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.
Full textTodd, 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.
Full textSnyder, 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.
Full textStewart, Heather M. "Perceived instructor effectiveness in Canadian prison adult basic education." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29602.
Full textEducation, Faculty of
Graduate
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.
Full textTitle 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).
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.
Full textKeesler, 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.
Full textBothel, 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.
Full textDepartment of Educational Leadership
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.
Full textA 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.
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.
Full textBiggs, Brandi L. "Basic computer literacy training to increase comfort levels with computers and improve behaviors of technological integration." Diss., Click here for available full-text of this thesis, 2006. http://library.wichita.edu/digitallibrary/etd/2006/t014.pdf.
Full textBeauzac, Christolene Bernardine. "The relationship between an Adult Basic Education and Training (ABET) literacy program and women's lives in Semi-urban context, in Cape Peninsula." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2433_1304586568.
Full textThe research employed a qualitative research paradigm. The ethnographic approach was used to conduct the research. Data collection was done though various ethnographic techniques, classroom observation, in-depth interviews and document analysis. The population was 85 women who participated in a Adult Basic Education and Training programme in Eersterivier in the Cape Peninsula area a questionnaire was used to collect demographic information of the participants Data was analysed by thematic analysis and coded, categorised and discussed according to the aim and objectives of the study in relation to previous studies The main findings were why exploring the existing literacy practice women were depended on others for literacy assistance, which made them avoid literacy events and become vulnerable in this process to cope with the everyday life.
Coombe, Christine A. "The relationship between self-assessment ratings of functional literacy skills and basic English skills test results in adult refugee ESL learners." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244651239.
Full textIsaac, Jolly Peter. "Comparing Basic Computer Literacy Self-Assessment Test and Actual Skills Test in Hospital Employees." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1294.
Full textWitt, Ryan Patrick. "Integrating Identity: Creating a More Inclusive Vision of ABE Stakeholder Goals." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/449231.
Full textPh.D.
This study examines the literacies taught and valued by three major stakeholder groups within an innovative welfare-to-work/adult basic education (ABE) program in the northeastern United States. The program, which I call Women for Change, is examined from the perspective of the program participants (a group of eight women on TANF who are mandated to attend), program staff (four social workers affiliated with a local university and one veteran adult basic educator), and the organization that provides funding for the program. Using data collected from one-on-one interviews, participant observation, and primary documentation used within the program, this case study reveals substantive conflict in the primary literacy-learning goals held by each of the stakeholder groups: The program funders want participants to find paid work; participants desire to complete their GED certification and hope to meet additional interpersonal goals, such as learning to communicate more effectively; and program staff want to help participants develop self-esteem and meet other emotional goals. These disparate goals—and each stakeholder group’s dedication to its particular objectives—create conflict within the class sessions, producing a program that wasn't as efficient at meeting any particular goal. Based on these data, the present study makes three overarching arguments. First, literacy-learning programs—particularly those that work with adults—should solicit and aim to incorporate at least some of the goals and learning objectives sought and valued bylearners. Second, adult literacy educators, especially those who work with ABE and college-level writing students, must be prepared to help writers cope with the emotional components of the literacy learning process, particularly by connecting them with counseling professionals when appropriate. Finally, the connection between writing/literacy learning and emotion suggests that a more capacious understanding of literacy is necessary. James Paul Gee’s notion of Discourse helps us begin to theorize this broader understanding, but ultimately I argue that we must go farther than Discourse to develop an “integrative literacies” model that more robustly accounts for the relationship between literacy, identity, and histories of trauma.
Temple University--Theses
Ballard, Glenda Haywood. "Teaching in a new setting: adult basic educators in a national workplace literacy project, a qualitative case study of a national workplace literacy project." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40044.
Full textEd. D.
Best, Elizabeth Veronica. "A description and evaluation of adult basic literacy education (ABLE) provision in Barbados : individual, institutional and national goals 1990-1993." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021500/.
Full textKerfoot, Caroline. "Changing conceptions of literacies, language and development : Implications for the provision of adult basic education in South Africa." Doctoral thesis, Stockholm : Centre for Research on Bilingualism, Stockholm University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-26581.
Full textThembekwayo, Sophie Suzan. "The information needs of outcomes-based adult basic education and training programmes for pre-literate learners : a case study of Damonsville and Onverwacht communities." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24760.
Full textThesis (PhD)--University of Pretoria, 2010.
Afrikaans
unrestricted
Bouwer, Anne Margaret. "Visual literacy in adult basic education : a study of ABET learners' visual perception with regard to their general level of English second language learning." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003707.
