Adults with low skills in language, literacy and
numeracy are numerous in many OECD countries. The consequences of these
low foundation skills span the economic, health and social well-being of
individuals, families and communities. Investment in this sector of
adult education is therefore crucial.
On 13-15 February 2008, the CERI brought together
policy makers, researchers and practitioners to look inside the programmes for these adult learners, with a specific focus on formative
assessment. The conference was also the occasion to launch a