Bibliographies thématiques / Foundational literacy and numeracy

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Littérature scientifique sur le sujet « Foundational literacy and numeracy »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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Articles de revues sur le sujet "Foundational literacy and numeracy"

D R,, Darshith. "Foundational Literacy and Numeracy Goals." International Scientific Journal of Engineering and Management 03, no. 05 (2024): 1–9. http://dx.doi.org/10.55041/isjem01645.

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The concept of a teacher-parent app designed to advance foundational literacy and numeracy goals represents a pivotal advancement in supporting early childhood education. This abstract delves into the importance of such an application in fostering collaboration between educators and families to bolster children's learning experiences. By harnessing technology to facilitate communication, share educational materials, and monitor progress, the app acts as a conduit between the school and home settings. Through tailored learning plans, engaging activities, and timely feedback, it enables parents

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Kumar, Mukesh, and Biswajit Behera. "Influence of home environment on children's foundational literacy and numeracy skills: A systematic synthesis with India in focus." Asian Journal for Mathematics Education 1, no. 3 (2022): 359–80. http://dx.doi.org/10.1177/27527263221129366.

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India has the mission to ensure that every child attains foundational literacy and numeracy (FLN) skills by the end of grade three. The National Initiatives for Proficiency in Reading with Understanding and Numeracy (NIPUN Bharat) is entrusted to monitor this target. However, the specific factors of the home environment, which vary among Indian children, can explain the low performance in literacy and numeracy. Therefore, this systematic review aimed to comprehensively identify the home environment factors that affect literacy and numeracy learning. Studies published between 2013 and 2022 were

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Lal, Dr. Anubhav Samuel. "Reforms In School Education: Promoting Foundational Literacy And Numeracy." International Journal of Advance and Applied Research 11, no. 6 (2024): 472–75. https://doi.org/10.5281/zenodo.14627435.

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<strong>Abstract</strong> The foundation of a nation's educational system is its school education, where the basic pillars of literacy and numeracy are built. These fundamental skills are essential not only for academic success but also for lifelong learning and socio-economic development. In recent years, there has been a global push to improve foundational literacy and numeracy (FLN) as critical factors for development. This research paper examines the reforms in school education, focusing on promoting FLN. It discusses the importance of FLN, key global and national initiatives, the challeng

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Kumar Samarjeet Mahanta. "Challenges in Implementing the FLN Mission in Mathematics at the Elementary Level: A Study on Teacher Preparedness, Training, Workload, and Infrastructure." International Journal of Scientific Research in Modern Science and Technology 4, no. 4 (2025): 32–37. https://doi.org/10.59828/ijsrmst.v4i4.320.

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The Foundational Literacy and Numeracy (FLN) Mission, introduced under the National Education Policy (NEP) 2020, aims to ensure that all children acquire basic literacy and numeracy skills by the end of Grade 3. Assam’s adaptation of this initiative—NIPUN Axom—targets localized implementation across the state. This study investigates the major challenges encountered in implementing the FLN Mission in Mathematics at the elementary level in Kamrup district, Assam, focusing on teacher preparedness, training adequacy, workload, and infrastructural limitations. Data were collected from 62 teachers

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Mallik, Partha Sarathi, and Pradeep Suna. "Development of Foundational Literacy and Numeracy Skill among Primary School Students: Theoretical Analysis of Gender and Parental Role." Asian Journal of Education and Social Studies 51, no. 6 (2025): 830–38. https://doi.org/10.9734/ajess/2025/v51i62039.

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Lower-level Foundational literacy and numeracy skills among primary students is a global concern of educational policy framers, researchers and teachers due to their positive implication for individual student’s academic progression, employment opportunity and national progress. Although research literature is enriched with findings of cognitive and institutional perspective of FLN skill of student but influence of child’s gender and parental role is less focused, more specifically how these social demographical factors affect development of foundational literacy and numeracy skills among stud

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Anjelia, Bella. "Analysis of the Relationship Between Reading Literacy and Numeracy Skills with Science Learning Outcomes of Students based UKN and ANBK." Jurnal Pendidikan, Sains Dan Teknologi 4, no. 1 (2025): 72–80. https://doi.org/10.47233/jpst.v4i1.2602.

