Numeracy is the ability to understand, reason with, and to apply simple numerical concepts. The charity National Numeracy states: "Numeracy means understanding how mathematics is used in the real world and being able to apply it to make the best possible decisions...It’s as much about thinking and reasoning as about 'doing sums'". Basic numeracy skills consist of comprehending fundamental arithmetical operations like addition, subtraction, multiplication, and division. For example, if one can understand simple mathematical equations such as 2 + 2 = 4, then one would be considered to possess at least basic numeric knowledge. Substantial aspects of numeracy also include number sense, operation sense, computation, measurement, geometry, probability and statistics. A numerically literate person can manage and respond to the mathematical demands of life.
Special education is the practice of educating students in a way that accommodates their individual differences, disabilities, and special needs. This involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings. These interventions are designed to help individuals with special needs achieve a higher level of personal self-sufficiency and success in school and in their community, which may not be available if the student were only given access to a typical classroom education.
Estyn is the education and training inspectorate for Wales. Its name comes from the Welsh language verb estyn meaning "to reach (out), stretch or extend". Its function is to provide an independent inspection and advice service on quality and standards in education and training provided in Wales.
The history of education in Africa can be roughly divided into pre- and post- colonial periods. Since the introduction of formal education to Africa by European colonists, African education, particularly in West and Central Africa, is characterised by both traditional African teachings and European-style schooling systems. The state of education reflects not only the effects of colonialism, but instability resulting from and exacerbated by armed conflicts in many regions of Africa as well as fallout from humanitarian crises such as famine, lack of drinking water, and outbreaks of diseases such as malaria and Ebola, among others. Although the quality of education and the quantity of well-equipped schools and teachers has steadily increased since the onset of the colonial period, there are still evident numerous inequalities in the existing educational systems based on region, economic status, and gender.
The Australian Council for Educational Research (ACER), established in 1930, is an independent educational research organisation based in Camberwell, Victoria (Melbourne) and with offices in Adelaide, Brisbane, Dubai, Jakarta, Kuala Lumpur, London, New Delhi, Perth and Sydney. ACER develops and manages a range of testing and assessment services and conducts research and analysis in the education sector.
Education in Tanzania is provided by both the public and private sectors, starting with pre-primary education, followed by primary, secondary ordinary, secondary advanced, and ideally, university level education. Free and accessible education is a human right in Tanzania. The Tanzanian government began to emphasize the importance of education shortly after its independence in 1961. Curriculum is standardized by level, and it is the basis for the national examinations. Achievement levels are important, yet there are various causes of children not receiving the education that they need, including the need to help families with work, poor accessibility, and a variety of learning disabilities. While there is a lack of resources for special needs education, Tanzania has committed to inclusive education and attention on disadvantaged learners, as pointed out in the 2006 Education Sector Review AIDE-MEMORE. The government's National Strategy for Growth and Reduction of Poverty in 2005 heavily emphasized on education and literacy.
Education in Victoria, Australia is supervised by the Department of Education and Training (DET), which is part of the State Government and whose role is to 'provide policy and planning advice for the delivery of education'. It acts as advisor to two state ministers, that for Education and for Children and Early Childhood Development.
Teaching in Victoria, Australia is regulated by the Victorian Institute of Teaching, through the Department of Education and Training (DET), which is part of the State Government. The DEECD is biggest operator of schools in the state, and along with the independent and Catholic school systems have an interest in teaching as the operator of schools and employer of teachers.
Education in Angola has six years of compulsory education, under the Angolan Education Law (13/01) of 31 December 2001. Basic adult literacy continues to be low, but there are conflicting figures from government and other sources. It is difficult to assess literacy and education needs. According to 2015 estimates, the literacy rate in Angola is 71.1% . On the other hand, the university system has been developing considerably over the last decade.
The first documented school in Lithuania was established in 1387 at Vilnius Cathedral. The school network was influenced by the Christianization of Lithuania. Several types of schools were present in medieval Lithuania – cathedral schools, where pupils were prepared for priesthood; parish schools, offering elementary education; and home schools dedicated to educating the children of the Lithuanian nobility. Before Vilnius University was established in 1579, Lithuanians seeking higher education attended universities in foreign cities, including Kraków, Prague, and Leipzig, among others. During the Interbellum a national university – Vytautas Magnus University was founded in Kaunas.
