Journal articles: '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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Kazeem, Kolawole, and Akpovire Oduaran. "Universal Basic Education in Nigeria: Adult Literacy Practice and Policy Reform Needs." Journal of Adult and Continuing Education 12, no. 1 (May 2006): 34–44. http://dx.doi.org/10.7227/jace.12.1.4.

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Bianco, Joseph Lo. "Literacy, Lifelong Learning and the Basic Skills Agenda." Journal of Adult and Continuing Education 7, no. 2 (September 2001): 63–78. http://dx.doi.org/10.1177/147797140100700205.

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Literacy is being given increased attention in most developed countries where economic thinking focuses on the assets that could be unlocked from human capital. Within the OECD the discourse within literacy has concerned itself almost exclusively on labour market issues whereas scholarly research on literacy addresses a much wider array of social as well as educational contexts. Under alternative policies inspired by principles and understandings of social capital there would be emphasis on the community based settings, the networks of relationships and social cohesion in which learning takes place and in which what is learned is practised. A range of contexts for the advocacy of literacy policies is explored from which are identified three broad justifications from three mutually reinforcing broad social changes. These relate to the impact of changing economic patterns in the wake of trade liberalisation and the post-industrial services and economy; the impact of cultural diversity and participatory ideals of society; and the impact of communications technology. The particular position of Scotland is explored in the context of a recent report on Adult Literacy and numeracy in that country.

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Quigley, B. Allan. "Opposing views: an analysis of resistance to adult literacy and basic education." International Journal of Lifelong Education 11, no. 1 (January 1992): 41–49. http://dx.doi.org/10.1080/0260137920110105.

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Quigley, B. Allan. "Living in the feudalism of adult basic and literacy education: Can we negotiate a literacy democracy?" New Directions for Adult and Continuing Education 2001, no. 91 (2001): 55. http://dx.doi.org/10.1002/ace.31.

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Billington, Mary Genevieve, Kari Nissinen, and Egil Gabrielsen. "When Investment in Basic Skills Gives Negative Returns." Adult Education Quarterly 67, no. 2 (March 9, 2017): 136–54. http://dx.doi.org/10.1177/0741713617692413.

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In recent years, the Norwegian government has invested heavily in improving basic skills in the adult population. Initiatives have included legislation, the introduction of work-based adult education programs, and reforms in schooling. In light of this investment, we explore trends in adult literacy and numeracy, by comparing data from two international surveys of adult skills, conducted in 2003 and 2012. Paradoxically, the proportion of low-performing adults appears to have increased, most significantly in the 16- to 24-year age group and in the foreign-born population. The profile of the lowest performing group has changed in the intervening years. These findings suggest that adult education programs and the education system more generally may not be in concord with the goal of including all in the communities of the literate. We discuss policy implications, in the context of the Scandinavian model, but argue that the discussion is applicable beyond national boundaries.

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Diehl, Sandra J. "Incorporating Health Literacy Into Adult Basic Education: From Life Skills to Life Saving." North Carolina Medical Journal 68, no. 5 (July 1, 2007): 336–39. http://dx.doi.org/10.18043/ncm.68.5.336.

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Limage, Leslie. "Adult Literacy and Basic Education in Europe and North America: from recognition to provision." Comparative Education 26, no. 1 (January 1990): 125–40. http://dx.doi.org/10.1080/0305006900260111.

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Kohler, Maxie P., and Gary L. Sapp. "Comparison of Scores on the Workplace Literacy Test and the Tests of Adult Basic Education." Psychological Reports 85, no. 3 (December 1999): 771–76. http://dx.doi.org/10.2466/pr0.1999.85.3.771.

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This study examined the associations between scores obtained on the Workplace Literacy Test and the Tests of Adult Basic Education for 30 unemployed single mothers mandated to attend an adult education class. These students completed the tests to facilitate educational planning by the course instructor. Test scores were examined using Pearson correlations and a principal components factor analysis. Inter-correlations of scores on the two tests ranged from .25 to .83, with a median of .53. Factor analysis yielded two factors, a general literacy factor and a spelling factor.

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Jiménez, Juan Pablo. "(I)literate Identities in Adult Basic Education: A Case Study of a Latino Woman in an ESOL and Computer Literacy Class." Colombian Applied Linguistics Journal, no. 9 (April 4, 2011): 25. http://dx.doi.org/10.14483/22487085.3144.

