1. Inge De Meyer - 31/10/2006 Faculty of Psychology and Educational Sciences – Department of Teaching sciences What works in Innovation in Education “ Improving teaching and learning for Adults with Basic Skill Needs through Formative Assessment ” 2nd National Experts meeting Paris, October 2006 - Flemish reflections ~ theme 1 : Empowering Learners and Communities -

2. Inge De Meyer - 31/10/2006 Faculty of Psychology and Educational Sciences – Department of Teaching sciences Theme 1: empowering learners and Communities How are adult LLN programme objectives for teaching and learning linked to broader community goals for integration/social inclusion, civic participation and employment? How do instructors use formative assessment approaches to address these larger goals?

3. Inge De Meyer - 31/10/2006 Faculty of Psychology and Educational Sciences – Department of Teaching sciences Better Administrative Policy (January 1st 2006): 13 policy domains, three of which have a responsibility for training ‣ Education and training ‣ Work and social economy ‣ Culture, youth, sports and media cooperation between the domains embedded at the level of ‣ Policy decisions (Ministerial Committee on Education and Training) ‣ Policy making (interdepartmental steering group) ‣ Policy implementation (DIVA – Training and Alignment Information Centre)

4. Inge De Meyer - 31/10/2006 Faculty of Psychology and Educational Sciences – Department of Teaching sciences Major objectives of the integrated education and training policy: stimulating lifelong and life wide learning strengthening the connection between education and training from the one hand and the labour market from the other hand: ‣ Valorisation of competencies; ‣ Alignment between changing demands of competencies in the professional world and the education and training provision; ‣ Possibility to gain relevant work experience; ‣ Etc.

5. Inge De Meyer - 31/10/2006 Faculty of Psychology and Educational Sciences – Department of Teaching sciences Adult basic education: mathematics learning trajectory Math competencies ~ labour market demands

6. Inge De Meyer - 31/10/2006 Faculty of Psychology and Educational Sciences – Department of Teaching sciences Adult basic education: module BEWIS 07 (standard) final goals: ‣ Students can compute the circumference and surface area of a circle; ‣ Students understand the concept “promille” (‰); ‣ Students can read, note down and compute the square root of natural numbers. key competencies: ‣ Students can solve a maths problem by switching from a specific real- life situation to a mathematical design and vice versa; ‣ Students can assess their results and performances and will use alternative learning strategies to improve their learning and achievement.

7. Inge De Meyer - 31/10/2006 Faculty of Psychology and Educational Sciences – Department of Teaching sciences Adult basic education: module BEWIS 07 (optional) final goals ~ specific professional demands: ‣ Students understand the concepts “random surveys”, sample size, frequencies and know how to construct a histogram; ‣ Students can draw a curve; ‣ While drawing or computing angles and distances, students use the Pythagorean theorem and the geometric proportions in right-angled triangles; ‣ Etc.

8. Inge De Meyer - 31/10/2006 Faculty of Psychology and Educational Sciences – Department of Teaching sciences Adult basic education: learning trajectory ~ “Dutch as a second language” modules

9. Inge De Meyer - 31/10/2006 Faculty of Psychology and Educational Sciences – Department of Teaching sciences NT2-course = part of an integration programme NT2-course ≠ part of an integration programme Level 1 (Breakthrough)BENT2 01BENT2 04 BENT2 02BENT2 05 BENT2 03BENT2 06 BENT2 07 Level 2 (Waystage)BENT2 08 BENT2 09 BENT2 10

10. Inge De Meyer - 31/10/2006 Faculty of Psychology and Educational Sciences – Department of Teaching sciences Adult basic education: learning trajectory ~ “Dutch as a second language” modules final goals ~ breakthrough level (= “elementary” level): ‣ Students can have a social talk with strangers; ‣ Students can write a little note or a picture postcard. final goals ~ waystage level (= “survival” level): ‣ Students can formulate a complaint, opinion or problem in a structured manner; ‣ Students can relay information in a (semi-formal) letter, invitation or description.

11. Inge De Meyer - 31/10/2006 Faculty of Psychology and Educational Sciences – Department of Teaching sciences

12. Inge De Meyer - 31/10/2006 Faculty of Psychology and Educational Sciences – Department of Teaching sciences Theme 1: empowering learners and Communities What are the most important learning and personal outcomes in meeting goals for empowerment of individual learners? Do instructors use formative assessment as a deliberate strategy in working towards these outcomes?

13. Inge De Meyer - 31/10/2006 Faculty of Psychology and Educational Sciences – Department of Teaching sciences Outcomes embedded in the centres for basic education’s assignment: address students’ personal (educational) deficits and needs; improve students’ self-reliance; improve students’ employability; improve students’ educational skills.  Learn students the basic knowledge, skills and attitudes necessary to fully participate in society or to follow further education

14. Inge De Meyer - 31/10/2006 Faculty of Psychology and Educational Sciences – Department of Teaching sciences 2000: 208 adult basic education (ex-)students were questioned ~ their experiences with adult basic education Results ~ outcomes of adult basic education: 55% reported large or very large benefits ~ self-reliance and life skills; 73% agreed adult basic education met his/her (educational) needs; less than 50% reported effects on their work situation; 30% considered adult basic education had effect on his/her educational skills or attitude towards life long learning.

15. Inge De Meyer - 31/10/2006 Faculty of Psychology and Educational Sciences – Department of Teaching sciences 2000: inspection of 6 centres for adult basic education Results ~ outcomes of their education: “The centres perfectly respond to their students’ personal (educational) needs and focus on the improvement of their students’ coping abilities and self-image. On the other hand, they don’t sufficiently stimulate their students’ professional employability or his/her educational skills and attitudes towards lifelong learning.”