Improving literacy and numeracy in schools (Northern Ireland)

Improving literacy and numeracy in schools (Northern Ireland) PDF

Author: Great Britain: Parliament: House of Commons: Committee of Public Accounts

Publisher: The Stationery Office

Published: 2006-12-08

Total Pages: 44

ISBN-13: 0215031636

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Incorporating HCP 1327-i, session 2005-06, not previously published. The Northern Ireland Audit Office report on this topic was published as HCP 953, session 2005-06 (ISBN 0102939756)

Report on Improving Literacy and Numeracy Achievement in Schools

Report on Improving Literacy and Numeracy Achievement in Schools PDF

Author: Northern Ireland. Assembly. Public Accounts Committee

Publisher:

Published: 2013-06-26

Total Pages: 167

ISBN-13: 9780339604827

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While there has been progress improving levels of literacy and numeracy over recent years, the pace of this has been slow. Moreover, there is a high concentration of poor outcomes in some schools and a big gap in performance that is partially linked to social deprivation. In addition, there can be a wide variation in the results achieved by schools with apparently similar intakes. Overlaying this, girls generally achieve higher standards than boys across the school sector, and among disadvantaged communities, maintained schools generally outperform schools in the controlled sector. The Committee concluded that the operation of a number of key elements consistently underlies the performance of schools that achieve high standards of literacy and numeracy: a belief that each child can learn and build on basic literacy and numeracy skills regardless of background; convincing evidence which indicates that the greatest improvements in literacy and numeracy skills will come from systematic and sustained intervention in children's early years; the engagement of parents to provide educational development in the home and in local communities; strong leadership and management practices, involving whole-school approaches to the teaching of literacy and numeracy; the provision of quality teaching and learning by teachers who have acquired, during their pre-service teacher training, and in-service professional learning, evidence-based teaching practices that are shown to be effective in meeting the developmental needs of each child; effective school governance based on a balance between supporting and challenging the school leadership team

Adult Literacy and Numeracy

Adult Literacy and Numeracy PDF

Author: Kevin Lowden

Publisher:

Published: 1995

Total Pages: 41

ISBN-13: 9781860030208

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A project investigated the extent to which the current adult basic education (ABE) provision was meeting the needs of participants in Northern Ireland. Interviews were conducted with key individuals from 22 agencies providing adult literacy and numeracy support, selected tutors and managers of ABE (n=62), and 55 ABE students. Students had a variety of reasons for participation, often both vocational and personal. Barriers were mainly dispositional, including the fear of being seen to have ABE needs, of traveling to unsafe areas, and of not being able to cope with course content. Situational barriers included the costs incurred by participation. Child care considerations also affected students' participation and regular attendance. Students gave particular praise to course content, styles of teaching, and teachers' qualities. In contrast to initial assessment and induction guidance, pre-entry guidance was minimal. Participants considered guidance and support while on courses to be excellent. The majority of coordinators and managers of ABE provision felt that, overall, available funding for ABE in Northern Ireland was insufficient. Full-time staff were the best qualified, but most ABE teaching was done by part-time and volunteer tutors with lower levels of relevant qualifications. Benefits included helping improve skills needed at work and increasing promotion prospects, improving the quality of life, and increasing self-esteem. Contains eight references. (YLB)

Improving Adult Literacy and Numeracy

Improving Adult Literacy and Numeracy PDF

Author: Northern Ireland Audit Office

Publisher:

Published: 2009

Total Pages: 64

ISBN-13: 9780337095719

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An International Adult Literacy Survey, carried out in 1996, showed that around 1 in 4 (some 250,000) people of working age in Northern Ireland had levels of literacy and numeracy below those expected of school leavers. For individuals, the impact can be profound. Research has shown, for example, that they are four times more likely to be unemployed; if they do have a job, it is more likely to be low-skilled and low-paid; and they are more likely to suffer from ill-health and to be in poor housing. Improving literacy and numeracy skills can deliver a range of benefits, including increased confidence and employability and a much greater engagement with society. This report looks at the problem and covers the following aspects: the scale & nature of the problem; strategies for improving literacy & numeracy; increasing participation and achievements & costs

Bringing Insider Perspectives into Inclusive Teacher Learning

Bringing Insider Perspectives into Inclusive Teacher Learning PDF

Author: Phyllis Jones

Publisher: Routledge

Published: 2013-10-08

Total Pages: 244

ISBN-13: 1134667337

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This fascinating text offers a compelling argument for the need to include insider perspectives of disability in teacher education programs, in order to enrich professional understandings and shed light on the reality of living with a disability. With contributions from a highly experienced team of authors from a wide range of educational settings, Bringing Insider Perspectives into Inclusive Teacher Learning includes case studies and research projects on how teacher educators gather, interpret and integrate insider perspectives into teacher education programs, along with practical strategies as to how educators can develop programs more sensitive to the experiences of ‘insiders’. Questions addressed include: How do teacher educator researchers gather insider perspectives? What are some of the barriers and challenges involved? What critical experiences and lessons can be learned from teacher educators who have integrated insider perspectives? How can insider perspectives bring about a more meaningful inclusion of students with disabilities? Offering a range of different methodologies to engage students, parents, teachers, school leaders and teacher educators, this thought-provoking book provides practical ideas about how insider perspectives can enhance teacher learning and support greater inclusive practices in schools. This text will be useful to university lecturers, teachers and education specialists, as well as students of educational studies and ITE courses from foundation degree level through to undergraduate and postgraduate study.

Improving Adult Literacy and Numeracy

Improving Adult Literacy and Numeracy PDF

Author: Northern Ireland: Northern Ireland Assembly: Public Accounts Committee

Publisher:

Published: 2011-03-24

Total Pages: 85

ISBN-13: 9780339603998

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The proportion of unqualified people of working age in Northern Ireland is the highest in the UK. More than a fifth had no qualifications and many showed low levels of literacy and numeracy which could harm overall economic competitiveness. Over the nine years to 2010-11, Department for Employment and Learning (DEL) spent some £70 million on 'Essential Skills', its adult literacy and numeracy education programme. By July 2010, just over 83,000 people had enrolled on courses, of whom some 51,000 had gained an Essential Skills qualification. More recently, greater numbers of people have been enrolling on the programme, however, those with the lowest skill levels are yet to be brought into the system. At the current rate of progress it could take the (DEL) decades to overcome Northern Ireland's literacy and numeracy deficit. While indications are that the percentage of the workforce without qualifications has been falling, it remains significant - for example, at June 2010, the figure was 22%. The DEL told the Committee that employers said they have skilled but not necessarily qualified workers. It hopes, therefore, to create a system whereby it can assess a person's skills and accredit them. DEL currently funds some 20,000 people each year to participate in Essential Skills training. However, given the huge number of the working age population with poor literacy and numeracy skills, this level of provision appears inadequate

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