Relevant bibliographies by topics / Adult literacy and basic education (ALBE)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Adult literacy and basic education (ALBE)'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Adult literacy and basic education (ALBE)"

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Fueyo, Judith Macdonald. "Technical Literacy versus Critical Literacy in Adult Basic Education." Journal of Education 170, no. 1 (January 1988): 107–18. http://dx.doi.org/10.1177/002205748817000109.

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The demands placed upon Adult Basic Education programs in the United States are more rigorous and involve more people than ever before in our history. Government-supported programs as well as private ones capture in microcosm the best and worst in American education. Literacy education is modeled along a continuum moving from a technical conception of literacy, wherein students mark progress by numbers of completed worksheets, to a conception of literacy as praxis, or critical literacy, wherein students construct meaning for themselves and effect change in their lives. These competing models are contrasted, and special emphasis is given to one adult basic literacy organization that is managing to humanize the process. In this program founded in 1973, the students' own words demonstrate the liberating nature of literacy learning that puts into practice the best of current understandings in the field. The challenge of the next decades demands a critical literacy that is consistent with participatory democracy. The convergence of social learning theories, process teaching, critical consciousness, and adult literacy offers constructive responses to the epidemic incidence of illiteracy in our society.
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Santos, Maricel G., and Michael K. Paasche-Orlow. "Special Supplement: Health Literacy and Adult Basic Education." HLRP: Health Literacy Research and Practice 3, no. 3 (July 1, 2019): S88—S90. http://dx.doi.org/10.3928/24748307-20190909-01.

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Bradbury, Kelly S. "Intellectualizing Adult Basic Literacy Education: A Case Study." Community Literacy Journal 6, no. 2 (2012): 1–21. http://dx.doi.org/10.1353/clj.2012.0016.

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Feinberg, Iris, Elizabeth L. Tighe, Daphne Greenberg, and Michelle Mavreles. "Health Literacy and Adults With Low Basic Skills." Adult Education Quarterly 68, no. 4 (June 20, 2018): 297–315. http://dx.doi.org/10.1177/0741713618783487.

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The purpose of this research was to analyze oral communication patterns between patients with varying degrees of individual health literacy (how patients access, understand, and use health information) and their health providers. We analyzed a secondary data set of 68 patient–nurse provider audiotaped clinic encounters using REALM (Rapid Estimate of Adult Literacy in Medicine, a health literacy measure), correlations, and quantile regression to look at the use of provider dialogue components: closed-ended questions, open-ended questions, data gathering—biomedical, education/counseling—biomedical, data gathering—lifestyle/psychosocial, education and counseling—lifestyle/psychosocial, and checking for understanding. Patients with lower health literacy levels were asked more closed-ended biomedical and lifestyle/psychosocial questions than those with higher literacy levels. Providers did not check for understanding with patients at any health literacy level. Implications for health literacy and adult education in the medical setting, adult classroom, and community organizations are described.
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Morony, Suzanne, Emma Lamph, Danielle Muscat, Don Nutbeam, Haryana M. Dhillon, Heather Shepherd, Sian Smith, et al. "Improving health literacy through adult basic education in Australia." Health Promotion International 33, no. 5 (May 25, 2017): 867–77. http://dx.doi.org/10.1093/heapro/dax028.

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Prins, Esther. "Digital Storytelling in Adult Basic Education and Literacy Programming." New Directions for Adult and Continuing Education 2017, no. 154 (June 2017): 29–38. http://dx.doi.org/10.1002/ace.20228.

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Quigley, B. Allan. "Hidden Logic: Reproduction and Resistance In Adult Literacy And Adult Basic Education." Adult Education Quarterly 40, no. 2 (June 1990): 103–15. http://dx.doi.org/10.1177/0001848190040002004.

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Oyigbo, Dorida Nneka, K. Chukwuemeka Obetta, Chinasa M. Ugwunnadi, J. O. Acha, Onyinyechi E. Okoye, and B. N. Onah. "Integrating Creativity in the Facilitation of Adult Learning through Analytic and Synthetic Methods: Study of Adult Basic Literacy Education Program in Enugu State, Nigeria." Global Journal of Health Science 12, no. 12 (October 23, 2020): 70. http://dx.doi.org/10.5539/gjhs.v12n12p70.