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The study investigates the relationship between reading literacy, numeracy, and science learning outcomes among ninth-grade students at Pondok Pesantren Salafiyah Mutiara Sunnah Palembang. It aims to address persistent challenges in literacy and numeracy within Islamic boarding schools, emphasizing their impact on academic performance. Employing a quantitative approach with a correlational method, data were collected from 28 students using literacy and numeracy tests alongside science scores from national assessments. Results reveal a strong positive correlation between reading literacy and sc

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Laxman, Rajesh. "Promoting Early Childhood Literacy and Numeracy: Effective Strategies for Foundational Learning." Xpertno International Journal of Interdisciplinary Research 1, no. 2 (2024): 13–22. https://doi.org/10.5281/zenodo.10700680.

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Improving educational outcomes requires a focus on enhancing clarity, structure, and depth. Many young learners face difficulties in acquiring basic literacy and numeracy skills in their early education, which can significantly affect their long-term academic performance. This research paper synthesizes findings from a broad spectrum of academic literature to highlight effective methods for nurturing these critical skills. The methodology section details the rigorous process of literature review, including the search strategies employed, the databases consulted, and the criteria for including

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Al Hadi, Rizky Khairunnisa, Eri Yusron, I. Nyoman Indhi Wiradika, Hasto Arief Narendra, and Angela Merici Adem. "Literasi dan numerasi anak usia 6-12 tahun: Peran status sosial ekonomi dan gender berdasarkan asesmen PEMANTIK." Measurement In Educational Research 4, no. 2 (2024): 81. https://doi.org/10.33292/meter.v4i2.334.

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Penelitian ini bertujuan untuk menganalisis hubungan latar belakang status sosial ekonomi (SES) dan gender dengan kemampuan literasi dan numerasi anak usia 6-12 tahun di Indonesia. Menggunakan metode statistik deskriptif dan regresi linear berganda, penelitian ini menelusuri hubungan antara hasil asesmen literasi dan numerasi dengan berbagai variabel SES dan gender. Data diperoleh dari asesmen Pengukuran Mandiri Literasi dan Numerasi PSPK (PEMANTIK) terhadap 20.523 anak yang tersebar di 21 provinsi dan 79 kabupaten/kota. Hasil menunjukkan bahwa latar belakang pendidikan dan pekerjaan orang tua

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Sinta Ulina Situmorang. "Optimization of Literacy, Numeracy, and Technology Adaptation through the Implementation of the Kampus Mengajar Program." Jurnal Pendidikan Vokasi Indonesia 2, no. 02 (2024): 37–41. https://doi.org/10.63401/jpvi.v2i02.135.

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Improving literacy and numeracy at the primary education level is a crucial aspect that must be prioritized in the context of national educational development. One of the initiatives to enhance students' literacy and numeracy skills in Indonesia is the "Kampus Mengajar" Program, a part of the Merdeka Belajar Kampus Merdeka (MBKM) policy implemented by the Ministry of Education, Culture, Research, and Technology. SDN 101914 Kampung Baru, as a primary educational institution, plays a significant role in shaping students' character and foundational skills. This study aims to analyze the implement

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Satapathy, Dinesh, V. Sri Divya, and Deepak Kumar Pradhan. "A Study on Effectiveness of FLN Workbooks Developed by SCERT, Odisha, India." Asian Journal of Education and Social Studies 51, no. 7 (2025): 842–54. https://doi.org/10.9734/ajess/2025/v51i72173.

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Foundational literacy and numeracy (FLN) in early primary years are globally recognized as prerequisites for lifelong learning, and are a central priority of India’s NEP 2020 and the NIPUN Bharat Mission. This study assesses teachers’ perceptions of the effectiveness of SCERT Odisha’s FLN workbooks and examines whether these perceptions vary by gender and years of teaching experience. A descriptive survey design was used with 60 teachers selected through multi-stage sampling. Data were collected via bilingual printed questionnaires and analysed using descriptive and non-parametric statistical

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Thèses sur le sujet "Foundational literacy and numeracy"

Higgins, Thomas. "Literacy and numeracy demands and usage in the workplace." Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/98419/.

