In recent years there have been calls from business and political leaders of diverse countries for them to become ‘knowledge economies’, to make the most of their human capital. One significant area to emerge is research into adult numeracy practices, for citizenship rights and responsibilities and personal development, as well as in restructuring workplaces. However, there continue to be many and often contested definitions of adult numeracy, according to the various interests and perspectives adopted. Definitions in the technical and vocational education and training (TVET) fields are likely to be closely related to intended outcomes and, after an opening discussion of definitions, this chapter continues with a brief review of research into workplace numeracy which has informed conceptualizations of adult numeracy.
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FitzSimons, G., Coben, D. (2009). Adult Numeracy for Work and Life: Curriculum and Teaching Implications of Recent Research. In: Maclean, R., Wilson, D. (eds) International Handbook of Education for the Changing World of Work. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-5281-1_179
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