literacy
International Study Finds Major Inequities in Computer Literacy
Having access to a computer or tablet doesn't necessarily make students computer literate, according to a study of computer-literacy skills across countries.
literacy
Global Test Shows America's Literacy, Numeracy Problems
The 2017 results of the Program for the International Assessment of Adult Competencies finds that America's adult workforce is no more skillful in reading, math, or digital problem-solving than it was five years ago.
literacy
Grant Funding Supports Financial Literacy
A diverse group of Delaware nonprofit organizations will share in nearly $300,000 in grants from the state’s Financial Literacy Education Fund (FLEF) this year, supporting programs across the state to help Delawareans from all walks of life make better financial decisions for themselves and their families.
literacy
Grant Funds Promote Financial Literacy Education
Delaware schools, nonprofits and community organizations are invited to apply for a new round of state grant funds to support financial literacy education for people from all walks of life.
literacy
Delaware Nonprofits Share in Grant Funds to Promote Financial Literacy
A wide-ranging group of community organizations serving Delawareans from all walks of life have been selected to receive this year’s round of grant funds from the Financial Literacy Education Fund (FLEF.)
literacy
Low Health Literacy May Have Deadly Consequences
Title: Low Health Literacy May Have Deadly Consequences
Category: Health News
Created: 4/27/2011 11:00:00 AM
Last Editorial Review: 4/27/2011 12:00:00 AM
literacy
Measuring Oral Health Literacy of Refugees: Associations with Dental Care Utilization and Oral Health Self-Efficacy
Purpose: The purpose of this study was to analyze associations between the oral health literacy of refugees and two oral health outcomes: dental care utilization and oral health self-efficacy.Methods: A convenience sample of refugees in the greater Los Angeles area attending English as a second language (ESL) classes sponsored by two refugee assistance organizations was used for this cross-sectional, correlational study. Participants responded to a questionnaire using items from the Health Literacy in Dentistry (HeLD) scale, in addition to items concerning dental care utilization and oral health self-efficacy. Descriptive statistics, chi-square and Fisher's Exact tests were used to analyze results.Results: Sixty-two refugees volunteered to participate (n=62). A majority of the respondents were female from Iraq or Syria, and selected the item “with little difficulty” for all oral health literacy tasks. In regards to dental care utilization, more than half of the respondents were considered high utilizers (63%, n=34) meaning they had visited a dental office within the last year; while a little more than one-third (37%, n=20), were low utilizers, indicating they had either never been to a dental office or it had been more than one year since they had dental treatment. Statistical analysis showed associations between oral health literacy and dental care utilization. However, few associations between oral health literacy and oral health self-efficacy were identified (p=0.0045).Conclusions: Results support the provision of easily obtainable and understandable oral health information to increase oral health literacy and dental care utilization among refugee populations. Future research is needed to examine the oral health literacy among refugees resettling in the United States.
literacy
First Step to Literacy: Getting Books in the Hands of Children
Being able to read and write is the most basic foundation of knowledge accumulation and further skill development. Without literacy, there can be no quality education. Presently, 1 in 5 adults is illiterate, two-thirds of whom are women. At the current pace, over 700 million adults worldwide will still not be able to read in 2015. [1] In global education discussions, literacy rates are most often reported for adolescents and adults, an ex post facto measure of the failure of primary school systems to impart basic skills in the most formative schooling years. It is clear that much needs to be done to provide these adolescents and adults with access to successful literacy programs. But we must also ensure that children with access to schooling are not growing up to be illiterate.
Children enrolled and regularly attending school for the first three grades should be able to read basic text. Evidence shows that acquiring this ability to read sets students up for further learning, enabling them to read and comprehend progressively more advanced materials and acquire additional knowledge.
