Publication Date

2019

Subjects

International programs, Developing countries, Literacy education, Numeracy, Large scale assessment, Educational innovation, Educational quality, Data collection, Reporting (Student achievement), Monitoring (Assessment), Information dissemination, Test results, Cooperation, Evidence based practice, Case studies, Year 4, Year 6, Primary education

Comments

A partnership of the Pacific Community, through the Educational Quality and Assessment Programme; the Australian Department of Foreign Affairs and Trade; the New Zealand Aid Programme and the Australian Council for Educational Research.

Abstract

The Pacific Islands Literacy and Numeracy Assessment (PILNA) was developed by SPC’s Educational Quality & Assessment Programme (EQAP) to provide a snapshot of how Pacific youth are faring in the skills essential to progress through school and life - reading, writing, numbers, operations, measurements and data. The 2018 assessment is the third to be conducted since 2012, and covers Year 4 and Year 6 students from across 15 Pacific Island countries: Cook Islands, Federated States of Micronesia, Fiji, Kiribati, Marshall Islands, Nauru, Niue, Palau, Papua New Guinea, Samoa, Solomon Islands, Tokelau, Tonga, Tuvalu and Vanuatu. Findings include growth in both literacy and numeracy over the three PILNA cycles; a significant gap exists between boys and girls in numeracy and literacy. It is clear from the data that Pacific girls’ ability to understand numeracy and literacy concepts far outpaces that of boys, a trend that has been visible in all three PILNA reports; and there is ongoing challenge of critical thinking and problem solving skills.

Place of Publication

Suva, Fiji

Publisher

Pacific Community

ISBN

978-982-00-1201-1

Geographic Subject

Cook Islands, Fiji, Kiribati, Marshall Islands, Micronesia, Federated States of, Nauru, Niue, Palau, Papua New Guinea, Samoa, Solomon Islands, Tokelau, Tonga, Tuvalu, Vanuatu, Pacific region

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