Full textMalan, Sharon Brenda. "The role of the facilitator in implementing an adult basic education and training (ABET) programme in a rural area in the Southern Cape." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52021.
Full textENGLISH ABSTRACT: It is estimated that some 12,5 to 15 million adults in South Africa have had little or no education. Since the first democratic elections in April 1994 the political, economical and social context in South Africa is in the process of transformation. In order to cope with this transformation phase, South Africa is creating structures where the culture of every citizen, irrespective of class, race or gender is acknowledged and respected. One of these structures is the provision of basic education to all South African adults who have historically been deprived of education and training. The changing political situation in South Africa has inevitably influenced the concept of what literacy is for and how it should be taught. This inevitably affects the role performance of facilitators (educators of adults) at grass roots level. Recent policy developments place heavy demands on facilitators without adequately considering the necessary inputs needed to cope with these demands. The purpose of this study is therefore to make a meaningful contribution to the understanding of the challenging and important role of the facilitator in ABET. A qualitative approach which provided a clear description of the roles facilitators are currently performing in a rural area in the Southern Cape was chosen. This revealed the factors having an impact on the role performances of a facilitator. This study revealed the following: • In keeping with international trends the teacher's role in adult basic education in South Africa has been redefined as that of a facilitator of learning. • The attitudes adopted by the literacy organization can directly influence the teaching approach adopted by facilitators during classroom practice. • Facilitators need to exhibit flexibility when using different teaching styles during classroom practice. • Training objectives should encompass the different learning and teaching styles of facilitators. In order to enable facilitators to perform their multiple roles in ABET the preparation and continuing support of facilitators at grass roots level is crucial, especially if ABET is to make a meaningful contribution towards solving the adult literacy problems as experienced in South Africa and to prevent littering the South African landscape with the debris of failed projects
AFRIKAANSE OPSOMMING: Na raming het ongeveer 12,5 tot 15 miljoen volwassenes in Suid-Afrika min of geen onderwysonderrig gehad nie. Sedert die eerste demokratiese verkiesing in April 1994, is die politieke, ekonomiese. en sosiale konteks in Suid-Afrika in 'n proses van transformasie. Ten einde hierdie transformasiefase te bowe te kom, is Suid-Afrika besig om strukture te skep waarin die kultuur van elke burger ongeag klas, ras of geslag, erken en gerespekteer word. Een van hierdie strukture is die voorsiening van basiese onderwys aan alle Suid-Afrikaanse volwassenes wat histories onderwys en opleiding ontbeer het. Die veranderende Suid-Afrikaanse politieke situasie het 'n uitwerking gehad op die begrip van die doel van geletterdheid en hoe dit onderrig moet word. Hierdie werklikheid het onvermydelik weer 'n uitwerking op die rolvervulling van fasiliteerders ( onderwysers v1r volwassenes) op grondvlak. Onlangse beleidsontwikkeling stel hoe eise aan fasiliteerders, sonder voldoende oorweging van die noodsaaklike insette wat fasiliteerders moet lewer ten einde aan hierdie eise te voldoen. Die doel van hierdie studie is dus om 'n sinvolle hydrae te lewer om die uitdagende en belangrike rol van die fasiliteerder in volwasse basiese onderwys (VBO) te verstaan. 'n K walitatiewe benadering is verkies wat 'n dui de like beskrywing gee van die rolle wat fasiliteerders tans in 'n landelike gebied van die Suid-Kaap vervul en wat die faktore weerspieel wat 'n uitwerking op die rolvervulling van 'n fasiliteerder het. Die studie het die volgende tendense aan die lig gebring: • In ooreenstemming met intemasionale neigings, is die rol van die onderwyser in volwasse basiese onderwys in Suid-Afrika herdefinieer as 'nfasiliteerder van die leerproses. • Die gesindhede wat deur die geletterdheidsorganisasie aanvaar word, kan die onderrigbenadering van die fasiliteerder in die klaskamer direk be"invloed. • Fasiliteerders moet buigsaamheid aan die dag le by die gebruik van verskillende onderrigstyle in die klaskamer. • Opleidingsdoelwitte moet die verskillende leer- en onderrigstyle van fasiliteerders omsluit. Ten einde fasiliteerders in staat te stel om hulle veelvuldige rolle in volwasse basiese onderwys te vervul, is die voorbereiding en deurlopende ondersteuning van fasiliteerders op grondvlak deurslaggewend, veral indien volwasse basiese onderwys en opleiding 'n sinvolle hydrae wil maak tot die oplossing van volwassenes se geletterdheidsprobleme soos dit tans in Suid-Afrika ondervind word en as dit wil verhoed dat die Suid-Afrikaanse landskap met die opdrifsels van mislukte projekte besaai word.