As explained in our earlier policy brief, data from numerous countries show that children in school are failing to acquire the most basic of skills, measured as the ability to read words of connected text. We called for a global paradigm shift that places learning at the center of the global education discourse. This shift requires the major bilateral and multilateral actors to refocus their own efforts on supporting learning in the classroom and measuring progress by increased learning outcomes. There has been some progress here, such as USAID’s goal to improve reading skills for primary school children in its new education strategy and the World Bank’s Education Strategy 2020, Learning for All: investing in people’s knowledge and skills to promote development.
This shift of focus also requires substantial changes on the ground, including encouraging and supporting a culture of literacy and learning at the community level. For example, Gove and Cvelich highlight some main factors contributing to low reading levels, including a lack of support for teachers, limited instructional time, poorly resourced schools, the absence of books in the home and policies regarding the language of instruction. [2] In Mali, a recent survey found that three-quarters of grade 2 students did not have a textbook and no student had supplementary reading books at school. [3] In The Gambia, the vast majority of students who demonstrated a level of reading fluency said that they had books at home. Globally, in both developed and developing economies, a relatively consistent proxy for “parental commitment to education” is the number of books in the home. A 20-year study of 27 countries found that children growing up in homes with many books get three years more schooling than their peers who come from homes without books. [4] There is no one-size-fits-all solution to improving the quality of education in developing countries. However, there is plenty of room for innovation to address some of the biggest barriers to improving reading levels, including availability of appropriate reading materials at school and at home. In disadvantaged communities, where there are relatively few books and even fewer books in local languages and that deal with culturally-relevant topics, innovation is needed to help develop a robust culture of literacy.
One such innovation is Worldreader.org’s iRead pilot in Ghana, which has put hundreds of e-readers into children’s hands. A lot has been written on similar classroom technology in developing countries, which cite examples of supplying hardware to schools without plans for its educational use, promoting technology from a single company, insufficient planning for sustainability, and inadequate investment in time to train teachers and administrators who will be the purveyors of the technology initiatives in the classrooms. [5]
However, the important difference between this e-reader program and similar projects focused on putting computers in classrooms is that e-readers usually operate on the mobile phone system, which has exploded in developing regions over the last few years. In Kenya, more than 80 percent of the population has mobile phone network coverage and more than half of the population has purchased a mobile phone subscription. The GSM compatibility of e-readers allows for downloading of new reading materials wherever there is mobile phone coverage and sufficient funds available to purchase new texts. E-readers also have relatively low levels of energy consumption (a one-hour charge can last more than a week). In addition to gaining the support of community leaders and teachers from the beginning, the pilot began with intense in-service training for teachers in how to use e-readers to complement their existing curricula. While Worldreader.org has not solved all of the challenges posed by technology initiatives in education, it has taken some important steps toward addressing the barriers to project success. [6]
The organization has also tackled specific challenges that are impeding reading success in the early primary grades:
- Additional support for emergent readers. E-readers provide additional support to teachers in teaching children how to read, an important supplement in primary school classrooms in low-income countries where there may be 40 or 50 students per teacher. In such cases, students are required to work independently or in small groups while the teacher is working with other students. The text-to-speech feature on e-readers can read books aloud to the student, exposing her to the written text as she hears it read aloud. Students can also use the downloaded dictionary while reading to look up unfamiliar words and continue to read without adult assistance.
- Students and teachers get to choose. While paper books donated by schools, libraries, and individuals from around the world have helped to get written materials into low-resource schools in developing countries, e-books allow students and teachers in developing countries to choose which books they teach and read. Although choices now are restricted by the dominance of English in the e-book market, the potential for the expansion of the digital market represents a step toward greater agency for teachers and students.
- Working with local publishers to increase access to books for emergent readers. Children learning to read need access to the types of books that engage their imagination and spark their interest. For children learning to read, this means stories with simple sentences in their local language. Yet, traditionally children’s books are not a good economic bet for publishers, particularly in developing countries. The high cost of printing the books are not recouped since so many families cannot purchase copies for their own household use. However, distributing books in e-reader format will actually allow publishers to reach more customers at a lower cost. To bring more books to the developing world through e-readers and e-books, Worldreader.org seeks to support a self-sustaining reading and publishing culture by working with local publishers to digitize books and materials to support local language curricula.