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Adult basic literacy education program requires the integration of creativity into learning activities to increase the rate of adult learning in adult basic literacy education program. The study assessed the extent of integrating creativity in facilitating adult learners in adult basic literacy education program. The study adopted a descriptive survey design. The instrument titled, Integrating Creativity in the Facilitation of Adult Learning through Analytic and Synthetic Methods Questionnaire was administered to 880 adult education administrators, adult literacy facilitators and adult learners. Data were presented through the use of mean, standard deviation and ANOVA. The results of the study revealed that integrating analytic and synthetic methods to a moderate extent facilitated the learning of adults in an adult basic literacy education program. The study recommended that state agency for mass literacy, adult and non-formal education should encourage adult literacy facilitators to create personalized programs of instruction and lesson plans that are based on the adult learners’ skill level and learning styles.
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Hayes, Elisabeth R., and Thomas Valentine. "The Functional Literacy Needs of Low-Literate Adult Basic Education Students." Adult Education Quarterly 40, no. 1 (September 1989): 1–14. http://dx.doi.org/10.1177/074171368904000101.

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This study sought to determine the self-perceived, functional literacy needs of low-literate Adult Basic Education students. A questionnaire was constructed to allow learners to rate the extent to which they felt they needed to learn 20 functional tasks; data were collected from 160 learners functioning at or below the sixth-grade level, as measured by standardized reading tests. Results of a factor analysis suggest that these functional tasks can be conceived of as three broad categories: everyday reading and writing tasks, math and measurement tasks, and special literacy tasks. Through cluster analysis, distinct subgroups of learners were identified based on their comparative needs to learn these categories of tasks. Analysis of follow-up data further revealed that existing programs are less effective than they could be at helping learners meet their self-perceived literacy needs.
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Ioannidou, Alexandra, and Carolin Knauber. "Adult Literacy and Basic Education Policies in a Comparative Perspective: Selected Findings from four Country Cases." Andragoška spoznanja 25, no. 3 (October 8, 2019): 125–40. http://dx.doi.org/10.4312/as.25.3.125-140.

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Policies on adult literacy and basic education are gaining importance, especially since the results of the OECD Programme for the International Assessment of Adult Competencies (PIAAC) revealed that a sizeable proportion of adults have low literacy levels and reported significant differences in competence-levels between countries. This article investigates the interplay between the polity, politics, and policies of adult literacy and basic education, drawing on qualitative data from an international-comparative project which examined basic education policies across countries, with an emphasis on literacy. The article presents findings from four countries (Austria, Denmark, England, and Turkey) focusing on governance structures and applying an actor-oriented theoretical framework. The analysis provides a systematic cross-country comparison on basic education policies and recognises the importance of governance structures in designing and implementing policies.
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Dissertations / Theses on the topic "Adult literacy and basic education (ALBE)"

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Sanguinetti, Jill, and edu au jillj@deakin edu au mikewood@deakin edu au kimg@deakin. "Within and Against Performativity: Discursive Engagement in Adult Literacy and Basic Education." Deakin University. Information not given, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040615.103017.

