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Adults with low skills in language, literacy and numeracy (LLN) are numerous in many OECD countries. They can include early school leavers, older learners who have not used their skills over time, immigrant and refugee learners, or individuals with disabilities. The consequences of these low foundation skills span the economic, health and social well-being of individuals, families and communities. Investment in this sector of adult education is therefore crucial. But what is known about whether and how programmes are meeting the needs of diverse learners? This study looks specifically inside the programmes for adult LLN learners, with a focus on formative assessment - referring to the frequent assessment of learner understanding and progress to identify needs and shape teaching and learning. Drawing upon evidence gathered in country reports, exemplary case studies and international literature reviews, it examines the impact and implementation of different teaching, learning and assessment practices for adult LLN learners; the way innovative programmes address the very diverse needs and goals of this population; and the policies that support or hinder effective practice. This book provides a strong foundation for understanding the fundamental issues at stake in the adult LLN education, and can guide future policy, practice and research. It will be of particular interest to policy makers, teachers and instructors, researchers, and students.

The OECD’s Centre for Educational Research and Innovation (CERI) is undertaking a two-year international study of exemplary teaching and assessment for adults with basic skill needs. The study, entitled 'Improving teaching and learning for adults with basic skill needs through formative assessment', aims to achieve a better understanding of 'what works', for whom and under what circumstances, and will identify policy levers to improve the quality of provision for this group. This background report for New Zealand was prepared as an input to the OECD study. Adult basic skills are defined for the purposes of government funding as the literacy, numeracy and language competencies (LNL) that are essential for effective participation in work and life. These are usually termed either foundation skills or foundation learning. Foundation learning provision occurs in a range of contexts, including polytechnics (also known as Institutions of Technology), Private Training Establishments and in workplaces. The report provides background information on adult literacy provision in New Zealand, and then considers foundation learning in the tertiary education sector, foundation learning assessment, and challenges and opportunities for the development of foundation learning in the country.

The OECD’s Centre for Educational Research and Innovation (CERI) is undertaking a two-year international study of exemplary teaching and assessment for adults with basic skill needs. The study, entitled ‘Improving teaching and learning for adults with basic skill needs through formative assessment’, aims to achieve a better understanding of ‘what works’, for whom and under what circumstances, and will identify policy levers to improve the quality of provision for this group. This background report for England was prepared as an input to the OECD study. The report offers an introduction to policy and programs in adult basic skills in England, concentrating on those pertinent to assessment practices - formative assessment in particular. Most of the report is devoted to a compilation and abridgement of original source material, including national surveys, reports and commentary, together with National Research and Development Centre for Adult Literacy and Numeracy (NRDC) research reports and summaries. This represents a small selection of available literature aimed at presenting a representative sample of materials for readers to assess for themselves.

The OECD’s Centre for Educational Research and Innovation (CERI) is undertaking a two-year international study of exemplary teaching and assessment for adults with basic skill needs. The study, entitled ‘Improving teaching and learning for adults with basic skill needs through formative assessment’, aims to achieve a better understanding of ‘what works’, for whom and under what circumstances, and will identify policy levers to improve the quality of provision for this group. This background report for Denmark was prepared as an input to the OECD study. It aims to achieve a better understanding of the ways in which policy, research, and practice may address challenges in adult basic skills education in Denmark. For the purpose of this report, ‘adult basic skills education’ is defined as basic education of adults in terms of reading, writing and mathematics. The report specifically aims at describing the framework and conditions for basic adult education with a special view to applying formative assessment to the following themes: nature and scale of challenges facing countries in regard to adult basic skills education; major programmes and policies developed to meet the needs of adults with low basic skill needs; profiles of instructors; gaps in provision and take-up; assessment policies/structures; and formative assessment. The report notes that there is little documentation available on this subject. However, it brings together the available knowledge about educational programs where formative assessment may take place and provides the basis for the subsequent case studies analysing examples of the application of formative assessment within adult basic skills education in Denmark.