- Portability can increase reading opportunities. Anecdotal reports from classroom teachers in the Ghanaian pilot frequently reference how students would not stop reading, pulling out their e-readers in between lessons, during recess and lunch, and after school with friends, parents and siblings. An International Association for the Evaluation of Educational Achievement study on reading literacy in 32 countries found that the amount of voluntary book reading that students did during out-of-school time was strongly positively related to students’ achievement levels. [7]
While the pilot is still in the early stages, the founders of the project are focused on the essential outcomes. Their USAID-funded impact study seeks to find out whether children are reading more than they were before the program and whether children read better than they were before the program. Measuring program success by understanding the impact on learning outcomes is a critical step for shifting the global education paradigm to one focused on learning.
[1] UNESCO. (2010). EFA Global Monitoring Report 2010: Reaching the Marginalized. Paris: UNESCO.
[2] Gove, A., and P. Cvelich, (2010). Early Reading: Igniting Education for All. A report by the Early Grades Learning Community of Practice. Research Triangle Park, NC: Research Triangle Institute.
[3] Evans, 2010
[4] M.D.R. Evans, Jonathan Kelley, Joanna Sikora, Donald J. Treiman. “Family scholarly culture and educational success: Books and schooling in 27 nations.” Research in Social Stratification and Mobility, 2010; DOI: 10.1016/j.rssm.2010.01.002
The study controls for education levels, occupations, and socio-economic status of the parents.
[5] For example, Trucano, M. “Worst practice in ICT use in education,” 2010, accessed at http://blogs.worldbank.org/edutech/worst-practice
[6] Some of the core challenges identified by Worldreader.org and others include the upfront costs of e-readers, need for on-going training and support to teachers, students, and communities, buy-in of school systems and local governments to deploy technology and content, insufficient relevant materials in e-book format, and consistent access to electricity and mobile networks.
[7] Elley, W.B. (Ed.). (1994). The IEA Study of Reading Literacy: Achievement and Instruction in Thirty-two School Systems. Oxford: Pergamon Press.
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Authors
- Anda Adams
- Jacques van der Gaag
Image Source: © Fabrizio Bensch / Reuters
literacy
Rethinking The Food Label To "Inspire Food Literacy"
The UC Berkeley Graduate School of Journalism's News21 program and Good Magazine have shortlisted the three finalists in a competition to design a better food label. They "asked for designs that were informative, instructive and
literacy
Op-ed: Why financial literacy matters in an economic crisis
A new survey finds nearly 9 in 10 Americans say the COVID-19 crisis is causing stress on their personal finances, highlighting the importance of financial literacy.
literacy
Pullela Gopichand explains importance of physical literacy in COVID-19 fight
India badminton coach Pullela Gopichand on Thursday emphasized on the need for physical literacy as people around the world are fighting against the COVID-19 pandemic. Gopichand along with Margaret Whitehead, who is an esteemed philosopher and stalwart of the modern interpretation of physical literacy, also highlighted the importance of support from the top leadership to promote the need for Physical Literacy and see it as a key pillar for the national level development.
"Physical literacy is a very important part of our life. I think physical activity needs to take centre stage. Health, fitness and all of these things are important especially in these days of COVID-19. We see the need for it more and more," Gopichand told reporters via video conferencing during ELMS Sports Foundation webinar. "We need a healthy and happy country during these challenging times. Our vision to improve physical literacy, sporting excellence in India has received a huge fillip with the involvement of stalwarts like Gopichand and Whitehead interacting on the subject," ELMS Sports Foundation's co-promoter Vita Dani said.
