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This work draws on the Programme for the International Assessment of Adult Competencies (PIAAC) survey. Last year a first review was conducted on the PIAAC Numeracy Framework (Tout. et al., 2017). In 2018 and 2019 the framework for the second cycle of PIAAC will be developed. This second cycle of the PIAAC survey aims to update the data about the numeracy skills of adults in different countries around the World (Hoogland, Díez-Palomar, Maguire, 2019). The objective of this paper is to highlight some relevant findings from literature on the concept numeracy in order to discuss a potential enrichment of the PIAAC Numeracy Assessment Framework (NAF).
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We are well into the 21st century now and the urgency for lifelong learning is growing especially regarding numeracy. There are major societal and policy pressures on education to prepare citizens for a complex and technologized society, in literature referred to as “21st century skills” (Voogt & ParejaRoblin, 2012), “global competences” (OECD, 2016a) or “the 4th industrial revolution” (Schwab, 2016). International research has demonstrated the economic and social value of literacy and numeracy knowledge and skills (Hanushek and Wöbmann, 2012; Grotlüschen, et al. 2016). With respect to numeracy (and/or mathematics) education, we explore the implications of these pressures to the mathematical demands at individuals living and working in modern life, and what is expected from numeracy education as society moves further into the 21st century. New means of communication and types of services have changed the way individuals interact with governments, institutions, services and each other, and social and economic transformations have in turn, changed the nature of the demand for skills as well.
This paper is a discussion paper to support an Erasmus+ project with the name Common European Numeracy Framework (CENF) (for adults) which will start at the end of the year 2018. In the first months of 2019 the team with participants from The Netherlands, Austria, Spain and Ireland will be in the process of collecting European examples of numeracy practices and current numeracy frameworks. At the conference we will show the results of this collection to date and the initial outline of a tentative CENF. We intend to spark comments, suggestions and insights from the participants of TWG07 - Adults Mathematics Education - to enrich the collection and as feedback on the initial outline of the CENF. Another aim is to create a network of national or regional stakeholders which will support the development of a shared framework for numeracy goals and numeracy education for adults in the 21st century.
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