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LAMP: Literacy Assessment and Monitoring Programme (LAMP) to highlight the multiple dimensions of literacy as measured in prose reading, document reading and numeracy (UIS, 2009)

PIAAC:Programme for the International Assessment of Adult Competencies

STEP:

Skills towards Employment and Productivity (STEP) surveys of adult skills, including literacy

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-unrealistic expectations.

-They do not always cater to diversity, using a centrally designed ‘one size fits all’ approach with a prescribed curriculum, objectives and materials

-Teacher recruitment and training is considered the weakest point in literacy programme

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-Global political commitment

-effectiveness of literacy campaigns and programmes

-scope of attempts to promote mother tonugue literacy

-the influence of demand for literacy

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literacy rates based on direct ASSESMENT AND DECLARATIONS

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literacy rates based on direct ASSESMENT AND DECLARATIONS

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AS YOU CAN SEE DIRECT ASSESSMENTS ARE LOWER THAN HOUSEHOLD DECLARATIONS

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The OECD developed the Programme for the International Assessment of Adult Competencies, (PIAAC), on the Adult Literacy and Life Skills Survey administered in the period 2003–2007 in 13 countries with highly literate populations. As with its predecessors, the scaled levels and scores of PIAAC can be compared across countries, education attainment levels and types of employment. This direct assessment shows that, even in high income countries, a notable minority of adults have only very low levels of proficiency in reading (OECD, 2013c). PIAAC defines six levels of proficiency: level 1, and levels 1 through 5. Individuals proficient at level 1 can read brief texts on familiar topics and ‘locate a single piece of information that is identical to or synonymous with the information given in the question or directive’ (OECD, 2013c). Around 3% of adults read below level 1 in PIAAC participant countries and a further 12% read at level 1 but no higher. The results imply that about as many as one in seven adults either never became proficient readers while they were in school, or their reading abilities atrophied because they were not being used. In countries such as France, Italy and Spain, more than one in four adults had low literacy skills

(OECD, 2013c).

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Based on direct assessment, the world is even further from universal adult literacy than official estimates suggest

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INTERNATIONAL SURVEY PROGRAMME ... SOLUTION FOR ASSESSING LITERACY!

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INTERNATIONAL SURVEY PROGRAMME ... SOLUTION FOR ASSESSING LITERACY!

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- Demographic and Health Survey (DHS)

-Multiple Indicator Cluster Survey (MICS)

assess literacy directly by asking household respondents to read a sentence from a card. Adults who had continued to secondary school were not given this test because they were presumed literate. Despite the limitations of this simple technique, used in a survey designed for a different purpose, the resulting measurements are more accurate than self-declarations considerable contribution to our understanding of literacy levels.

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Another problem is that national definitions of literacy have even changed in countries where literacy rates are based on the same sources and methods. Malaysia used school attendance to define literacy in 2010 but not in previous years. At the time of the Dakar Framework, China defined literacy differently in rural and urban areas; its definitions were made consistent only in the 2010 census. Country definitions can also even change over a short period. In 2007, to be ‘literate’ in the Bolivarian Republic of Venezuela meant being able to read and write at least a paragraph in any language, but in 2009 it meant only thatsurvey respondents said they could read and write

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changes to the definition of literacy in the span of 15 years made it a challenge to globally assess progress overtime. Until recently, almost all estimates reported by the UIS were based on declarations by the household head or other household member on whether they could read or write, with some countries presuming literacy if they completed primary school

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Most countries are still far from goal 4

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The lowest rate of illiteracy decline was 1% in Guinea; the highest was 83% in Kuwait. In general, wealthier countries experienced the fastest declines in illiteracy, such as China, Saudi Arabia and Singapore. By contrast, mainly poor countries, such as Cambodia, Chad and Mozambique, continued to be furthest from achieving the target.

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The Education for All "movement" aims "to meet the learning needs of all children, youth and ADULTS by 2015".  However, a recent report states that "many of the world's poorest countries are not on track to meet the 2015 targets".

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Highlights ■ There are about 781 million illiterate adults. The rate of illiteracy is likely to have dropped slightly from 18% in 2000 to 14% in 2015, which means that the Dakar target of halving illiteracy has not been achieved.

■ Only 17 out of 73 countries with a literacy rate below 95% in 2000 halved their illiteracy rate by 2015.

■ Progress has been made towards gender parity in literacy. All countries where fewer than 90 women for every 100 men were literate in 2000 have moved towards parity, but none of them will reach parity by 2015.

■ Progress in adult literacy rates may be the consequence of younger, better educated people replacing older, less educated ones and not due to the implementation of effective literacy programmes.

■ Since 2000, there have been major innovations in the assessment of literacy skills which are aligned with a concept of literacy as a continuum. More needs to be done to extend the use of such assessment tools around the world.

■ While changes in daily life such as mobile technology may increase demand for the acquisition of literacy skills, their impact on literacy outcomes has not yet been shown.

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Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults

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IMPROVING LEVELS OF ADULT LITERACY