"A healthier and happier nation is truly the need of the hour, not just during the challenging times we're living in currently, but also in the future as we look to bounce back," she added, in the webinar that was widely attended by government officials, heads of private institutions, leading faculty from Physical Education and the media.
Mentored by two of India's most popular sports legends -- two-time Olympic medal-winning coach Gopichand and Olympic champion shooter Abhinav Bindra -- ELMS Sports Foundation has been making a huge impact highlighting the subject of physical literacy in the country.
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literacy
Media Literacy Has a Positive Impact on Kids' Nutrition and Family Relationships
Media use is a known contributor to childhood obesity, but reductions in screen use only partly eliminate media influence. Family-centered, media literacy-oriented
literacy
Education: Korea tops new OECD PISA survey of digital literacy
Korea tops a new OECD PISA survey that tests how 15-year olds use computers and the Internet to learn. The next best performers were New Zealand, Australia, Japan, Hong-Kong China and Iceland.
literacy
Education: Korea tops new OECD PISA survey of digital literacy
Korea tops a new OECD PISA survey that tests how 15-year olds use computers and the Internet to learn. The next best performers were New Zealand, Australia, Japan, Hong-Kong China and Iceland.
literacy
PISA 2012 Financial Literacy results - United States
PISA 2012 financial literacy results focusing on the performance of the United States among 17 other countries and economies who participated in the assessment: Australia, Belgium (Flemish Community), Shanghai-China, Colombia, Croatia, Czech Republic, Estonia, France, Israel, Italy, Latvia, New Zealand, Poland, Russia, Slovak Republic, Slovenia, and Spain
literacy
Education: Korea tops new OECD PISA survey of digital literacy
Korea tops a new OECD PISA survey that tests how 15-year olds use computers and the Internet to learn. The next best performers were New Zealand, Australia, Japan, Hong-Kong China and Iceland.
literacy
PISA 2012 Financial Literacy results - New Zealand
PISA 2012 financial literacy results focusing on the performance of Spain amongst 17 other countries and economies who participated in the assessment: Australia, Belgium (Flemish Community), Shanghai-China, Colombia, Croatia, Czech Republic, Estonia, France, Israel, Italy, Latvia, New Zealand, Poland, Russia, Slovak Republic, Slovenia, and the United States
literacy
Tax literacy for school children and university students is key for fostering a culture of tax compliance
Taxpayer education is the bridge linking tax administration and citizens and a key tool to transform tax culture. Covering innovative strategies in 28 countries, this publication offers ideas and inspiration for taxpayer education, literacy and outreach. The presentation ceremony, which took place in Bolivia, was attended by representatives of EuropeAid, EUROsociAL, Bolivia's National Tax Service and the OECD.
literacy
Education: Korea tops new OECD PISA survey of digital literacy
Korea tops a new OECD PISA survey that tests how 15-year olds use computers and the Internet to learn. The next best performers were New Zealand, Australia, Japan, Hong-Kong China and Iceland.
literacy
PISA 2012 Financial Literacy results - Australia
PISA 2012 financial literacy results focusing on the performance of Australia amongst 17 other countries and economies who participated in the assessment: Belgium (Flemish Community), Shanghai-China, Colombia, Croatia, Czech Republic, Estonia, France, Israel, Italy, Latvia, New Zealand, Poland, Russia, Slovak Republic, Slovenia, Spain and the United States.
literacy
Education: Korea tops new OECD PISA survey of digital literacy
Korea tops a new OECD PISA survey that tests how 15-year olds use computers and the Internet to learn. The next best performers were New Zealand, Australia, Japan, Hong-Kong China and Iceland.
literacy
Internet Literacy in Japan
The rise in Internet usage among young people has seen a corresponding increase in international concern regarding their online safety. In line with the Recommendation on the Protection of Children Online, the Japanese government has initiated efforts to develop improved indicators to measure Internet literacy among youth.
