The results of international literacy testing agents such as the Organisation for Economic Cooperative Development’s (OECD’s) Program for International Student Assessment (PISA), inform policy at national levels concerning literacy instructional practices; the impact of this is felt around the globalised world which includes the regional, local political and educational milieus, as adolescents prepare to enter the worlds of work, further education and/or training.
This is reflected in the Essential Learning Outcomes outlined in the Trinidad and Tobago Ministry of Education curriculum guides: Aesthetic Expression, Citizenship, Communication, Personal Development, Problem Solving, and Technological Competence. The nature of these outcomes serve to underscore the idea that competence in reading (and writing) are integral components of the development of such competencies in a digital/informational global scenario requiring multiple literacies.
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