Adult Numeracy and the Totally Pedagogised Society: PIACC and Other International Surveys in the Context of Global Educational Policy on Lifelong Learning

Autor/inn/en	Tsatsaroni, Anna; Evans, Jeff
Titel	Adult Numeracy and the Totally Pedagogised Society: PIACC and Other International Surveys in the Context of Global Educational Policy on Lifelong Learning
Quelle	In: Educational Studies in Mathematics, 87 (2014) 2, S.167-186 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-013-9470-x
Schlagwörter	Lifelong Learning; Adult Education; Educational Policy; Numeracy; Competence; Competency Based Education; Human Capital; Foreign Countries; Surveys; Educational Trends; Educational Assessment; Global Approach; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Politics of education; Bildungspolitik; Rechenkompetenz; Kompetenz; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Humankapital; Ausland; Survey; Umfrage; Befragung; Bildungsentwicklung; assessment; Bewertungssystem; Globales Denken
Abstract	This paper aims to discuss the emergence, form and likely effects of international surveys of adults' skills by locating them in the global context of policies on education and Life Long Learning (LLL). It focuses on adults' numeracy and discusses its conceptualisation and assessment in the Project for the International Assessment of Adult Competencies (PIAAC), which is the most recent survey. Drawing on critical theoretical resources about new forms of governance in education and transformations in the pedagogic discourse, the paper further substantiates existing critiques of global policy trends, namely that they are motivated by human capital approaches to education and LLL. In particular, we show that the apparently commonsensical appeal of evaluative instruments like PISA and PIAAC is based on a competency model of knowledge, which embodies a narrow notion of competence. Relatedly, the notional curricula promoted by such surveys potentially articulate a more radical idea of LLL, captured by Bernstein's conception of trainability as the mode of socialisation into a Totally Pedagogised Society. The paper presents a dual approach to understanding international adult performance surveys in general--in that, besides deploying the theoretical resources already indicated, it also raises a number of methodological issues relevant to the valid interpretation of these studies' results. Ultimately, it argues for the importance of mobilising resources from critical educational perspectives to support the development of potentially powerful knowledge like numeracy and to prevent its being reduced to a narrow competency. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10