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The field of adult literacy and basic education (ALBE) has undergone dramatic changes in recent years with the advent of labour market programs, accreditation, competency-based assessment and competitive tendering for program funds. Teachers' working conditions have deteriorated and their professional autonomy has been eroded. ALBE has been increasingly instrumentalised to fulfil the requirements of a marketised economy and conform to its norms. The beliefs and value systems which traditionally underpinned the work of ALBE teachers have been reframed according to the principle of 'performativity' and the demands of the 'performative State' (Lyotard, 1984: 46, Yeatman 1994: 110). The destabilisation of teachers' working lives can be understood as a manifestation of the 'postmodern condition' (Lyotard 1984; Harvey 1989): the collapse of the certainties and purposes of the past; the proliferation of technologies; the impermanence and intensification of work; the commodification of knowledge and curricula; and the dissolving of boundaries between disciplines and fields of knowledge. The critiques of the modernist grand narratives which underpin progressivist and critical approaches to adult literacy pedagogy have further undermined the traditional points of reference of ALBE teachers. In this thesis I examine how teachers are teaching, surviving, resisting, and 'living the contradictions' (Seddon 1994) in the context of struggles to comply with and resist the requirements of performativity. Following Foucault and a number of feminist poststructuralist authors, I have applied the notions of 'discursive engagement' and 'the politics of discourse' (Yeatman 1990a) as a way of theorising the interplay between imposed change and teachers' practice. I explore the discursive practices which take place at the interface between the 'new' policy discourses and older, naturalised discourses; how teachers are engaged by and are engaging with discourses of performativity; how teachers are discursively constructing adult literacy pedagogy; what new, hybrid discourses of 'good practice' are emerging; and the micropractices of resistance which teachers are enacting in their speech and in their practice. My purpose was to develop knowledge which would support the reflexivity of teachers; to enrich the theoretical languages that teachers could draw upon in trying to make sense of their situation; and to use those languages in speaking about the dilemmas of practice. I used participatory action research as a means of producing knowledge about teachers' practices, structured around their agency, and reflecting their standpoint (Harding 1993). I describe two separate action research projects in which teachers of ALBE participated. I reflect on both projects in the light of poststructuralist theory and consider them as instances of what Lather calls 'within/against research' (Lather 1989: 27). I analyse written and spoken texts produced in both projects which reflect teachers' responses to competency-based assessment and other features of the changing context. I use a method of discourse mapping to describe the discursive field and the teachers' discursive practices. Three main configurations of discourse are delineated: 'progressivism', 'professional teacher' and 'performativity'. The teachers mainly position themselves within a hybridising 'progressivist /professional teacher' discourse, as a discourse of resistance to 'performative' discourse. In adapting their pedagogies, the teachers are in some degree taking the language and world view of performativity into their own vocabularies and practices. The discursive picture I have mapped is complex and contradictory. On one hand, the 'progressivist /professional teacher' discourse appears to endure and to take strength from the articulation into it of elements of performative discourse, creating new possibilities for discursive transformation. On the other hand, there are signs that performative discourse is colonising and subsuming progressivist /professional teacher discourse. At times, both of these tendencies are apparent in the one text. Six micropractices of resistance are identified within the texts: 'rational critique', 'objectification', 'subversion', 'refusal', 'humour' and 'the affirmation of desire'. These reflect the teachers' agency in making discursive choices on the micro level of their every day practices. Through those micropractices, the teachers are engaging with and resisting the micropractices and meanings of performativity. I apply the same multi-layered method of analysis to an examination of discursive engagement in pedagogy by analysing a transcript of the teachers' discussion of critical incidents in their classrooms. Their classroom pedagogies are revealed as complex, situated and eclectic. They are combining and integrating their 'embodied' and their 'institutional' powers, both 'seducing' (McWilliam 1995) and 'regulating' (Gore 1993) as they teach. A strong ethical project is apparent in the teachers' sense of social responsibility, in their determination to adhere to valued traditions of previous times, and in their critical self-awareness of the ways in which they use their institutional and embodied powers in the classroom. Finally, l look back on the findings, and reflect on the possibilities of discursive engagement and the politics of discourse as a framework for more strategic practice in the current context. This research provides grounds for hope that, by becoming more self-conscious about how we engage discursively, we might become more strategic in our everyday professional practice. Not withstanding the constraints (evident in this study) which limit the strategic potential of the politics of discourse, there is space for teachers to become more reflexive in their professional, pedagogical and political praxis. Development of more deliberate, self-reflexive praxis might lead to a 'postmodern democratic polities' (Yeatman 1994: 112) which would challenge the performative state and the system of globalised capital which it serves. Short abstract Adult literacy and basic education (ALBE) teachers have experienced a period of dramatic policy change in recent years; in particular, the introduction of competency-based assessment and competitive tendering for program funds. 'Discourse politics' provides a way of theorising the interplay between policy-mediated institutional change and teachers' practice. The focus of this study is 'discursive engagement'; how teachers are engaged by and are engaging with discourses of performativity. Through two action research projects, texts were generated of teachers talking and writing about how they were responding to the challenges, and developing their pedagogies in the new policy environment. These texts have been analysed and several patterns of discursive engagement delineated, named and illustrated. The strategic potential of 'discourse polities' is explored in the light of the findings.
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Todd, Mary K. "Adult literacy/adult basic education provision in Northern Ireland - ten years ago." Thesis, University of Ulster, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292476.

