Search results

Being numerate involves the ability to use mathematical knowledge meaningfully across multiple contexts allowing us to order our day, optimise our health and well-being, and function in technology rich environments. Addressing numeracy from the early years of learning, and across all areas of the education curriculum, is key to lifelong learning and quality of life. Being numerate, however, is more than mathematical knowledge; the language that underpins it heavily impacts how we become numerate. This chapter examines numeracy, or mathematical literacy, investigating how literacy can include, and exclude, students from opportunities to learn at school and beyond. This chapter will also examine how numeracy can be used to provide access to educational curricula and personalised goals for students with diverse learning needs in ways that many have ignored.

The purpose of this paper is to assess the level of financial literacy and impact on youth entrepreneurship in South Africa.

The paper used both desk research and questionnaire complemented by interview to assess the level of financial literacy among youth entrepreneurs in the Vhembe District of the Limpopo Province, South Africa.

The paper reveals that financial literacy among youth entrepreneurs in the Vhembe District appears to be above average and contributes meaningfully to their entrepreneurship skills.

Further research is needed to verify in specific and practical terms, the level and impact of financial literacy on youth entrepreneurs in the Vhembe District.

Education and training at both high school and tertiary levels with emphasis on financial literacy and entrepreneurial skills may have significant implications for small‐, micro‐, and medium‐sized enterprise development and growth for the youth entrepreneur in general in South Africa.

The paper is the first to examine the level of financial literacy among youth entrepreneurs in the Vhembe District. The paper therefore sets an important benchmark for further research in this area.

A literature review of 28 data literacy, education articles from 2010 to 2018 was conducted to gain a better understanding of the current state of data literacy research.

A systematic literature review of ERIC, Education Source, and JSTOR was conducted. Articles were included in this literature review if they focused on “data literacy” for K-12 teachers or leaders.

Results demonstrated that the concept of data literacy has become more concrete, but there is still disagreement about the parameters of the construct. While data literacy was shown to be gaining in importance, training from schools of education were focused heavily on assessment literacy. Four recommendations are made as follows: (1) create skill-focused educator prep programs, (2) encourage opportunities for collaboration, (3) model data use from both quantitative and qualitative sources and (4) investigate the role of technology and big data on data literacy.

The scope of this literature review was very narrow and, as such, does not fully encapsulate data-driven decision-making in K-12 education overall.

Data literacy is important for both teachers and leaders, as educational environments strive to better understand individual learners and improve learning outcomes. This literature review looks to pull together the current status of data literacy research with hopes of inspiring more targeted research that influences training practices for both teachers and leaders.

Introduction: In this era, financial literacy is conceptualised diversely in the literature. However, as a general term, ‘Financial Literacy’ can be said to mean acting in line with one’s material realities whilst using or managing money. Increasing the financial literacy rate amongst students in Kosovo is paramount since it will prepare and support them in making informed investment decisions and in managing their financial situations.

Aim: The study aims to determine the financial literacy levels of students in Kosovo and to determine the relationship between investment decisions and the Covid-19 pandemic.

Method: The dataset examines four factors (i.e. financial literacy, self-control, peer influence and COVID-19) that influence investment behaviour amongst young students in Kosovo. A total of 228 students from Kosovo participated in the study, and the survey measured their financial literacy, investment knowledge, and the COVID-19 impact on their investment decisions using the random sampling technique. The reflective measurement was made using the Partial Least Squares Structural Equation Model (PLS-SEM) on the data scanned from the survey (N = 228). The measurement includes the evaluation of external loading, internal reliability, and convergent reliability. The final equation model was evaluated and estimated using the Smart-PLS v.3.3.3 program.

Findings: The research findings are useful for companies seeking potential investors from generation Y. In addition to that, the results of the research show that students from Kosovo who are more financially literate are more skilled and make more well-informed decisions when investing. In this study, it was determined that the COVID-19 pandemic did not have a negative effect on the investment decisions of students from Kosovo.

