Developing a Framework for Quantitative Literacy: Counting on IASSIST

Of the seven participating countries, only Norway and Switzerland have a majority of their total populations able to function at a minimum level for success in everyday numeric situations. A problem in developing a QL program at the tertiary level is that it lacks a disciplinary home.

While there is general agreement within the academy that it is an essential element of an overall education, no department appears willing to make QL a part of its curriculum. In contrast, standards in Information Literacy have been long-established and have gained wide acceptance. This paper will examine the processes by which these programs have become mainstream, and recommend approaches to develop a QL framework based on best practices.