Programme

The adult literacy workshop is intended to enable students to deepen existing examples, tools analysis-methodologies-the elements necessary to the understanding of educational-pedagogical work characteristics to play with adult learners. The course also aims, through individual and small groups work, to develop students’ skills related to the design, formulation and revision of open-ended questions and formulated answers literacy assessment in adulthood.
In particular, the course aims to develop students ' knowledge and skills associated with the following contents:
-most relevant international comparative surveys on adult skills assessment;
-theoretical and methodological foundations of international comparative surveys on adult learning with specific reference to the literacy and to the definitions provided in the framework of investigations;
-the preparation and administration of the questions (types of stimulus and response, administering paper and pencil and computer based, review mode, encoding open-ends);
-the results of the major international comparative surveys on adult skills assessment, with particular reference to the OECD survey PIAAC;
-diachronic perspectives in the analysis of the data available on a worldwide scale in relation to the skills of the adult population (OECD, UNESCO, World Bank data collections and surveys). In particular, it will propose a comparison between surveys IALS, ALL and PIAAC;
-the relationship between functional literacy and ICT at the national level: critical analysis of the impact of technology on literacy and how informal and non-formal learning in adulthood.

Core Documentation

Mandatory readings:
- Vertecchi, B. Percorsi di ricerca educativa. Gli editoriali di Cadmo, Milano, Angeli, 2014, pp. 41-59.
- Di Francesco G., Amendola M., Mineo S., I low skilled in Italia. Evidenze dall’indagine PIAAC sulle competenze degli adulti, in “Osservatorio Isfol”, VI (2016), n. 1-2, pp. 53-67. Reperibile da http://isfoloa.isfol.it/jspui/bitstream/123456789/1262/1/Oss_1-2_2016_DiFrancesco_Amendola_Mineo.pdf
- Di Francesco G., PIAAC-OCSE : rapporto nazionale sulle competenze degli adulti / ISFOL ; [a cura di Gabriella Di Francesco]. - Roma : ISFOL, c2014. - 382 p. [Document not to be studied in its whole form but to be used as a support for the class study.]

Please note that the mandatory readings must be studied entirely unless otherwise indicated. The slides discussed in class and related to the main topics of the course will be available on the e-learning platform.

Further readings:
OECD (2016), The Survey of Adult Skills: Reader’s Companion, Second Edition, OECD Skills Studies,OECD Publishing, Paris.
Isfol, Bastianelli M., Mineo S., (2016). Il Secondo Round dell’indagine OCSE-PIAAC: le competenze per vivere e lavorare oggi, Roma, Isfol Research Paper, 34.

Please note that the further readings are not mandatory. However, it is advisable for both attending students and non-attending students to undertake the study of these didactic materials.

Considering the different topics covered in the lessons, the lecturer will provide, as a stimulus and aid to study, handouts, articles, essays and research reports on the course website.

Reference Bibliography

OECD (2016), The Survey of Adult Skills: Reader’s Companion, Second Edition, OECD Skills Studies, OECD Publishing, Paris. ISFOL, PIAAC OCSE (2014). Rapporto nazionale sulle competenze degli adulti, Temi e ricerche n.5. UNESCO (2016), 3rd Global Report on Adult Learning and Education, Hamburg, Germany. ANPAL (2016), XVIII Rapporto sulla Formazione Continua. Annualità 2016-2017.

Type of delivery of the course

During the lessons, students will be involved in activities that will allow them to turn into practice what they have learned and to receive immediate feedback from the professor. In the case of an extension of the health emergency by COVID-19 all the provisions that regulate how teaching activities and student evaluations are carried out will be implemented. In particular, the following modalities will be applied: lessons and oral exams will be implemented both at distance on Microsoft Teams platform.

Type of evaluation

Formative assessment: during the course lessons, structured tests will be administered (close tests or multiple choice ones). These tests will have no effect on the exam final score but will be used to adapt the teacher’s activity and to provide students with information on the adequacy of the preparation achieved. Even the activities of the laboratory will have intermediate tests that the students will use to self-assess themselves, receiving in real-time an individualized correction of any errors made. Summarise assessment: as regards the final evaluation, the examination will include a multiple-choice test to be taken by all applicants. In the case of an extension of the health emergency by COVID-19 all the provisions that regulate the way in which teaching activities and student evaluation are carried out will be implemented. In particular, the following modalities will be applied: lessons and oral exams both at distance on Microsoft Teams platform.