Norman Henry Lacy is a former Australian politician, who was a Victorian Government Minister from May 1979 to April 1982.
QuickSmart is a basic academic skills program aimed at middle years students in Australia. Two programs using the same approach encourage fast and accurate basic skills in literacy or numeracy.
The Virginia Literacy Foundation (VLF), is an organization whose mission is to reduce adult illiteracy in Virginia by providing funding and technical support to private, volunteer adult literacy organizations that teach low level literacy adults to read and write with one-on-one instruction and tutoring. The VLF was founded by Jeannie Baliles, Virginia's First Lady from 1986 to 1990, and founding director Mark Emblidge, and was incorporated as a 501(c)(3) organization in 1987. The VLF supports grass roots organizations via challenge grants, direct consultation, and program development training with public partners like The Virginia Adult Learning Resource Center. The VLF also works in partnership with public institutions, corporations, and private literacy organizations in Virginia to address adult illiteracy in the workplace and to provide family literacy training to teachers and parents. The VLF is governed by the founding executive director, Mark E. Emblidge, and a board of directors chaired by Jeannie Baliles.
The Department for Education of South Australia is a state government department delivering school education throughout the state. Education in Australia at school level is managed by each state, though the Commonwealth government makes a significant contribution. The Department was established through the Education Act of 1875 which allowed for the establishment of public schools and contained provisions for compulsory schooling of children aged between 7 and 13. As the state grew quickly into the 20th Century the Education Department expanded across the very large rural areas of the state. After World War II, rising birth rates, large scale immigration and increasing demand for secondary education led to very rapid growth in the Department. The number of private schools grew in this period and with increasing State aid provided growing competition for the State education sector. In the post-war period several of large reviews of education have taken place: in particular the Karmel and Keeves reviews. In 2017, there were 514 Schools and approximately 172,000 students within the Department.
Relationship and Sex Education (RSE), previously called Sex and Relationships Education (SRE), is a form of sex education taught in UK schools. SRE focuses on exploring the emotional, social and physical aspects of growing up, having relationships, engaging in sex, and learning about human sexuality and sexual health.
The development and implementation of the Special Assistance Program in Victorian Primary Schools during the period 1979 - 1982 constituted the most significant innovation in the provision of special education services to children experiencing learning difficulties and in addressing declining literacy and numeracy standards. Up until the political directive to initiate this program was given, there had been no policy within the Department of Education and Early Childhood Development directing Principals of Primary Schools to develop special programs for pupils at risk of illiteracy and innumeracy.
The history of state education in Queensland commences with the Moreton Bay penal settlement of New South Wales in Australia, which became the responsibility of the Queensland Government after the Separation of Queensland from New South Wales in 1859.
National Education Mission was launched in 2018. It was allocated a budget of ₹385.72 billion (US$4.8 billion) in 2019 Interim Union Budget of India. Samagra Shiksha is an overarching programme for the school education sector extending from pre-school to class 12. The scheme has been prepared with the broader goal of improving school effectiveness measured in terms of equal opportunities for schooling and equitable learning outcomes. The mission comprises four schemes viz. Saakshar Bharat, Sarva Shiksha Abhiyan, Rashtriya Madhyamik Shiksha Abhiyan and Centrally Sponsored Scheme on Teacher Education (CSSTE). In 2021, the NIPUN Bharat Mission was launched as part of Samagra Shiksha Abhiyan to ensure that universal acquisition of foundational literacy and numeracy skills for all children in India by Grade 3.
Sustainable Development Goal 4 is about quality education and is among the 17 Sustainable Development Goals established by the United Nations in September 2015. The full title of SDG 4 is "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all".
The Survey of Teachers in Pre-Primary Education (STEPP) is the first international survey for low-and-middle-income countries designed to collect information that is known to affect the quality of pre-primary education from pre-primary teachers and centre heads. The collected information concerns training and professional development, pedagogical and professional practices, working conditions and job satisfaction, and characteristics of pre-primary personnel and the settings in which they work.
