Determinants of literacy proficiency: a lifelong-lifewide learning perspective

Desjardins, Richard

doi:10.1016/j.ijer.2004.04.004

Cited by 70 publications

(89 citation statements)

References 19 publications

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“…The observed age group differences rather reflect cohort differences that result from variations in skill formation regimes and respective changes in national education systems. Higher proportions of younger cohorts have experienced the benefits of educational expansion and thus had access to extensive formal schooling compared to older cohorts (Desjardins 2003;Staudinger et al 1995). For example, PIAAC data shows that skill differences between younger and older age cohorts are particularly pronounced in Korea, which reflects the substantial expansion of secondary schooling over the last 30 years.…”

Section: Differences By Age Groupmentioning

confidence: 99%

Same but different? Measurement invariance of the PIAAC motivation-to-learn scale across key socio-demographic groups

Gorges

Koch

Maehler

et al. 2017

Large-scale Assess Educ

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BackgroundThe release of the (first round of ) PIAAC data in 2013 has drawn educational researchers' attention to a thus far neglected target group in education: adult learners. With respect to literacy, numeracy, and problem solving in technology-rich environments (ICT) skills, PIAAC data reveals differences across the participating countries (OECD 2013a). Going beyond cross-national comparisons, the general OECD report (OECD 2013a) and country-specific publications (e.g., Maehler et al. 2013; Statistics Canada 2013) provide in-depth analyses of specific population subgroup competencies that are relevant for researchers, educators, and policy-makers alike. These analyses show systematic skill differences across gender, age groups, level of education, and migration Abstract Background: Data from the Programme for the International Assessment of Adult Competencies (PIAAC) revealed that countries systematically differ in their respondents' literacy, numeracy, and problem solving in technology-rich environments skills; skill levels also vary by gender, age, level of education or migration background. Similarly, systematic differences have been documented with respect to adults' participation in education, which can be considered as a means to develop and maintain skills. From a psychological perspective, motivation to learn is considered a key factor associated with both skill development and participation in (further) education. In order to account for motivation when analyzing PIAAC data, four items from the PIAAC background questionnaire were recently compiled into a motivation-to-learn scale. This scale has been found to be invariant (i.e., showing full weak and partial strong measurement invariance) across 21 countries.Methods: This paper presents further analyses using multiple-group graded response models to scrutinize the validity of the motivation-to-learn scale for group comparisons. Results:Results indicate at least partial strong measurement invariance across gender, age groups, level of education, and migration background in most countries under study (all CFI > .95, all RMSEA < .08). Thus, the scale is suitable for comparing both means and associations across these groups. Conclusions: Results are discussed in light of country characteristics, challenges of measurement invariance testing, and potential future research using PIAAC data. Open Access© The Author(s) 2017. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

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Section: Differences By Age Groupmentioning

confidence: 99%

Same but different? Measurement invariance of the PIAAC motivation-to-learn scale across key socio-demographic groups

Gorges

Koch

Maehler

et al. 2017

Large-scale Assess Educ

View full text Add to dashboard Cite

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“…(Desjardins, 2003;Hanemann, 2015) Human capital theory, which underpins the design of the OECD surveys (OECD, 2013), reflects an individual skills paradigm, in which literacy is regarded as an acquired attribute or skill, stable over different contexts (Hamilton & Barton, 2000). In an alternate cultural practices paradigm, literacy is regarded as a situated response or as practice, influenced by the goals, desires and needs of individuals ( Hanemann, 2015).…”

Section: The Role Of Basic Skillsmentioning

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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“…Os conceitos de life long learning e de life wide learning assumem-se como expressão deste contexto em que as mudanças se operam numa escala global e remetem para o valor crescente da informação e do conhecimento (Desjardins, 2003).…”

Section: Sociedade Ensino Superior E Eadunclassified

Sucesso, Permanência e Persistência dos Estudantes do Ensino Superior a Distância Online

Goulão

Seabra

Melaré

et al. 2015

R Est Inv Psico y Educ

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ResumoNo presente trabalho, propomo-nos realizar um estudo de natureza teórica, que permita delimitar e caracterizar variáveis que têm sido associadas à promoção do sucesso, da permanência e da persistência no Ensino Superior a distância online, pretendendo assim contribuir para informar o desenvolvimento de ações que visem a sua promoção. O texto integra-se num projeto em curso, que pretende incluir fases de recolha e análise de dados, bem como a proposta de ações concretas para a intervenção neste contexto. Palabras clave: [Ensino Superior, Educação a Distância Online, Sucesso, Autorregulação, Desistência/Permanência.] AbstractThe present paper intends to present a study of theoretical nature, allowing us to identify and characterize the variables that have been associated to the promotion of success, permanence and persistence in online distance higher education, thus contributing to inform the implementation of actions aimed at their promotion. It is a part of an ongoing project, which intends to include data gathering and analysis as well as proposing specific measures for intervention. Keywords [Higher education, Online distance education, Success, Self-Regulation, Dropout/ permanence] Introdução Considerando os desafios que o ensino superior enfrenta na sociedade atual, designadamente perante as exigências de Bolonha e as alterações nos modos de aceder ao conhecimento, comunicar e trabalhar, dando origem a uma sociedade do conhecimento ou sociedade em rede, entendemos que as questões do acesso, do sucesso e da permanência no Ensino Superior se colocam com relevância crescente. Nesse contexto, a educação a distância online desempenha um papel fundamental, permitindo que grupos populacionais que tendencialmente têm estado afastados do ensino superior -como sejam as populações adultas, os trabalhadores, aqueles que abandonaram percursos educativos ou aqueles que residem afastados dos grandes centros populacionais -tenham oportunidades de aceder a esse nível de ensino. Este facto fica a dever-se às potencialidades deste tipo de ensino que, ao suprimir as barreiras espácio-temporais que o ensino presencial implica, permite aos estudantes uma flexibilização de tempos, de espaços, de percursos e de estratégias que mais se adequem às suas caraterísticas e necessidades; ou seja, ao seu perfil de aprendentes. Assim, a procura do sucesso e da criação de condições para que os estudantes permaneçam e persistam nos percursos de ensino superior a distância online ganha especial relevo. Algumas variáveis, como aquelas que dizem respeito aos próprios alunos, mas podem ser promovidas, como são os casos da autoeficácia e da autorregulação, associada à definição de objetivos, e que possam ajudar uma reflexão metacognitiva, assumem um papel de destaque nesses processos. Também variáveis exteriores aos alunos, como sejam o apoio social, académico, tecnológico e administrativo, a integração académica, os fatores situacionais, entre outras, têm demonstrado assumir relevo com vista à promoção da permanência, persistência e sucess...

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Determinants of literacy proficiency: a lifelong-lifewide learning perspective

Cited by 70 publications

References 19 publications

Same but different? Measurement invariance of the PIAAC motivation-to-learn scale across key socio-demographic groups

Same but different? Measurement invariance of the PIAAC motivation-to-learn scale across key socio-demographic groups

When Investment in Basic Skills Gives Negative Returns

Sucesso, Permanência e Persistência dos Estudantes do Ensino Superior a Distância Online

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