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Adult Basic Education (ABE), namely English to Speakers of Other Languages (ESOL) in the United States has been understood and assessed as the mastering of skills increasingly aimed at meeting the demands of the workplace. This ethnographic case study examines how the literacy practices a Latino woman engages in through her participation in an ABE-ESOL class relate to her developing identities of mother, student and citizen. Using Critical Discourse Analysis (CDA), the findings demonstrate the contextual nature of adult literacy, showing how learners appropriate available tools and texts and enact purposeful and meaningful literacy practices, which traditional ABE assessment dismiss or do not account for. Implications for adult literacy pedagogy and research are discussed.

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Hohn, Marcia Drew, and Lorna Rivera. "The Impact and Outcomes of Integrating Health Literacy Education Into Adult Basic Education Programs in Boston." HLRP: Health Literacy Research and Practice 3, no. 3 (July 1, 2019): S25—S32. http://dx.doi.org/10.3928/24748307-20190325-01.

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Anyikwa, Blessing, and Oyekunle Oyekunle Yinusa. "Equipping Adult Learners with Basic Literacy Skills for Cognitive Sustainability in Lagos State, Nigeria." Jurnal Pendidikan Nonformal 16, no. 1 (March 31, 2021): 64. http://dx.doi.org/10.17977/um041v16i1p64-76.

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Abstract The non-literate adult citizens in Nigeria are often faced with the inability to apply mental intelligence in their lifestyles which is reducing their worth and relevance in the 21st century literate society. The study therefore, seeks to equip adult learners with basic literacy skills for cognitive sustainability in Lagos state, Nigeria. Four research questions were raised and answered; and four hypotheses were tested to guide the study. The study adopted descriptive survey research design. The instruments adopted for the study were Key Informant Interview (KII) and a Questionnaire. A 20-item questionnaire titled “Adult Learners’ Basic Literacy Skills Questionnaire”, (ALBLSQ) was developed by the researchers. The instrument was validated using content and face validity according to the standard approved by the National Mass Education Commission in Nigeria, and the State Agency for Mass Education in Lagos State, Nigeria (NMEC/NOGALSS). A total of one hundred and eighty (180) questionnaires were administered purposively to adult learners across the six NMEC/NOGALSS literacy centers in Lagos state, and one hundred and forty-five (145) were retrieved. The reliability of the instrument was confirmed using a test-retest procedure, which gave a correlation coefficient of 0.87. The data was presented using frequency distribution tables, percentages, and Bar Charts. The data was analyzed using Spearman Rank Order Correlation Coefficient and T-test statistical tools to test the hypotheses at 0.05 significance level. The study revealed that a significant difference exists between the performance of adult learners before intervention and the performance of adult learners after intervention of the adult basic literacy programme amongst others. The study concluded and recommended that the curriculum of the adult basic literacy should be designed to have a combination of English and mother tongue language as a medium of instruction in order to aid cognitive development among adult learners, inter alia.

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Peirce, Bonny Norton, and Barbara Hutton. "Adult Basic Education in South Africa: Literacy, English as a Second Language, and Numeracy." TESOL Quarterly 27, no. 2 (1993): 347. http://dx.doi.org/10.2307/3587160.

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Harris, Kathy, Gloria Jacobs, and Julie Reeder. "Health Systems and Adult Basic Education: A Critical Partnership in Supporting Digital Health Literacy." HLRP: Health Literacy Research and Practice 3, no. 3 (July 1, 2019): S33—S36. http://dx.doi.org/10.3928/24748307-20190325-02.

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Yamashita, Takashi, Phyllis A. Cummins, Annabelle Arbogast, and Roberto J. Millar. "Adult Competencies and Employment Outcomes Among Older Workers in the United States: An Analysis of the Program for the International Assessment of Adult Competencies." Adult Education Quarterly 68, no. 3 (May 7, 2018): 235–50. http://dx.doi.org/10.1177/0741713618773496.

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A growing segment of the U.S. workforce—older workers—face challenges such as a greater chance of being unemployed for a longer period of time than younger workers and skill obsolescence in contemporary societies. In an age of fast-paced economic and technological change, ongoing investment in human capital in the form of skill training represents a potential strategy for improving older workers’ employment prospects. However, empirical evidence is lacking on the relationship between basic skill competencies and employment outcomes for older workers in general. This study analyzed nationally representative data of adults aged 45 to 65 years ( n = 2,169) from the Program for the International Assessment of Adult Competencies. Literacy skills were used as the main measure of competencies. Results from multinomial logistic regression identified statistically significant positive associations between literacy skills and employment among older workers. Implications for research, policy, and practice are discussed.