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This research focuses on the demand for and use of literacy and numeracy skills in low paid work. The motivation for the research is to examine the assumption, widely espoused by policy makers, that literacy and numeracy skills are vital at all levels of the labour market and that deficiencies in these skills are the source of widespread economic problems. The primary aim of this study is to understand the extent to which employees in low paid occupations use literacy and numeracy skills in their work. Alongside this, the research considers the extent of mismatch between the skills of employee

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Okeyo, Alicia. "Strengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programme." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20504.

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The purpose of this evaluation was to investigate the effects of a volunteer-run, school-based Wordworks Early Literacy intervention that was implemented in the Western Cape for struggling Grade One learners at risk of falling into the Learning Achievement Gap. The process evaluation investigated the extent to which volunteers received adequate training to deliver the programme to learners, as well as the perceived benefits that volunteers gained from this experience. The outcome evaluation investigated the extent to which several literacy and psychosocial development indicators improved among

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au, M. Kemp@murdoch edu, and Marian Kemp. "Developing Critical Numeracy at the Tertiary level." Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060831.171947.

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Students at university encounter quantitative information in tables and graphs or through prose in textbooks, journals, electronic sources and in lectures. The degree to which students are able to engage with this kind of information and draw their own conclusions, influences the extent to which they need to rely on the interpretation of others. In particular, students who are studying in non-mathematical disciplines often fail to engage seriously with such material for a number of reasons. These may include a lack of confidence in their ability to do mathematics, a lack of mathematical skills

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Heldsinger, Sandra. "Accounting for unit of scale in standard setting methodologies." Thesis, Heldsinger, Sandra (2006) Accounting for unit of scale in standard setting methodologies. Professional Doctorate thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/72/.

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Substantial sums of money are invested by governments in state, national and international testing programs. Australia in particular engages at all three levels. There are number of purposes served by these programs. One of these is to report student performance against standards. Standard setting exercises with respect to a particular assessment are commonly used by testing programs where there is a requirement to determine the point at which it can be said that students have demonstrated achievement of a standard. Several methodologies have been devised that use expert judgements to deriv

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Heldsinger, Sandra. "Accounting for unit of scale in standard setting methodologies /." Access via Murdoch University Digital Theses Project, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070717.160817.

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Hastwell, Kim. "An investigation of the literacy and numeracy requirements and demands of entry-level supermarket work." Click here to access resource online, 2009. http://hdl.handle.net/10292/752.

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The nature and role of workplace literacy and numeracy are the subject of considerable debate (Baker, 1998; Castleton, 2002; Gee & Lankshear, 1997; Hull, 1997; Jackson, 2000; Marr & Hagston, 2007). The debate in New Zealand, (as in many other countries), is taking place amid concerns about the adequacy of the skills of its workforce and the latter’s ability to meet future demands of everyday work and life (Tertiary Education Commission, 2008). These concerns have resulted in major investment at a national level in a Skills Strategy (New Zealand Government, 2008) with particular emphasis on imp

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au, sandy heldsinger@uwa edu, and Sandra Heldsinger. "Accounting for unit of scale in standard setting methodologies." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070717.160817.

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Ayob, Sameera. "Using structured movement educational activities to teach numeracy and literacy concepts to preschoolers." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60959.

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In this study, the experiences of six-year-old preschool learners in a structured movement educational assessment activity are explored. This qualitative study focused on the role of structured movement educational assessment activities in preschool learners, and assessed the way in which movement as a medium in a structured movement educational assessment activity supports learners understanding of numeracy and literacy concepts. A case study design was utilised to gather information about the experiences of the preschool learners during the activities, as well as the class teacher who facili

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Malo, Teri. "Numeracy, Cancer Risk Perceptions, and Self-Protective Behaviors among U.S. Adults." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3229.

