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Pacific Islands Literacy and Numeracy Assessment (PILNA)

2015 PILNA

The latest PILNA was also the largest ever assessment for the Pacific Islands region. It was administered in 13 countries in October 2015. More than 45,000 students in year 4 and year 6 in some 700 schools took part.

This significant undertaking was made possible through the collaboration of Pacific Ministers for Education and their ministries, with the support of the New Zealand Aid Programme. The results are due to be released at the end of June 2016.

First administered in 2012, the PILNA provides a measurement of regional standards based on a common scale, which gives the region valid and reliable results to inform the improvement of student learning outcomes over time.

The 2015 implementation is in response to the serious problems of low level of students’ achievements in Literacy and Numeracy in 2012. The Ministers of Education in the Pacific had wanted a re-run of PILNA after 2012 to diagnose and monitor the Literacy and Numeracy situation in the Pacific. The re-run of PILNA in 2015 will also be used to confirm the Literacy and Numeracy baselines.

For information, please contact: Mrs. Torika Taoi, Educational Assessment Specialist email: [email protected]


2012 PILNA

The 2012 PILNA was administered in 14 countries to establish Regional and National baselines in Literacy and Numeracy achievements at the end of 4 years and 6 years of primary education.

The PILNA tools were developed from the component skills common to all countries in Literacy and Numeracy and these are outlined in the Regional benchmarks [ST1] . The benchmarks were approved to ‘be used to develop assessment instruments to measure the achievement of literacy and numeracy skills in the Pacific’.

The two objectives in the 2012 PILNA administration were to:

i.    Provide reliable and valid baseline data on the achievement levels of the literacy and numeracy skills of pupils who have completed Year 4 and Year 6 of primary education. EQAP has reported these baseline figures for the region as well as country positions to Ministries of Education; to the Pacific Heads of Education Meeting held in Tonga in October, 2013 and to the Ministers of Education during the 2014 Forum Education Ministers Meeting in the Cook Islands.

ii.  Promote the effective use of data in formulating national policy, in monitoring, and in designing appropriate intervention programmes to improve literacy and numeracy levels. SPBEQ had produced three sets of reports (regional, sub-regional and country reports) with the intent for country Ministries to critically dissect the reports and carry out further analysis that would possibly lead to policy and practice changes.

 

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