National Research Foundation (NFR)
Meyrow, Arnold Burt. "The effect of on-screen instructor gender and expressivity upon adult learning of basic computer skills from an instructional videotape." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39875.
Full textHaverkos, Peter John. "A Case Study of a Pre-College Readiness Program." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1429616467.
Full textFranker, Qarin. "Litteracitet och visuella texter : Studier om lärare och kortutbildade deltagare i sfi." Doctoral thesis, Stockholms universitet, Institutionen för språkdidaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-51781.
Full textMkhwanazi, Samson Qedusizi Nicholas. "Problems of adult learners in adult basic education : a psycho-educational perspective." Diss., 2001. http://hdl.handle.net/10500/17467.
Full textPsychology of Education
M. Ed. (Psychology of Education)
Krieger, Beverley Elaine. "An exploration of diversity in the adult basic education literacy classroom." Thesis, 1996. http://hdl.handle.net/2429/6107.
Full text"Interrupting Institutional Discourse: Circulating Themes within the Adult Basic Education/Literacy System." Master's thesis, 2011. http://hdl.handle.net/2286/R.I.9416.
Full textDissertation/Thesis
M.A. English 2011
Li-Feng, Tsai, and 蔡麗鳳. "A Research on the Content of Cultural Literacy of Adult Basic Education." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/72065481162253672773.
Full textBerger, James Ivan Mauldin. "Perceived consequences of adopting the Internet into adult literacy and basic education classrooms." 2001. http://purl.galileo.usg.edu/uga%5Fetd/berger%5Fjim%5Fi%5F200112%5Fphd.
Full textRabothata, Maboko Alpheus. "Adult Basic Education and training on literacy : case study of Laaste Hoop Public Adult Learning Centre in Limpopo Province." Thesis, 2017. http://hdl.handle.net/10386/1915.
Full textThis study drew attention to the strategic necessity of the Adult Basic Education and Training (ABET) programme in equipping historically disadvantaged communities with basic numeracy, reading and writing skills. The Department of Basic Education regards the ABET programme as the vehicle on which individuals historically excluded from formal schooling life access basic education and skills that help them to be active agents of socio-economic change in their communities. Whilst the ABET programme’s broad objectives have been properly conceptualised and institutionalised, the central concern of this study is that little effort may have been invested by the Department of Basic Education to qualitatively assess the state of ABET programmes in rural-based Public Adult Learning Centres (PALCs) like Laaste Hoop. In order to ensure the Department of Basic Education recoup best returns from every effort invested in the ABET programme at Laaste Hoop PALC such an assessment is imperative. This study employed the qualitative method and a case study design to examine the state of the ABET programme offered at Laaste Hoop PALC. Using the purposive sampling method, ten participants comprising one member of the centre’s Governing Body, six learners, the centre manager and two facilitators were selected to participate in the study. The main finding of this study is that the Laaste Hoop PALC is struggling to effectively fulfil its broad mandate due to poor budgetary support from the v Department of Basic Education. The study found that the Laaste Hoop PALC is generally in a state of neglect as the infrastructure is in an advanced state of dilapidation. The main recommendation of the study is that the Department of Basic Education needs to launch a targeted fundraising campaign in order to improve the operating and financial leverage of the centre. Key words: ABET programme; adult literacy; numeracy; functional literacy.
Robishaw, Don Louis. "From resistance to persistence? An alternative self-directed readiness training program for adult literacy and Adult Basic Education learners." 1996. https://scholarworks.umass.edu/dissertations/AAI9619431.
Full textLand, Sandra. "What difference does adult basic education make? An analysis of self reported differences between a group of adults who have participated in adult basic education programmes and a group who have not." Thesis, 2001. http://hdl.handle.net/10413/2958.
Full textThesis (M.Ed.) - University of Natal, Pietermaritzburg, 2001.
Sokhulu, Thembinkosi M. "The family literacy practices of ten adult participants at the Tembaletu Adult Basic Education Centre in rural KwaZulu-Natal : a case study." Thesis, 2005. http://hdl.handle.net/10413/1936.
Full textThesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2005.
