Benchmarking Literacy and Numeracy: The Contributing Elements
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Abstract
This systematic literature review explores the intricate facets of literacy and numeracy standards, shedding light on their foundational roles, the nuanced landscape of standardized assessments, the pervasive influence of socio-economic factors, and the imperative for adapting to the evolving educational terrain. The foundational significance of literacy and numeracy is unraveled, extending beyond basic proficiency to encompass critical thinking skills crucial for academic success. Standardized assessments, while offering objectivity, present a delicate balance, necessitating a comprehensive view that considers potential biases and limitations (Linn, 2000). Socio-economic factors emerge as powerful determinants, with students from higher socio-economic backgrounds benefiting from enhanced access to educational resources, accentuating the need for targeted interventions. Moreover, the study underscores the evolving nature of education in the 21st century, urging a recalibration of standards to embrace digital literacy and global competencies. This research calls for a nuanced, adaptive approach to literacy and numeracy standards, advocating for policies that recognize the dynamic nature of education and foster a holistic skill set. As educators, policymakers, and researchers navigate the complexities of contemporary education, a comprehensive understanding of these contributing factors is paramount for cultivating an inclusive, equitable, and effective educational landscape.
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