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Individuals have become more involved in health-related decisions, in part due to an unprecedented access to information that can be used to enhance both physical and mental health. Much of this health-related information is presented in a numerical format; unfortunately, research suggests many Americans may not possess the literacy skills necessary to comprehend numerical health-related information. More research needs to be conducted to examine numeracy and its role in cancer risk perceptions, and how those risk perceptions relate to cancer self-protective behaviors. The purpose of the curre

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Scott, Anne, and a. scott@patrick acu edu au. "Preservice teachers� views of similarities and differences in teaching and learning literacy and numeracy." La Trobe University. School of Education, 2005. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20070815.163201.

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This is a report of an investigation of aspects of preservice teachers� perceptions of teaching and learning English and mathematics and factors influencing them. The participants of the investigation were primary preservice teachers from two tertiary institutions of Victoria, one located inner city, and the other in a regional centre. Of the 349 participants, 163 were commencing and 186 were graduating from their degrees. Preservice teachers completed questionnaires indicating their intentions to use particular practices in their literacy and numeracy lessons. Thirty-one of the 349 surveyed

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Livres sur le sujet "Foundational literacy and numeracy"

Russell, Gail. Literacy & numeracy skills. Habilitas Ltd., 1999.

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Victoria. Office of the Auditor-General. Literacy and numeracy achievement. Victorian Government Printer, 2009.

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Foxman, D. D. Standards in literacy and numeracy. National Commission on Education, 1992.

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London School of Economics and Political Science. Centre for Economic Performance., ed. Literacy, numeracy and economic performance. Centre For Economic Performance, 1997.

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Wing, Pakistan Curriculum, Unesco, and Education Sector Reforms Assistance (Pakistan), eds. National curriculum for literacy: Basic literacy and numeracy, functional literacy and income generating skills. Curriculum Wing Ministry of Education, Government of Pakistan, 2007.

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Agency, Basic Skills, ed. Family literacy and numeracy in prisons. The Basic Skills Agency, 2002.

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Scotland. Scottish Executive. Education Department. Early intervention in literacy and numeracy. Scottish Executive, Education Department, 2002.

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Northern Ireland. Comptroller and Auditor General. Improving adult literacy and numeracy: Report. Northern Ireland Audit Office/Stationery Office, 2009.

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Scotland. Enterprise and Lifelong Learning Department. Adult literacy and numeracy in Scotland. Scottish Executive, 2001.

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Great Britain. Manpower Services Commission., ed. Literacy and numeracy materials: A guide. Manpower Services Commission, 1988.

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Chapitres de livres sur le sujet "Foundational literacy and numeracy"

Gardner, Rod, and Ilana Mushin. "Language for Learning in Indigenous Classrooms: Foundations for Literacy and Numeracy." In Pedagogies to Enhance Learning for Indigenous Students. Springer Singapore, 2012. http://dx.doi.org/10.1007/978-981-4021-84-5_6.

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Shariff, Khadija, Devotha Festo Mlay, and Samuel Otieno Owino. "Generating Evidence from Life Skills Assessments to Inform Policy in East Africa." In The Enabling Power of Assessment. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-51490-6_2.

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AbstractLife skills are rapidly becoming recognised as critical skills for children to acquire in order to succeed in school and in life. This is particularly true in the sub-Saharan African (SSA) context where youth educational attainment is low, unemployment and informal employment is high and a growing youth bulge provides both an opportunity and a high risk for the development or under development of SSA countries. Developing appropriate life skills and values in youth has become imperative for education systems in order to ensure youth have the chance to succeed, especially in terms of em

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Darriet, Elisa, Marianne Guille, and Jean-Christophe Vergnaud. "Financial literacy and numeracy." In The Routledge Handbook of Financial Literacy. Routledge, 2021. http://dx.doi.org/10.4324/9781003025221-10.

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Nakabugo, Mary Goretti, Benard Madanda, and Amos Kaburu. "Opportunities and Challenges in Household-Based Assessment of Life Skills." In The Enabling Power of Assessment. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-51490-6_8.