Sibiya, Hlengana Solomon. "A strategy for alleviating illiteracy in South Africa: A historical inquiry." Thesis, 2005. http://hdl.handle.net/2263/23072.
Full textThesis (PhD (Curriculum Studies))--University of Pretoria, 2006.
Curriculum Studies
unrestricted
Zhang, Fengju. "Learners' perception on language issues in urban adult basic education: A study of Chinese adult ESOL learners in a Boston community learning center." 1997. https://scholarworks.umass.edu/dissertations/AAI9809415.
Full textNevondo, Ntsengiseni Lizah. "Adults' engagement with computers in an adult basic education and training (ABET) programme." Thesis, 2008. http://hdl.handle.net/10210/1305.
Full textAt present, some six million South Africans are illiterate, and around two million unemployed adults have inadequate basic schooling (National Education Coordination Committee, 1993:30). This means that they are unable to take advantage of further training or skilled employment prospects. The consequences of illiteracy amongst adults are still reflected through the economy in the form of low productivity, poor quality of life of low-income households and communities, and in political and social instability. Similar findings have been recorded in other countries. For example the Australian Government Gazette (2000:31) states that there were over 23 million adults between the ages of 16 and 65, over 3 million of whom had not had access to schooling. Furthermore, nearly 10 million had not completed Grade 9, and over 10 million had not completed Grade 12. Vella (1994:1) concurs that the introduction of Adult Basic Education and Training (ABET) is a solution to the problem. Adult Education is expected to bring about change in adult learners, with goals ranging from changing behaviour to increasing knowledge, skills and attitudes. One of the focuses of ABET is educational technology, with specific focus on the computer. Carter (1993) states that educational technology, in particular the computer, is widespread to such an extent that it is viewed as an indispensable tool in the daily lives of people. It is used in homes, offices, shops, banks and hospitals. In addition, the most important indicator of the population’s ability to use information technology is to apply computer basics. Although no scientific survey of computer literacy in Africa has been performed to date, rough estimates do exist. Hodge & Miller(1997) quote the World Competitiveness Report (1993) which placed South Africa’s computer literacy rate on a par with Brazil, just below `India and well behind countries like Singapore and Japan (see Chapter 2, table 2.1). Over a decade later, an estimate of computer literacy in South Africa (Hodge & Miller, 1994:[online]) based on the education, employment and demographic profile of the population, shows the levels of computer literacy to be 3.2 million people, or 7.7% of the population. In addition, these figures are based on criteria that computer literacy is determined in the workplace, the level of education determining the type of job one gets and how much prior experience with computers one has. Factors such as age will influence the level of computer literacy. Applying this methodology to each race group, Hodge and Miller, 1997 [online]) find computer literacy rates of 21.1% for Asians, the lowest percentage 5.6% for Blacks and 7,1% for Coloureds. As these statistics indicate, the lowest percentage are Blacks, which indicates that this group is in most need of ABET (Hodge & Miller, 1997: [online]). As the researcher found that the low computer skill figures revealed that the groups most in need of computer literacy are Blacks, she, therefore, was motivated to examine the reasons behind these low figures. 1.2
Dr. G.V. Lautenbach
Steinberg, Carola. "The interplay between teachers and texts in adult basic education and training (ABET) : a case study." Thesis, 2013. http://hdl.handle.net/10539/12727.
Full textAndrews, Dorothy. "Achieving sustainability in an Adult Basic Education (ABE) Non-Governmental Organisation (NGO): a case study of Project Literacy." Thesis, 1998.
Find full textMohlotsane, Mapule. "The relationship between adult basic education and training (ABET) and work opportunities." Thesis, 2014.
Find full textChili, Blessing Bongani. "Why are large numbers of illiterate adult members of the Luthuli rural community not attending ABET classes? : an investigation of their needs and aspirations regarding adult basic education and training." Thesis, 2007. http://hdl.handle.net/10413/723.
Full textThesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.
Hoosen, Fatema. "An evaluative study of the motivation of adult basic education and training (ABET) in industry." Thesis, 2000. http://hdl.handle.net/10413/5393.
Full textThesis (M.Ed.) - University of Natal, Durban, 2000.
Yang, Chia-Jung, and 楊佳蓉. "A Study on Developing Reading Test for New Residents--Using the Textbook of Basic Adult Literacy Education as an Example." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/92255511371900709031.