The purpose of this paper is to posit that coding should be considered as a critical part of new literacies. Teacher educators should first adopt the new literacies perspective, and then prepare pre-service teachers to teach both traditional literacy and new literacies skills, especially preparing them how to weave coding into K-5 literacy curricula to cultivate younger learners’ new ways of expressions and computational thinking skills. To facilitate this educational transformation, low-cost Web 2.0 tools and apps were introduced as one practical approach, along with some literacy lesson ideas to help teacher educators and pre-service teachers begin to integrate coding into the K-5 literacy curricula.

This paper is a viewpoint paper.

A table of low-cost Web 2.0 tools was presented with sample lesson ideas.

More than ever, coding breaks the traditional definition of literacy as paper-based reading and writing. It empowers students to read, write and create with multimodality on multiple platforms. Weaving coding into the literacy curricula offers the window to promote both computational thinking and new literacies skills. Teacher educators, among all other stakeholders, should begin the efforts to prepare pre-service teachers to weave coding into the literacy curricula and other content areas in the teacher educations programs now.

The ultimate aim of \ill\ mass literacy campaigns by the Federal Government \ill\ Nigeria in September 1982 was to eradicate illiteracy in Nigeria by the year 2000. Subsequently, several agencies such as the National Commission for Mass Literacy, Adult and Non‐formal Education; Agency for Mass Literacy, etc. were established to achieve this objective. But the library has not been considered as an important agent for promoting mass literacy campaigns. Discusses the roles of the library in the promotion of literacy and suggested strategies to adopt for using the library for mass literacy campaigns in Nigeria.

This chapter is about the multiple forms of collaboration that are crucial to designing and implementing a school and community-based early childhood teacher preparation program. Maintaining quality in education and teacher education is a systemic, interdependence among individuals, institutions, and local, state, and national policy makers. We conclude that teacher education redesign is less about courses and pedagogies and more about systemic relationships, routines, and evaluations over time.

The purpose of this paper is to examine how digital technologies were introduced in a collaborative literacy intervention to address a population long underserved by traditional schools: the Aboriginals of Canada.

Situated within a critical ethnographic project, this paper examines how digital technologies were introduced. The questions focused on: how can critical multiliteracies be used to engage students, in both academic and digital literacies development? In what ways does participation in multimodal media production provide evidence of teachers and students' critical literacy development?

Digital literacies as a part of multiliteracies were developed in teaching contexts where learning is challenged by many factors.

The paper reports on the achievement and the struggles that remain. Implications for further research and teacher education are also drawn from the experience of implementing a broader definition of literacy in academic settings with Aboriginal students of Canada.

The inclusion of a digital curriculum provides possibilities for greater academic success for marginalized students in both mainstream and alternative schools.

Using harmonized wealth data and a novel decomposition approach in this literature, we show that cohort effects exist in the income profiles of asset and debt portfolios for a sample of European countries, the United States, and Canada. We find that the association between household wealth portfolios at the intensive margin (the level of assets) and household characteristics is different from that found at the extensive margin (the decision to own). Characteristics explain most of the cross-country differences in asset and debt levels, except for housing wealth, which displays large unexplained differences for both the under-50 and over-50 populations. However, there are cohort differences in the drivers of wealth levels. We observe that younger households’ levels of wealth, given participation, may be more responsive to the institutional setting than mature households. Our findings have important implications, indicating a scope for policies which can promote or redirect investment in housing for both cohorts and which promote optimal portfolio allocation for mature households.

Using the data from PISA (Program for International Student Assessment), we compare the ways in which families and schools influence educational achievement among 15-year-olds between four Asian countries (Hong Kong, Korea, Indonesia, and Thailand) and four Latin American countries (Argentina, Chile, Mexico, and Peru). We find that family socioeconomic status (SES) affects student achievement considerably more in Latin America than in Asia. Compared to the relatively weak impacts of family SES in Asian countries, however, parental communication with children plays an important role in fostering achievement. The most evident difference between the two regions is the extent of school differentiation along family socioeconomic backgrounds. The extent to which students’ individual and family characteristics account for between-school variance in student performance is substantially larger in Latin America than in Asia. Although the overall degree of students’ sense of belonging at their school is significantly associated with increased student achievement in all eight countries, school climate factors are more relevant for student learning in Asian education than in Latin American education.