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Snyder, Melissa A. "Dynamic indicators of basic early literacy skills : an effective tool to assess adult literacy students? /." Connect to online version, 2006. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2006/183.pdf.

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Stewart, Heather M. "Perceived instructor effectiveness in Canadian prison adult basic education." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29602.

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In the latter part of the 1980's, contracting by the Correctional Service of Canada with private and public institutions accelerated. This contracting included provision of educational programs. Therefore, as a result of a new emphasis upon Canadian literacy education during the same period, there arose a need to select numbers of contract personnel who would be effective in prison adult basic education teaching. Subsequently, eighteen teachers in the Ontario and Pacific Regions of the Correctional Service of Canada were subjects of a study that sought information about effectiveness criteria to assist in the selection of teachers for prison adult basic education teaching. The Evaluation of Teacher Behaviors rating instrument established an upper quartile that identified five prison adult basic education teachers perceived as most effective, and a lower quartile of five prison adult basic education teachers perceived as least effective. Teachers completed the Demographic Data Questionnaire, providing information about academic education, teaching experience, additional training and education, and certification. They then participated in a structured, oral interview, the Correctional Teacher Interview Survey, responding to questions about their teaching strategies and their personal beliefs regarding the effects of prison education. Three experienced correctional educators rated these responses according to criteria that suggested possession of qualities such as sense of mission, structure, and empathy. Three teachers from the high group also responded to the Supplementary Questionnaire, which asked for their perceptions of their own schooling, relevant life experiences, and attitudes to their students as individuals. Analysis of the results of the Evaluation of Teacher Behaviors indicated statistically significant differentiation between the two groups on each of eleven criteria, with greatest differentiation for the criteria original, overall effective, adaptable, and stimulating. Analysis of responses to the Demographic Data Questionnaire showed that in the high group there was a greater percentage of teachers who had recently been involved in supplementary training and continuing education experiences. The low group of teachers possessed more years of experience in public/parochial school teaching than did teachers in the high group. The three correctional educators who rated the subject teachers' responses to the Correctional Teachers Interview Survey found that the teachers in the high group scored better on the characteristics clarity, desire to help students grow, structure, and empathy than did teachers in the low group. Analysis revealed that both the students who rated the eighteen teachers on the Evaluation of Teacher Behaviors instrument and the three correctional educators who rated the responses of the same teachers to the Correctional Teacher Interview Survey had, according to these ratings, similarly placed eight of the ten subject teachers in their respective high and low groups. The Supplementary Questionnaire revealed that three teachers from the high group possessed similar experiences in their personal and professional backgrounds and currently employed similar teaching strategies. Findings from this study have suggested that teachers who are perceived effective may possess behavioral characteristics, life and work experiences, and similar teaching strategies that distinguish them from those who are perceived to be low in effectiveness. Appropriate application and interview techniques could be designed to elicit information about these distinguishing elements.
Education, Faculty of
Graduate
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Trawick, Amy R. "Senses of selves adult intermediate readers' identity, agency, and literacy learning in an adult basic education setting /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1488Trawick/umi-uncg-1488.pdf.

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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Mar. 3, 2008). Directed by Heidi B. Carlone; submitted to the School of Education. Includes bibliographical references (p. 286-304).
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Beauregard, Heidi Lynn. "The Evolution of Adult Literacy Education Policy in the United States and the Erosion of Student-Empowered Learning." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243868922.

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Keesler, Amy R. "Adult Literacy in Tennessee: An Analysis by Gender, Age, and Race." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2327.