Full text臺北市立教育大學
華語文教學碩士學位學程
100
The purpose of this study is to construct a test that is used to investigate the reading ability of new residents who learn Chinese as a second language. After paper research about the new residents’ learning requirements, well-known models to learn foreign language, and using The Common European Framework of Reference (CEFR) as frame, we developed an on-line testing system for new residents which based on the textbook “Basic Adult Literacy Education” Book One and Book Two. There are three major characteristics of this study listed as following: 1. This test is the first one that based on the research of new residents, teaching Chinese as a second language, and the Assessment and the Statistics. 2. This test is the first Chinese on-line system for new residents. 3. This is an applicable test combines a new-edited textbook which was published by education ministry of Taiwan.
Vaccarino, Franco Angelo. "An analytical perspective on language learning in adult basic education and training programmes." Thesis, 1999. http://hdl.handle.net/10500/16238.
Full textEducational Studies
D. Ed. (Philosophy of Education)
Mabuza, Raymond Vusi. "Perceptions of adult education teachers about their working condition in the Adult Basic Education and Training programme in the Gauteng East Education District." Diss., 2019. http://hdl.handle.net/10500/26508.
Full textAdult Basic Education (ABET)
M. Ed. (Adult Education)
Chinyamakobvu, Frank. "An evaluation of Kha Ri Gude Mass Literacy Campaign at centers in Tshwane." Thesis, 2012. http://hdl.handle.net/10539/11064.
Full textAlkenbrack, Betsy. "Materials development training for ABET workers." Thesis, 2014.
Find full textShelile, Motlatsi Petrus. "The impact on current and former learners of ABET programme run at Duvha Power Station." Thesis, 2006. http://hdl.handle.net/10539/1719.
Full textThis study evaluated the impact on learners of Adult Basic Education and Training (ABET) programmes at Duvha Power Station. The methods of collecting data comprised face-toface interviews, on-site participant observation, classroom observation and document analysis. The underlying assumption was that ABET programmes did not have a positive impact on either the company and individual candidates, and that they were only provided to comply with the legislation and not to develop and empower people. What emerged from findings was that ABET programmes had a major impact on the company and on the individual candidates, in their homes and communities. The findings, however, also revealed weaknesses and challenges in ABET level 1 that need to be addressed i.e ABET level 1 respondents showed no further interest in participating in the programme citing advanced age, learning being for youth, difficult sums etc, as some of the reasons.
YEN, TING, and 顏廷. "A Study on Developing Listening Test for New Residents in Taiwan─Using the Textbook of Basic Adult Literacy Education which was Published by Education Ministry in Republic Year 100 as an Example." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/47346291539556391811.
Full text臺北市立教育大學
華語文教學碩士學位學程
100
In Taiwan, with the economic development, higher education levels, and the equal opportunities to receive education between males and females, women have acquired autonomous power over the economy, not having to rely on their spouses. Hence, the requirements for females to choose their better half have become stricter, leading those men who can’t meet women’s standards to be unable to get married and thus turn to Southeast Asia to seek partners. As a result, more and more Southeast women immigrate to Taiwan and tie the knot with Taiwanese people. These foreign spouses, known as “new residents,” have become the fifth largest group in Taiwan. Living in Taiwan, they are faced with a variety of problems, and the first one is communication. To assist new residents to adapt themselves to the life in Taiwan and to improve their language proficiency, the government has offered basic courses for adults in junior high schools and elementary schools. In addition, the government puts emphasis on the teaching materials; now, the latest edition is “Textbook of Basic Adult Literacy Education which was published by Education Ministry in Republic Year 100”, and the government hopes this becomes the only edition across the nation. Despite the fact that the number of research on new residents has increased over the past few years, most of them are not involved with testing. However, there is no doubt that new residents do need to take tests when learning Chinese and that taking tests is more persuasive than simply taking courses. Furthermore, the compiling of teaching materials and methods, and courses arrangement also need to be improved according to test results. Listening is the most important ability when learning a language, especially so for those new inhabitants living in Taiwan. The majority of the language courses for new inhabitants are of elementary level, so the author takes “Textbook of Basic Adult Literacy Education which was published by Education Ministry in Republic Year 100” for example to set an indicator for beginners and use the performance indicator to compile listening tests and set up a worldwide online system for listening tests by cooperating with related organizations in the hope of creating a new climate for those new residents learning Chinese.
Dhlamini, Joyce Phikisile. "Effectiveness of facilitation methods to motivate adult learners to participate in ABET programmes : a case study of the adult centre at Ekurhuleni." Thesis, 2012. http://hdl.handle.net/10500/11819.
Full textEducational Leadership and Management
D. Ed. (Education Management)