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Pickard, Amy. "Accountability in Adult Basic Education: The Marginalization of Adults with Difficulty Reading." Journal of Literacy Research 53, no. 1 (January 23, 2021): 53–74. http://dx.doi.org/10.1177/1086296x20986910.

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Federal accountability policies requiring rapid, measurable outcomes have increasingly shaped the nature and type of public literacy services available to adults. However, little empirical research has explored the impact of accountability policies on program practice in adult basic education, and almost no research has focused on the effect on services for adults who have difficulty reading. This ethnographically grounded research article explores one publicly funded adult basic education program’s efforts to comply with federal accountability policy and the impact these efforts had on services for adults with difficulty reading. Findings suggest that efforts to comply with accountability policies resulted in instructional practices that limited students’ opportunities for substantive engagement with reading and in program policies that excluded students who did not produce outcomes from participation. The findings also suggest that in the context of accountability pressures, student marginalization became normalized as an ordinary part of practice.

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KOHLER, MAXIE P. "COMPARISON OF SCORES ON THE WORKPLACE LITERACY TEST AND THE TESTS OF ADULT BASIC EDUCATION." Psychological Reports 85, no. 7 (1999): 771. http://dx.doi.org/10.2466/pr0.85.7.771-776.

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Rhodes, Christy M., and Africa S. Hands. "Student Engagement for Enhancing Mentoring and Leadership Development in Adult Basic Education and Literacy Programs." New Directions for Adult and Continuing Education 2020, no. 167-168 (September 2020): 33–41. http://dx.doi.org/10.1002/ace.20396.

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Pinto, Ana. "Networked Learning: Designing for adult literacy learners." Literacy and Numeracy Studies 22, no. 1 (October 1, 2014): 21–38. http://dx.doi.org/10.5130/lns.v22i1.4177.

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This paper reports on analysis of an online learning network catering for adult basic education. It introduces some key concepts from research on networked learning, as well as two complementary approaches that are useful to support and inform analysis and design of technology-enhanced environments. One approach is informed by ideas about the design of learning environments in which pedagogies are combined with complex technological arrangements. The other approach shows how ideas from urban and architectural design, particularly the work by Christopher Alexander on design patterns and pattern languages, can be used to support design for learning. Part of the argument for combining these two perspectives is that, in trying to manage the complex possibilities of new network technologies, pedagogical and humanistic ideals are easily damaged, forgotten or lost. The analytic work involves some methodological innovation, partly because of the data sources involved. It uses interviews as well as screenshots of web pages, other online artefacts and data logs; these sources allow the researcher to look ‘beyond the screen’ to reconstruct the deeper architecture of what has been created for, and by, the participants in the network. The preliminary outcomes show how connections can be drawn between some of the key qualities of what has been designed alongside the various configurations of things, places, tasks, activities, and people influencing learning. Eventually, what is learned from a case study is discussed with the aim of informing design of similar learning networks.

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Yamashita, Takashi, Phyllis Cummins, Roberto J. Millar, Shalini Sahoo, and Thomas J. Smith. "MOTIVATION TO LEARN, LITERACY, NUMERACY, AND LATER-LIFE ADULT EDUCATION PARTICIPATION IN THE U.S." Innovation in Aging 3, Supplement_1 (November 2019): S664. http://dx.doi.org/10.1093/geroni/igz038.2457.

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Abstract The objective of this study is to examine the associations between the motivation to learn, basic skills (i.e., literacy and numeracy), and organized formal and non-formal adult education and training (AET) participation among middle-aged and older adults in the U.S. Rapid technological advancement and globalization requires that adults engage in lifelong learning to actively participate in society. However, little is known about the roles of motivation to learn and basic skills in AET participation among aging adults in the U.S. We obtained restricted data from the 2012/2014 Program for International Assessment of Adult Competencies, and included adults aged 50 years and older (n = 2,580) in the analysis. Structural equation models were used to examine (1) any AET, (2) formal AET and (3) non-formal AET participation as a function of the latent construct of motivation to learn, literacy and numeracy scores (0 – 500), and covariates. Per the confirmatory factor analysis, the motivation to learn latent construct was a valid measure among the older adults. Results from the structural equation models showed that the motivation to learn (b = 0.35, p < 0.05), literacy (b = 0.05, p < 0.05) and numeracy (b = 0.03, p < 0.05) are all positive predictors of non-formal AET participation. However, only motivation to learn (b = 0.47, p < 0.05) is associated with formal AET participation. Findings from this study inform future interventions as well as policy changes to promote specific types of organized AET programs among the aging populations in the U.S.