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The purpose of this study was to investigate the state of adult literacy in Tennessee. The field of adult education underwent a transition as the testing procedure and the test changed to correlate with the induction of the Common Core standards in public schools. Adult students face many barriers to overcome to be successful. The research questions posed guided the analysis of demographic data on student who completed the GED prior to the changes. Data were provided from the Tennessee Department of Labor and Workforce Development database. The demographics and scores included those of adults who had passed the GED test from 2008 through 2013. A series of 2-way chi square analysis were used to examine pass rates using the characteristics of race and ethnicity, gender, and age. A sample of 2,000 was randomly selected from a population of 60,000. The data showed that in the state of Tennessee there are significantly more males than females who pass the test each year. Although all ethnicities are permissible to take the GED, more Caucasians and African Americans take and pass the test in this state. Takers of the GED in the state of Tennessee are to identify their age while completing the exam. The majority of adults taking the GED from 2008 through 2013 were in the age group of 19 to 24. Many test takers only need to attempt to pass the test the first time. Out of 2,000 randomly sampled males and females, the data showed that a higher proportion of males than females pass the test in the first attempt. There was no significant difference between the randomly sampled age groups on number of attempts. The data did indicate that Caucasian testing candidates pass the GED significantly more often on the first try than African American candidates.
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Bothel, Richard Thomas. "Computer competencies for adult basic education administrators : a national perspective based on the judgment of the state directors of adult education." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/861386.

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The purpose of this study was to enlarge the information base that can be used by practitioners in the field of adult education to determine important computer competencies for individual development, training, and staff development programs for administrators of adult basic education programs. The final result of this study was a listing of computer competencies ranked as to their relative importance to each other based on the judgment of State Directors of Adult Education throughout the United States. The study results are presented to not be a rigid listing of prioritized competencies, but instead, to be general and current trends in ABE administrator computer competency needs as determined by State Directors of Adult Education.The general research question that was investigated by this study was: What computer competencies are needed by administrators of adult basic education programs to meet the educational requirements of adults in the twenty-first century? There are two specific research questions that were answered: 1) What are the computer competencies that experts in technology and/or adult basic education judge are important to the successful educational administrator? and 2) How do State Directors of Adult Education rank the importance of these competencies in terms of the needs of local adult basic education administrators in their respective states?These questions are answered by exploring, describing, and comparing information using both the analytical and survey approach to determining competencies. The analytical approach consisted of a review of literature and interview of experts in adult education and/or technology to establish a listing of 77 potential computer competencies for administrators of adult basic education programs. The democratic approach consisted of a national survey of State Directors of Adult Education throughout the United States and including Washington D.C.Eighty percent of the State Directors of Adult Education responded providing their judgment as to the importance of each of the 77 computer competencies. The outcome of the study is a rank-ordered list of important computer competencies for adult basic education administrators along with the survey write-in comments provided by State Directors of Adult Education.
Department of Educational Leadership
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Isaac, Jolly. "Comparing Basic Computer Literacy Self-Assessment Test and Actual Skills Test in Hospital Employees." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3715299.

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A new hospital in United Arab Emirates (UAE) plans to adopt health information technology (HIT) and become fully digitalized once operational. The hospital has identified a need to assess basic computer literacy of new employees prior to offering them training on various HIT applications. Lack of research in identifying an accurate assessment method for basic computer literacy among health care professionals led to this explanatory correlational research study, which compared self-assessment scores and a simulated actual computer skills test to find an appropriate tool for assessing computer literacy. The theoretical framework of the study was based on constructivist learning theory and self-efficacy theory. Two sets of data from 182 hospital employees were collected and analyzed. A t test revealed that scores of self-assessment were significantly higher than they were on the actual test, which indicated that hospital employees tend to score higher on self-assessment when compared to actual skills test. A Pearson product moment correlation revealed a statistically weak correlation between the scores, which implied that self-assessment scores were not a reliable indicator of how an individual would perform on the actual test. An actual skill test was found to be the more reliable tool to assess basic computer skills when compared to self-assessment test. The findings of the study also identified areas where employees at the local hospital lacked basic computer skills, which led to the development of the project to fill these gaps by providing training on basic computer skills prior to them getting trained on various HIT applications. The findings of the study will be useful for hospitals in UAE who are in the process of adopting HIT and for health information educators to design appropriate training curricula based on assessment of basic computer literacy.