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AbstractHousehold-based assessments (HBA) in education are novel. Conducting household-based learning assessments has long been associated with non-government organisations as evidenced in India, other parts of South Asia, East, West and Southern Africa, and the Americas. The use of HBA to measure life skills expands the use of this approach that was long characterised by assessing foundational literacy and numeracy skills. Experiences from the Assessment of Life Skills and Values (AliVE) by the Regional Educational Learning Initiative (RELI) reveal that opportunities for using HBA to measure

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Xie, Ming, Steven Reader, and H. L. Vacher. "From Literacy to Maps via Numeracy." In Rethinking Map Literacy. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68594-2_1.

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Prabhu, Vrunda, and James Watson. "Focus on Creativity – Literacy – Numeracy." In The Creative Enterprise of Mathematics Teaching Research. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-549-4_7.

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Pae, Hye K. "The Emergence of Written Language: From Numeracy to Literacy." In Literacy Studies. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55152-0_2.

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Abstract This chapter reviews how written signs first emerged and developed into systematic writing systems. The first sign system appeared to fulfill accounting purposes for the preservation of private properties in antiquity. Initial written signs, including plain tallies, complex tokens, and tokens in clay envelopes, are reviewed. Written signs before the emergence of the Greek alphabet, such as cuneiforms and hieroglyphs, are also reviewed. As agricultural culture and urbanization took place, writing systems became more multifaceted and systematized. The characteristics of true alphabets a

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Garcia-Retamero, Rocio, and Mirta Galesic. "Appendix: Numeracy and Graph Literacy Scales." In Transparent Communication of Health Risks. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-4358-2_15.

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Diebolt, Claude, and Ralph Hippe. "Spatial Clustering of Numeracy and Literacy." In Human Capital and Regional Development in Europe. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90858-4_3.

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Hamid, Yousuf. "Teaching Literacy and Numeracy in Business." In Learning to Teach Business in the Secondary School. Routledge, 2022. http://dx.doi.org/10.4324/9781003080862-8.

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Actes de conférences sur le sujet "Foundational literacy and numeracy"

T.W.M.I.P.S, Bandara, Deshan M.A.D., Prasanth P., Nadeera M.S., Jenny Krishara, and Mihiri Samaraweera. "A Comprehensive Mobile Platform for Fostering Communication, Literacy, Numeracy, and Emotion Understanding in Children with ASD." In 2024 International Conference on Electrical, Computer and Energy Technologies (ICECET). IEEE, 2024. http://dx.doi.org/10.1109/icecet61485.2024.10698293.

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Sarnita, F., K. Suma, I. N. Tika, and I. M. Candiasa. "Needs Analysis for Developing Interactive Multimedia to Enhance Literacy and Numeracy Skills in Students with Special Needs." In 3rd International Conference on Education, Teaching and Learning 2024. iConferences (Pvt) Ltd, 2025. https://doi.org/10.32789/edcon.2024.3103.

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Abstract: Special needs students at Baiturrahman Sondosia SLB rely on Braille and printed books for reading and arithmetic, which presents challenges in grasping complex concepts such as the structure and relative sizes of planets in the solar system. This limitation affects their engagement with reading, comprehension, and arithmetic, while also highlighting the lack of diverse learning media in the school. This study evaluated the literacy and numeracy skills of 19 special needs students (blind and deaf) aged 14–16 years, comprising 12 girls and 7 boys. The research involved a two-hour sessi

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Thawani, Avijit, Jay Pujara, and Filip Ilievski. "Numeracy enhances the Literacy of Language Models." In Proceedings of the 2021 Conference on Empirical Methods in Natural Language Processing. Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.emnlp-main.557.

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Maharani, Rizqi Dwi, and Sufyani Prabawanto. "Students’ numeracy literacy ability viewed by adversity quotient." In PROCEEDING OF INTERNATIONAL CONFERENCE ON FRONTIERS OF SCIENCE AND TECHNOLOGY 2021. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0102478.

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Bansilal, Sarah, Ratu Ilma Indira Putri, Vince Geiger, Bo Zhang, and Kathy O’Sullivan. "Mathematical Literacy, Numeracy and Competency in Mathematics Education." In The 14th International Congress on Mathematical Education. WORLD SCIENTIFIC, 2024. http://dx.doi.org/10.1142/9789811287152_0043.

