and visit enterprises regularly to try out and discuss method issues connected to the framework.

• We want to have a flexible framework – applied in adult education centres and in workplaces


Summing up I

• Developing the national standards is the first step in a process towards building a national education system for basic skills an ongoing process

• First phase: – Framework with descriptions of competency levels,

illustrated by case stories– Deadline: Dec 2006

• Second phase:– Course descriptions, educational resources, courses for

instructors…– Planned for 2007


Summing up II – Proposed national budget 2007

The programme increases from 24 mill. NOK in 2006 to 35 mill. in 2007

Vox is asked to: •develop criteria for qualifying providers•develop and try out course descriptions and material•measure learning output in some defined courses

Documents

EMMA clustering conference, Bucharest, 26.10.2006 Developing National Standards for Basic Numeracy Senior adviser Hanne Christensen Senior adviser Svein