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Denton, Laura. "The extent to which a basic financial literacy programme delivered to over-indebted call-centre agents enables transformative learning to take place." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/32652.

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Against the backdrop of a high level of personal over-indebtedness experienced by a large number of a Company's call-centre employees, a basic financial literacy workshop was conceptualised, implemented and offered to employees. However, while some participants found the learning helpful in alleviating their indebtedness to a lesser or greater degree, others did not. Drawing on qualitative data analysed through an interpretivist lens, this paper attempts to understand the extent to which the adult learners experienced transformative learning in the classroom. The paper's argument states that if transformative learning conditions are identified as being present in the workshop and adult learners experience a shift to a new worldview of their indebtedness situation, they will successfully implement positive changes towards alleviating their debt. The interview data for this small-group study comprised in-depth, face-to-face interviews with two participants, regarded as representative of the larger group of participants, triangulated with facilitator interview data and with workshop observation and note-taking. The thematic analysis method was used for identifying, coding and analysing the data. The themes identified related to the four main components of transformative learning theory namely, (1) triggering transformation; (2) critical reflection; (3) critical discourse and (4) willingness to act. The study showed that there were indeed components of transformative learning evident in the workshop facilitation and experienced by the study participants but that the nature of these components were embryonic. Further development of these emergent elements is required for true transformative learning to take place. Owing to the deep seated influence of a learner's worldview in prescribing how to spend his or her money, against the backdrop of the broader South African culture of indebtedness, it is only through experiencing true transformative learning that adult learners can identify and critically reflect on the belief systems that shape the way they think about and make positive changes towards their indebtedness.
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Books on the topic "Adult literacy and basic education (ALBE)"

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Cairns, Ruth. NewsAble: Adult basic literacy experience. [Ottawa]: Canadian Organization for Development Through Education, 1990.

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ERIC Clearinghouse on Tests, Measurement, and Evaluation. and Association for Community Based Education., eds. Measures for adult literacy programs. Washington, DC: ERIC Clearinghouse on Tests, Measurement, and Evaluation, American Institutes for Research, 1989.

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Draper, James A. Issues in adult literacy and basic education: Canada. [Toronto, Ont.]: Department of Adult Education, Ontario Institute for Studies in Education, 1991.

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Fields, Ernest L. Adult literacy: Industry-based training programs. Columbus: National Center for Research in Vocational Education, Ohio State University, 1987.

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Adult basic education in the age of new literacies. New York: P. Lang, 2012.

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Jacobson, Erik. Adult basic education in the age of new literacies. New York: P. Lang, 2012.

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Adult literacy: Basic skills and libraries. London: Library Association Pub., 1991.

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Hamminck, Kees. Functional illiteracy and adult basic education in the Netherlands. Hamburg: Unesco Institute for Education, 1990.

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Todd, Mary K. Adult literacy/adult basic education provision in Northern Ireland: Ten years on. [s.l: The Author], 1990.

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Kenopic, Christopher. Deaf and deafblind literacy and adult basic education in Ontario. Brampton, Ont: G.O.L.D., 1998.

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Book chapters on the topic "Adult literacy and basic education (ALBE)"

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"Quality Instruction in Adult Literacy Education." In Toward Defining and Improving Quality in Adult Basic Education, 101–20. Routledge, 2013. http://dx.doi.org/10.4324/9780203936740-13.

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Jones, Arthur, and Alan Charnley. "The Adult Literacy Initiative 1974–79 United Kingdom." In Using the Media for Adult Basic Education, 114–44. Routledge, 2018. http://dx.doi.org/10.4324/9780429444616-5.

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Baporikar, Neeta, and Martha Namufohamba. "Adult Literacy Programme for Poverty Reduction." In Research Anthology on Adult Education and the Development of Lifelong Learners, 659–79. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch033.