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Savard, Annie, and Alexandre Cavalcante. "Beyond Financial Literacy and Financial Mathematics: Conceptualizing Financial Numeracy." In The 14th International Congress on Mathematical Education. WORLD SCIENTIFIC, 2024. http://dx.doi.org/10.1142/9789811287152_0112.

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Dwiningrum, Sri Irene Astuti, Rahmawati, Aditya Ramadhan, Dian Rahdiani, Haryo Susetiyo, and Mega Riyanti Bayu Putri. "Are girls more resilient in literacy and numeracy than boys?" In International Conference on Assessment and Learning. ACER Indonesia, 2022. http://dx.doi.org/10.37517/978-1-74286-697-0-11.

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Based on data from the Indonesian Child Protection Commission (KPAI) from 2011 to 2016, there were 7,698 cases of children in conflict with the law, 2,435 cases of children in the education sector (perpetrators of student brawls, perpetrators of violence at school, and so on), and 1,709 cases of children related to pornography and cybercrime. The data shows the importance of student resilience in order to fortify themselves from various behaviors that can harm their future. The formation of student resilience has not been designed comprehensively in the learning process at school. Therefore, t

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France, Ilze, Marta Mikite, Girts Burgmanis, and Dace Namsone. "The Development of Numeracy Test Using Three-Dimensional Framework to Assess Numeracy Skills in Grade 7." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.42.

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A growing body of evidence including international level studies (e.g. PISA, TIMSS) demonstrate that numeracy skills (also known internationally by other terms such as mathematical literacy) is crucial for a person’s educational achievements and for informed and participatory citizenship. Early and successful interventions to improve students’ numeracy skills lie in developing and using valid and reliable diagnostic tests for numeracy skill assessment. This study explored how developing a numeracy test based on three-dimensional framework could be used for numeracy diagnostic purposes in grade

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Ishaq, Kashif, Nor Azan Mat Zin, Fadhilah Rosdi, Adnan Abid, and Uzma Farooq. "Effectiveness of Literacy & Numeracy Drive (LND): A Students' Perspective." In 2019 International Conference on Innovative Computing (ICIC). IEEE, 2019. http://dx.doi.org/10.1109/icic48496.2019.8966738.

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"Teacher's Readiness to Teach Literacy and Numeracy: A Literature Review." In 8th International Seminar of Research Month 2023. Galaxy Science, 2024. https://doi.org/10.11594/nstp.2024.4129.

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Rapports d'organisations sur le sujet "Foundational literacy and numeracy"

Mirabel Yuh, Nain, Rigobert Hanny Pambe Miong, Claude Fotsoh, and Patrick Mbah Okwen. Policy Brief: Strengthening Foundational Literacy and Numeracy in Cameroon. Unlocking data, 2025. https://doi.org/10.53832/unlockingdata.1037.

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Opare-Kumi, Jennifer. Foundational Learning and Mental Health: Empirical Evidence from Botswana. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/133.

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A considerable proportion of mental health problems surface in early childhood and adolescent years, with early onset mental health problems having the potential to affect the long-term development of young people. Research shows that positive teaching and learning school climates are associated with positive socio-emotional, behavioural, and academic student outcomes. The pedagogical intervention Teaching at the Right Level (TaRL) creates an enabling learning environments through fun and engaging, targeted instruction—proven to improve foundational numeracy and literacy outcomes of young peop

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Cloney, Dan, Kellie Picker, David Jeffries, and Prue Anderson. The Overcoming Disadvantage in Early Childhood Study: Evaluation of the Australian Literacy and Numeracy Foundation’s Early Language and Literacy Program. Final Report,. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-710-6.

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The Overcoming Disadvantage in Early Childhood (ODEC) study is a longitudinal evaluation of the Australian Literacy and Numeracy Foundation’s (ALNF) Early Language and Literacy (EL&L) program. The study was designed to answer the research question: What is the effect of the EL&L program on the development of language and literacy skills in preschool aged children? An integral component of this study was to develop a new measure of oral language and literacy - the Early Language and Literacy Developmental Index (ELLDI). The ELLDI was developed in recognition of the need for a best pract

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Yorke, Louise, Darge Wole, and Pauline Rose. An Emerging Strategy for the Development of Culturally Relevant Scales to Capture Aspects of Students’ Socio-Emotional Learning and Social Support for Learning. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/031.

