Understanding Literacy Development “Lifelong and Life Wide”

Rogers, Rebecca

doi:10.1598/rrq.46.1.5

Cited by 1 publication

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References 22 publications

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“…This focus and investment is not unique to Norway, but rather reflects international discourse that consistently relates skill levels to economic growth (OECD, 2015b; Reder, 2013; Tett, Hamilton, & Hillier, 2006; Wickens & Sandlin, 2007). In light of this investment, we seek to identify and discuss associated trends in adult performance on tests of basic skills, thus promoting an understanding of lifelong and lifewide skill development (Reder, 2013; Rogers, 2011). Furthermore, we consider implications of our findings for education policy and initiatives.…”

Section: Introductionmentioning

confidence: 99%

When Investment in Basic Skills Gives Negative Returns

Billington

Nissinen

Gabrielsen

2017

Adult Education Quarterly

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In recent years, the Norwegian government has invested heavily in improving basic skills in the adult population. Initiatives have included legislation, the introduction of work-based adult education programmes and reforms in schooling. In the light of this investment, we explore trends in adult literacy and numeracy, by comparing data from two international surveys of adult skills, conducted in 2003 and 2012. Paradoxically, the proportion of low performing adults appears to have increased, most significantly in the 16-24 year age group and in the foreign-born population. The profile of the lowest performing group has changed in the intervening years. These findings suggest that adult education programs and the education system more generally may not be in concord with the goal of including all in the communities of the literate. We discuss policy implications, in the context of the Scandinavian model but argue that the discussion is applicable beyond national boundaries.

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