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Citizens who lack basic skills and knowledge end up with unemployment or low-paying jobs. This leads to existence in poverty and a lack of opportunity to even voice. Low literacy levels affect economic development, diminish citizen participation and contribution, and are burdensome on nations. To address the issue, many nations consider, adopt, and support adult literacy programmes (ALP). Namibia is no exception. Hence, in 2003, the Adult Literacy Programme was initiated and is still actively engaging the targeted community members for acquiring basic skills and knowledge, thereby reducing poverty. Thus, the objective of this study is to assess ALP's success in poverty reduction as a citizenry approach. Based on the transformational learning theory and the capability approach, the qualitative research method is adopted, and data collection is done with structured interviews using a purposive sampling technique. Findings reflect ALP has enhanced the lives of participants and, therefore forms part of the measures to inhibit several social-related evils that cause poverty.
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"Giving Literacy Away, Again: New Concepts of Promising Practice." In Toward Defining and Improving Quality in Adult Basic Education, 269–90. Routledge, 2013. http://dx.doi.org/10.4324/9780203936740-23.

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"The Adult Learner in Adult and Family Literacy: Gender and its Intersections with Role and Context." In Toward Defining and Improving Quality in Adult Basic Education, 291–312. Routledge, 2013. http://dx.doi.org/10.4324/9780203936740-24.

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"Possible Selves: Literacy, Identity, and Development in Work, School, and Community." In Toward Defining and Improving Quality in Adult Basic Education, 313–32. Routledge, 2013. http://dx.doi.org/10.4324/9780203936740-25.

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Usman, Lantana M. "Adult Education and Sustainable Learning Outcome of Rural Widows of Central Northern Nigeria." In Adult and Continuing Education, 892–909. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch050.

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In northern Nigeria, widows' identities and status are defined within the mores, norms, traditional religions, and legal institutions of the cultures of the community. The ethnic cultural laws are oppressive and retrogressive. The nexus of these cultural pressures trigger discriminatory practices that deny school attending widows' access, and completion of primary and secondary levels of education, leaving them literacy bankrupt and unskilled to fend for themselves and their children. These experiences motivated an all women Community Based Organization (CBO) to establish a Widows Training School to educate widows in vocational skills and basic literacy and numeracy. This paper examines research that was conducted with a sample of former graduates and attendees of the Widows Training School (WTS). The study is based on a qualitative educational research orientation, and the case study design. Multi-modal data were derived from Focused Group Interviews (FGIs) and Non Participant Observation (NPO) with a sample population of the widows. Data analysis engaged the qualitative process of transcription, categorization, and generation of codes that were merged into major themes, and presented in the as socio cultural status of the widows in the community; historical foundation, nature and curriculum implementation of the school; and the facets of sustainable learning outcome of the widows.
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"Filling in the "Black Box" of Family Literacy: Implications of Research for Practice and Policy." In Toward Defining and Improving Quality in Adult Basic Education, 255–68. Routledge, 2013. http://dx.doi.org/10.4324/9780203936740-22.

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"Tales from the Field: The Struggles and Challenges of Conducting Ethical and Quality Research in the Field of Adult Literacy." In Toward Defining and Improving Quality in Adult Basic Education, 67–82. Routledge, 2013. http://dx.doi.org/10.4324/9780203936740-10.

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10

Priyadarshini, Anita. "Equivalency Programmes Through Open and Distance Learning." In Research Anthology on Adult Education and the Development of Lifelong Learners, 706–17. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch035.

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This chapter outlines the beginnings of equivalency programmes in India through the Open Basic Education programme, which was initiated by National Institute of Open Schooling(NIOS) and supported by the National Literacy Mission. An equivalency programme is an alternative educational programme equivalent to existing formal general or vocational education. The chapter traces the genesis of the Open Basic Education programme and shows how the growth of adult literacy in India led to a demand for equivalent education for neo-literates. The open and distance learning system with its inherent flexibilities became the appropriate vehicle for equivalency programmes. This chapter describes the concept of equivalency, its international context in the developing world and its relevance for out of school adults. The author outlines the design and development of the curriculum, course materials as well as the process of examination and certification. The chapter describes the close partnership between different stakeholders leading to its successful implementation in India.
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