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Existing research on students’ socio-emotional learning and social support for learning in the Global South is limited and most scales that have been developed to measure these aspects of students’ learning and development originate in the Global North. We outline our emerging strategy for capturing student socio-emotional learning and social support for learning in the context of Ethiopia, which may have relevance for other researchers seeking to explore this area of study in Ethiopia or in other related contexts. We propose that considering aspects of students’ socio-emotional learning and s

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Nietschke, Yung, Adeola Monty, Anna Dabrowski, et al. Strengthening foundational learning in the ASEAN region: A review of promising practices. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-740-3.

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In the Association of Southeast Asian Nations (ASEAN) region, there is a learning crisis. Children from the most marginalised groups face insurmountable barriers to accessing a quality education, while many of those who are in school are not learning. Foundational learning is often described as the essential skills and knowledge that serve as the basis for further learning and development, and includes basic literacy (reading and writing) and numeracy (mathematics), and more recently, a focus on critical thinking, problem-solving, and socioemotional skills. In collaboration, ASEAN and the Unit

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Cloney, Dan, Kellie Picker, David Jeffries, and Prue Anderson. The Overcoming Disadvantage in Early Childhood Study. Summary report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-730-4.

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This report provides a summary of the completed Overcoming Disadvantage in Early Childhood (ODEC) longitudinal research study. The study was designed to evaluate the Australian Literacy and Numeracy Foundation’s (ALNF) Early Language and Literacy (EL&L) program by answering the research question: What is the effect of the EL&L program on the development of language and literacy skills in preschool aged children? An integral component of this study was the development of the Early Language and Literacy Developmental Index (ELLDI), a new tool to measure oral language and literacy learnin

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Nakamura, Pooja, Adria Molotsky, Rosa Castro Zarzur, Varsha Ranjit, Yasmina Haddad, and Thomas de Hoop. Language of instruction in schools in LMICs: A systematic review - evidence brief. Centre for Excellence and Development Impact and Learning (CEDIL), 2023. http://dx.doi.org/10.51744/ceb11.

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Over the last 50 years, schooling has expanded dramatically in most low- and middle-income countries (LMICs). However, while children are in school more than ever before, on average, over 50% of them are not acquiring foundational literacy and numeracy skills, and that proportion is expected to increase to 70% over the coming years due to the Covid-19 pandemic.1 Although a myriad of factors contributes to this learning poverty, the role of language is essential as all learning happens in and through language. This systematic review, funded by the Centre of Excellence for Development Impact and

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Rodriguez-Segura, Daniel, and Isaac Mbiti. Back to the Basics: Curriculum Reform and Student Learning in Tanzania. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/099.

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In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated towards foundational literacy in Kiswahili and numeracy skills. Other subjects such as English were no longer taught. Using student-level panel data, we evaluate the effect of this policy on learning outcomes using a difference-in-differences approach which leverages the variation in the timing of implementation across grade levels and cohorts impacted by

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Schipper, Youdi, Isaac Mbiti, and Mauricio Romero. Designing and Testing a Scalable Teacher Incentive Programme in Tanzania. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/044.

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School participation in Tanzania has increased dramatically over the past two decades: primary school enrolment increased from 4.9 million in 2001 to 10.9 million in 2020. While 81 percent of primary-school-age children are currently enrolled, over the last ten years, the primary completion rate has dropped and remains below 70 percent since 2015 (data from UNESCO Institute for Statistics).1 Despite improvements in enrolment, indicators of foundational learning remain low. According to the 2020 report of the Standard Two National Assessment (STNA), conducted by the National Examinations Counci

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Lusardi, Annamaria. Numeracy, financial literacy, and financial decision-making. National Bureau of Economic Research, 2012. http://dx.doi.org/10.3386/w17821.

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