To the average person
in the street being literate means the ability to read and write written text. However,
economic globalisation, sophisticated communication technologies, increasing cultural
diversity and the advent of the ‘information age’ make more complex literacy
capability a necessity in one’s personal, civic and working life.
In responding to these
changing circumstances, the Victorian centre of ALNARC conducted a review of international
trends in adult literacy and numeracy with the aim of identifying innovative programs that
may be of interest to Australia. The process of identifying examples of innovative
programs, required an understanding of the context within which these innovations were
taking place. The case studies of four different countries are therefore contextualised
within significant global debates.
The overarching
concept linking many of these debates is the idea that all citizens must be prepared to
engage in lifelong learning in order to effectively participate in a rapidly changing
world. In order to engage in lifelong learning citizens must have developed literacy and
numeracy skills, an appreciation of different kinds of learning and the willingness and
motivation to participate in the process of learning. The ability to use new technologies
is seen as a vital part of this practice.
Governments the world
over are faced with the challenge of ensuring that their citizens are able to effectively
participate in work, civic and family life. The report of the International Adult Literacy
Survey (IALS) Literacy in the Information Age
(OECD 2000) revealed that one in five Australians, do not have the necessary literacy
skills to effectively participate in the information age. These findings present a real
challenge to the urgent need for lifelong learning practices. A comparative analysis of
different countries reveals that the Nordic countries have higher levels of literacy than
countries such as Australia, the United States and the United Kingdom.
The case studies of
four different countries, the United Kingdom, the United States, Sweden and Spain, show
how the issue of lifelong learning and the development of the abilities necessary for
effective participation in work, family and civic life are being addressed in these
countries.
In the United Kingdom
the Blair government has embarked on an ambitious program of reforming the education
system. The Learning Age in the UK has provided
valuable data on the policy development processes necessary to implement such reforms.
This case study highlights the commitment of the government in addressing many of the
challenges facing the United Kingdom in remaining competitive in a globalised economy. The
flagship for these reforms is the University for Industry, a virtual university which is
accessible to people who work, live in remote areas or are unable to attend classes for
other reasons. Considerable resources have been provided to ensure the success of the Learning Age in the UK, including a massive
increase in funding for literacy, numeracy and basic skills necessary for effective
participation the information age.
The literacy field of
the United States conducted a national summit of literacy during 2000, which resulted in
an action agenda for reform: From the Margins to the
Mainstream. This report details the major reforms that need to take place in the US to
increase the literacy levels and lifelong learning skills of 50% of the American
population. The case study of the US provides valuable data on different forms of
provision which utilise the family as an important part of the education process. Family
literacy programs and workplace programs are the two major forms of literacy provision in
the US.
Sweden was the country
that had the highest levels of literacy according to the IALS survey. This case study
illustrates how a long tradition of popularly based education for adults has resulted in a
learning culture within Sweden with 80% of the population participating in some form of
further learning. Of particular interest, in pedagogical terms, is the use of study
circles in the adult education sector. Study circles provide an excellent model of
informal ways of learning which could be usefully applied in Australia to engage those who
lack the confidence or capabilities to engage in formal learning.
The fourth case study
describes a ‘movement’ in Spain which has attracted strong international
interest: Dialogic Literacy Circles. Participants in these circles generally have little
education and few literacy skills but they are able to engage with classical literature
through a process of informal dialogue that is not teacher centred or academically
structured. This case study models pedagogy of self-directed group learning. Of particular
interest is the way in which these circles have contributed to the development of local
communities.
The case studies of
four quite different approaches provide valuable data and models that might inform future
directions for Literacy, numeracy and approaches to lifelong learning in Australia.
The key findings of
this review suggest that urgent action is required in:
Developing a language and literacy policy for
Australia
Addressing the issue of lifelong learning and the
exclusion of disadvantaged groups
Developing research proposals which explore the
relationship between literacy and numeracy capability and lifelong learning
Increasing the level of resources available for
professional development of teachers to facilitate the development of new skills required
for the 21st century
Developing new pedagogies which will engage those
currently excluded from education.
If Australia is to remain competitive in the
global economy and maintain a degree of social cohesion, urgent action is required to
ensure that the citizens of Australia are adequately prepared for effective participation
in the Australia of the 21st Century.
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