[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589375-105":59,"doc-detail-589375-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","extending-the-assessment-of-literacy-as-social-practice","Extending the Assessment of Literacy as Social Practice","","This article examines how FETAC standards and processes at Levels 1 and 2 can recognize literacy as a social practice. It reviews the development of the National Framework of Qualifications and compares Ireland’s Levels 1 to 4 with three international frameworks, including OECD levels, and frameworks used in Northern Ireland/England and Europe. It then outlines an assessment process for adult literacy practitioners and managers to support certification in adult education and real-life contexts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/extending-the-assessment-of-literacy-as-social-practice/589375/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/extending-the-assessment-of-literacy-as-social-practice/589375.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article use FETAC Levels 1 and 2 to recognize literacy as a social practice?","Question",{"text":112,"@type":113},"It explains that FETAC standards and processes at Levels 1 and 2 can be applied to acknowledge literacy achievements as social practice, supported by an assessment approach for adult basic education contexts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What frameworks are compared with Ireland’s NFQ levels?",{"text":117,"@type":113},"The article compares Ireland’s Levels 1 to 4 with OECD levels and with qualifications frameworks used in Northern Ireland/England and in Europe, presented alongside an Irish comparative table.",{"name":119,"@type":110,"acceptedAnswer":120},"What process does the article propose for adult literacy practitioners and managers?",{"text":121,"@type":113},"It outlines a process practitioners and managers can use to support certification of literacy as a social practice, drawing on assessment standards and adult education and real-life contexts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589375,1792161285,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Extending the Assessment of Literacy as Social Practice  \njohn stewart, nala (national adult literacy agency)  \nAbstract  \nThis article explores how the FETAC standards and processes at Levels 1 and 2 can be used to recognise literacy as a social practice. A summary review of the development of the National Framework of Qualifications is provided. Levels 1 to 4 in Ireland are compared with three key international frameworks, including OECD levels and those in Northern Ireland/England and Europe. Following a short consideration of assessment in adult literacy practice in Ireland, a process is outlined that practitioners and managers in adult basic education can use to support the certification of literacy as a social practice in adult education and real life contexts.  \nIntroduction  \nWhen the National Framework of Qualifications (NFQ) was launched in 2003 adult learners and educators welcomed the innovation of the new Levels 1 and 2 and the potential they provide for national qualifications. These levels are particularly relevant to adult literacy and basic education practice and to adults with no or low qualifications and the educationally disadvantaged. The aim of this article is to explore the potential within these levels for recognising achievement for literacy as a social practice.  \nThe methodology involved a comparison of NFQ levels with international benchmarks, analysis of FETAC statistics in relation to programme validation and awards at Level 1 and 2, and a consideration of assessment in adult literacy practice in Ireland against the standards at Levels 1-3 specific to literacy and numeracy practices.  \nThe analysis of the above has resulted in certain outputs that will be of use to adult literacy and basic education practitioners.  \n• The provision of a summary table of levels 1 to 4 in Ireland, with international comparisons, including Northern Ireland.  \n• An outline of Level 2 standards involved in common social practices of literacy in adult education centres.  \n• A synthesis of a process practitioners and managers in adult basic education can use to support the certification of literacy as a social practice.  \nIt is hoped that this article will inform a national dialogue on levels and assessment in adult basic education practice, and may enhance providers’, and ultimately adult learners, engagement at these levels.  \nThe Certification Context  \nThe Irish National Framework of Qualifications is a 10 level framework of standards for accreditation purposes, established in October 2003. Levels 1-3 are of most relevance to adult literacy learners, but progression to levels 4 and 5 is also important. There were no previous awards at Level 1 and 2. However, accreditation is not a requirement of participation in adult literacy, and it is vital that participants continue to take part in adult literacy learning activities with an option of accreditation.  \nBefore the NFQ, the most accessible certification for adult literacy learners was the Junior Certificate or an old NCVA / FETAC award now at Level 3 on the framework. The certification system was not unlike the fire escape of a New York building. It was easily used by those on the inside to move up or down levels, but the ladder could not be accessed by people on the ground outside. The introduction of NFQ Levels 1 and 2 brought the accreditation ladder within everyone’s reach. For many, including the 500,000 Irish adults with literacy difficulties identified by the OECD International Adult Literacy Survey (IALS)(1998), it provided a more appropriate or realistic opportunity for certification, often for the first time. This was a significant innovation in an Irish context and relatively new in international terms. Levels 1 and 2 are different in two key respects from the other levels. Firstly, the volume of learning is smaller than at Levels 3 up to 10. Volume of learning is important as over-assessment is a greater risk with smaller volumes of learning. Secondly, Le","cbCairlCs1Xtx6dS","https://ap.wps.com/l/cbCairlCs1Xtx6dS","pdf",99647,15,"English","# Introduction\n## Methodology and intended outputs\n# The Certification Context\n## NFQ structure and relevance to adult literacy\n## Comparative frameworks and Table 1\n# FETAC Common Awards System\n## Quality assurance and programme validation\n## Phased rollout and provider response","[{\"question\":\"How does the article use FETAC Levels 1 and 2 to recognize literacy as a social practice?\",\"answer\":\"It explains that FETAC standards and processes at Levels 1 and 2 can be applied to acknowledge literacy achievements as social practice, supported by an assessment approach for adult basic education contexts.\"},{\"question\":\"What frameworks are compared with Ireland’s NFQ levels?\",\"answer\":\"The article compares Ireland’s Levels 1 to 4 with OECD levels and with qualifications frameworks used in Northern Ireland/England and in Europe, presented alongside an Irish comparative table.\"},{\"question\":\"What process does the article propose for adult literacy practitioners and managers?\",\"answer\":\"It outlines a process practitioners and managers can use to support certification of literacy as a social practice, drawing on assessment standards and adult education and real-life contexts.\"}]","Extending the Assessment of Literacy as Social Practice | PDF",1792067071,38]