The basics of learning - The Pride Project
The basics of learning : literacy and numeracy in the Pacific
The Basics of Learning: Literacy and Numeracy in the Pacific is the fourth volume in the Institute of Education’s (specifically the PRIDE Project) Pacific Education Series. This volume is an outcome of the Fifth PRIDE Regional Workshop held at the Sia‘atoutai Theological College in Nuku‘alofa, Tonga in May 2006. It was attended by senior curriculum and teacher professional development officers responsible for curriculum development and delivery in the fields of literacy (both English and vernacular) and mathematics at the primary level from fifteen Pacific countries. The aim of the workshop was to engage participants in the process of reconceptualising the way literacy (both English and vernacular) and numeracy is thought about and practised in their own country, and in the region. Part of the process required reflecting on global developments in these areas and examining the implications for the Pacific.
The content of keynote presentations and ideas generated at the group discussions are contained in this volume. Keynote presentations included:Living (in) literacy(ies) in new times by Marylin Low, Liberating developments in numeracy by Lesley Lee, Between two worlds: taking control of our destiny through relevant lliteracy by Lice Taufaga, Building bridges: ‘At home I add, at school I multiply’ by Salanieta Bakalevu and Integrating numeracy and literacy: a case study by Lesley Lee and Marylin Low.
There are three parts to the book: the first contains chapters on literacy (Chapters 1-6), the second has chapters on numeracy (Chapters 7-11) with the third part integrating both aspects (Chapters 12 and 13). The notion of syncretising the best of the contemporary global with the best of the local is a central theme in the book.The global theoretical and conceptual perspectives to literacy and numeracy are provided in Chapters 1 and 7, while Chapters 2, 8 and 13 provide regional/local conceptual insights with a specific emphasis on indigenous ways of thinking about literacy and numeracy. Two case studies are also provided, one on applying indigenous mathematics concepts in the elementary syllabus in Papua New Guinea and the second on integrating literacy and numeracy. Attention is also given to the importance of information literacy to learning. The book is intended primarily for teachers, teacher educators, policy writers and researchers in the areas of literacy and numeracy, and more generally for anyone interested in Pacific education.