literacy
Education: Korea tops new OECD PISA survey of digital literacy
Korea tops a new OECD PISA survey that tests how 15-year olds use computers and the Internet to learn. The next best performers were New Zealand, Australia, Japan, Hong-Kong China and Iceland.
literacy
Launch of the OECD PISA financial literacy assessment of students
The results of the first international assessment of 15-year-old students’ financial literacy competencies were presented in Paris on 9 July 2014.
literacy
OECD/Thailand Seminar on Financial Inclusion and Financial Literacy in Asia
This seminar addressed cutting-edge policy issues and research ideas to promote financial inclusion and financial literacy in Asia, notably: national strategies for financial education; financial education and consumer protection; measuring financial literacy; and, financial literacy for micro-entrepreneurs and SMEs.
literacy
3rd Global Policy Research Symposium to Advance Financial Literacy
The 2015 OECD-GFLEC symposium is addressing financial literacy for micro, small and medium-sized enterprises and harnessing financial education to spur entrepreneurship and innovation.
literacy
OECD-INFE Core Competencies Framework on Financial Literacy for Youth
This document outlines the objectives and key components of the framework, and presents the flexible, outcome-based, core competencies framework itself. The framework is designed to be applicable to youth aged 15 to 18, describing the basic level of financial literacy that is likely to be needed by this group to fully and safely participate in economic and financial life.
literacy
OJK-OECD High-level Regional Seminar on Empowering MSMEs through Financial Literacy and Inclusion
Jakarta, 1-2 June 2016: This seminar addressed the importance of financial literacy and financial education for empowering micro, small and medium-sized enterprises (MSMEs).
literacy
G20-OECD-INFE Core Competencies Framework on Financial Literacy for Adults
This document outlines the objectives and key components of the framework, and presents the flexible, outcome-based, core competencies framework itself. The framework is designed to be applicable to adults aged 18 and over, describing the basic level of financial literacy that is likely to be needed by this group to fully and safely participate in economic and financial life.
literacy
Core competencies frameworks on financial literacy
The core competencies frameworks on financial literacy highlight a range of financial literacy outcomes that may be considered important for adults, youth, or owners and managers of micro, small and medium-sized enterprises (MSMEs) and of potential entrepreneurs.The core competencies frameworks on financial literacy for youth and adults were developed in response to a call from G20 Leaders in 2013.
literacy
OECD financial literacy study finds many adults struggle with money matters
12/10/2016 – Adults in many countries around the world display low levels of financial knowledge, fail to engage in financial behaviours that could improve their financial security and have financial attitudes oriented towards the short-term, as shown in the OECD/INFE International Survey of Adult Financial Literacy Competencies released today.
literacy
OECD/INFE International Survey of Adult Financial Literacy Competencies
This report contains the results of an international data collection survey that measured the financial literacy and financial inclusion of adults. A total of 51,650 adults aged 18 to 79 from 30 countries and economies participated in the survey.
literacy
Student loans, indebtedness, and financial literacy in the United States
Annamaria Lusardi is the Denit Trust Chair of Economics and Accountancy at the George Washington University School of Business. Following the release of new data focused on Americans’ financial capability, she draws attention to some of the findings in the study, focusing on three areas of great importance to the personal finances of Americans: student loans, indebtedness, and financial literacy.
literacy
Launch: OECD PISA financial literacy assessment of students
24 May 2017: PISA 2015 Results (Volume IV): Students’ Financial Literacy explores students’ experience with and knowledge about money and provides an overall picture of 15-year-olds’ ability to apply their accumulated knowledge and skills to real-life situations involving financial issues and decisions.
literacy
G20/OECD INFE report on adult financial literacy in G20 countries
This report describes the levels of financial literacy of adults in G20 countries and the Netherlands and Norway, guest countries under the G20 German Presidency. It was presented to G20 Leaders at their 2017 Summit meeting in Hamburg on 8 July 2017.
