Numeracy skills interventions for adults
A significant proportion of adults in the UK have numeracy skills below GCSE level. Low numeracy skills can lead to forgone wages and other economic consequences for individuals. Many adult learners also struggle with a lack of self-esteem and personal confidence and have significant anxiety surrounding tasks involving maths or numeracy (Carpentieri, 2014).
In order to improve the level of numeracy in the adult population, the Department for Education has launched Multiply, a £560 million programme to provide local authorities and providers with funding to offer free maths courses to adults with numeracy skills below Level 2.
To support the roll-out and delivery of Multiply, DfE commissioned Alma Economics to undertake research on the existing evidence on adult numeracy and skills policy in the UK. We carried out a systematic literature review, an analysis of the UK’s Understanding Society dataset, a series of interviews and a focus group with sector experts. We explored the factors correlated with low numeracy skills, and effective practices in engagement, delivery, and the teaching of numeracy for learners with different sets of goals and needs.
We examined several variables to determine which individual factors have significant correlations with numeracy skills below the equivalent of grade C at GCSE level. Our data analysis suggests that there is little overall difference in the likelihood of low numeracy attainment between women and men. Within the Understanding Society dataset, there were correlations between low numeracy attainment and factors such as having a lower income, being out of work, having a long-standing physical or mental illness and having low levels of engagement with technology. Identifying these correlations can be useful to policymakers and local authorities, as it allows them to target learning programmes to specific populations or areas with the greatest needs.
Several important conclusions came out of our systematic literature review. Our findings suggest that many adults are unaware of their own numeracy deficiencies and do not engage in classes because they do not know they need them. When adults do engage with numeracy classes, it is for a diverse set of reasons including wanting to attain work-related qualifications, helping their children with school, or accomplishing a personal goal. Adults are often more likely to seek out classes if they hear about them from members of their community. Flexible and blended learning programmes can help adults stay with classes while they are working or have caring responsibilities. Offering courses in convenient locations such as community centres, or through workplaces can help support learning for hard-to-reach adults.
The literature on teaching practices highlights that adults are a diverse group with a wide range of experiences and goals. Compared to children, adult learners are more likely to be self-directed and to want course content and teaching to be practical and relevant to their lives. A holistic view of an individual’s numeracy needs should take into account their opportunities to use numeracy skills outside of formal education settings. There is evidence that practising numeracy skills regularly in real life can consolidate learning.
Overall, the systematic review also revealed a lack of methodologically robust studies examining adult numeracy, especially those relying on quantitative data or quasi-experimental or experimental techniques. This indicates there is a need for more high-quality research around numeracy to determine how to best identify and serve the population of adults with low numeracy attainment.
Read our full report here.
Explore our Evidence Map here.
Watch our short video here.