literacy
OECD-ADBI-SBV Conference on Financial Literacy and Consumer Protection
Hanoi, Vietnam, 3-4 October 2017. This conference provided a forum to discuss best practices on developing financial education and consumer protection in Vietnam and other Southeast Asian countries.
literacy
Gender gaps in financial literacy and financial education
This chapter from "The Pursuit of Gender Equality: An Uphill Battle" shows that two-thirds of the 30 economies participating in a financial literacy survey reported that gender differences in financial knowledge and confidence persist.
literacy
Financial inclusion and literacy in the South American Andes
Focusing on Bolivia, Colombia, Ecuador, and Peru, Maria José Roa, a Senior Researcher at the Center for Latin American Monetary Studies, looks at how financial literacy survey results can play a role in the development of financial inclusion strategies
literacy
5th Global Policy Research Symposium to Advance Financial Literacy
18 May 2018, Paris, France: The 2018 symposium focused on the relationship between financial education policies and broad economic, financial and social outcomes, including its role in supporting sustainable and inclusive growth.
literacy
The Application of Behavioural Insights to Financial Literacy and Investor Education Programmes and Initiatives
Behavioural insights have the potential to enhance the effectiveness of financial literacy and investor education initiatives. This IOSCO/OECD report explores the extent to which they are being used, reviews the available literature and presents various approaches for policy makers and practitioners to consider when seeking to change financial behaviour.
literacy
G20-OECD INFE Policy Guidance Digitalisation and Financial Literacy
The digitalisation of financial products and services, and the consequent need to strengthen digital financial literacy has become an important component of the global policy-making agenda. This guidance aims to identify and promote effective initiatives that enhance digital and financial literacy in light of the unique characteristics, advantages, and risks of digital financial services and channels.
literacy
OECD INFE core competencies framework on financial literacy for MSMEs
This document contains a high-level, outcome-based, internationally relevant, core competencies framework on financial literacy for micro, small and medium-sized enterprises (MSMEs) and potential entrepreneurs. It highlights a range of outcomes that may be important to sustain or improve their financial literacy.
literacy
OECD-Russia symposium on financial literacy
4-5 October 2018, Moscow, Russian Federation: The symposium will focus on innovative implementation approaches to deliver global progress on financial literacy.
literacy
2018 Annual Meeting of the OECD CVM Centre on Financial Education and Literacy in Latin America and the Caribbean
12-13 November 2018, São Paulo, Brazil - A series of events addressing the most recent trends, opportunities and challenges in financial education will be co-hosted by the OECD and CVM Brazil.
literacy
Education: Korea tops new OECD PISA survey of digital literacy
Korea tops a new OECD PISA survey that tests how 15-year olds use computers and the Internet to learn. The next best performers were New Zealand, Australia, Japan, Hong-Kong China and Iceland.
literacy
A programme for functional literacy
A few months of learning using the primers developed by Utthan have helped over 2000 women in the ravine regions of Bundelkhand so far; they no longer
rely on the assistance of others for their daily reading needs.
Freny Manecksha
reports that crossing this threshold helps open the women many other doors too.
literacy
Liberalization, literacy, governance
Fourth in a series of articles on civil society and governance,
Jayaprakash Narayan
answers a few commonly discussed questions.
literacy
Illiteracy begins at home
Millions of Indian kids are out of school because the places that were reserved for them by law were
instead given to others like you and me. That may be about to change, says
Ashwin Mahesh.
literacy
A better life through literacy
The broad-based Community Based Functional Literacy Campaign launched by the State Resource Centre of Rayagada, Orissa aims to educate women and drop-out girls in three of the most backward districts of the state. Abhijit Mohanty summarises the key take-aways so far.
literacy
People's school for water literacy
A private high school in Sirsi, in northern Karnataka is not
stopping at imparting academic education. It has also started
teaching practical water literacy to the people of five Malnad districts.
The rain centre at the school, with 28 examples of rain water harvesting, opened in early June.
Shree Padre
reports.