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Mityaeva, Nataliya V. "Basic Knowledge Standards for Evaluating Financial Literacy of Adults Population." Izvestiya of Saratov University. New Series. Series Economics. Management. Law 20, no. 4 (2020): 391–99. http://dx.doi.org/10.18500/1994-2540-2020-20-4-391-399.

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Introduction. The article reflects the basic requirements for the results of the financial literacy system for the adult population. Theoretical analysis. The standard of basic knowledge is a tool in the field of education, fixing the level of knowledge that determines financial literacy. Empirical analysis. Financial knowledge is applied in nature, is a set of information and skills that have the property of universal applicability and are objectively necessary to maintain and improve financial well-being in daily life. Results. As a part of the implementation of the National Strategy for Financial Literacy in the Russian Federation for 2017–2023, the considered standards of basic knowledge for adults can be used in the process of developing regional programs aimed at a wide target audience, they can serve to identify factors and barriers to increasing the level of financial literacy of the Russian population, create effective tools for measuring the results of activities and a qualitative assessment of the results of work. The article was prepared as a part of the Project of the Ministry of Finance of the Russian Federation and the World Bank “Promoting Improving the Level of Financial Literacy of the Population and the Development of Financial Education in the Russian Federation”.

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SUN, YILIN. "Standards, Equity, and Advocacy: Employment Conditions of ESOL Teachers in Adult Basic Education and Literacy Systems." TESOL Journal 1, no. 1 (March 2010): 142–58. http://dx.doi.org/10.5054/tj.2010.215135.

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Fracasso, Lucille E., Kathryn Bangs, and Katherine S. Binder. "The Contributions of Phonological and Morphological Awareness to Literacy Skills in the Adult Basic Education Population." Journal of Learning Disabilities 49, no. 2 (June 16, 2014): 140–51. http://dx.doi.org/10.1177/0022219414538513.

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Arbuckle, Katherine. "The language of pictures: Visual literacy and print materials for Adult Basic Education and Training (ABET)." Language Matters 35, no. 2 (January 2004): 445–58. http://dx.doi.org/10.1080/10228190408566228.

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Itasanmi, S. A., and Olajumoke Okanlawon. "Information Needs and Information Seeking Pattern of Adult Learners." Indian Journal of Information Sources and Services 9, no. 2 (May 5, 2019): 110–15. http://dx.doi.org/10.51983/ijiss.2019.9.2.612.

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This study examined the information needs and information seeking pattern of adult learners in literacy programmes in Oyo State, Nigeria. Descriptive research design of the survey type was adopted for the study and 200 learners were randomly selected from literacy centres across the state. A self-structured questionnaire was designed and appropriately reviewed and validated by experts in the field of information studies and adult education. Descriptive statistics of frequency counts, simple percentages and mean score was used to analyse the data collected from the learners. Results of the analysis revealed a ranking of need for information on health and general wellbeing coming first, followed by information on how to acquire basic literacy skills of reading, writing & arithmetic which was ranked second among others. The findings also showed that adult learners seek information mostly through radio and television (mean = 3.0450), followed by textbooks (mean = 2.8550) and through their facilitators (mean = 2.7400). Adult learners also seek information through their various religious books (mean = 2.7350), literacy primers (mean = 2.6300) and social media (mean = 2.5050). Language barrier and unavailability of required materials ranked first and second respectively among others as the challenges they face in seeking information.

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Benseman, John. "Adult Refugee Learners with Limited Literacy: Needs and Effective Responses." Refuge: Canada's Journal on Refugees 30, no. 1 (May 6, 2014): 93–103. http://dx.doi.org/10.25071/1920-7336.38606.

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Adult refugees with limited education are a distinctive learner group with substantial and distinctive educational, social, and psychological needs. Working with these learners is a highly specialized activity, requiring high levels of educational skill and commitment. With a paucity of original research available about this group of learners, this study provides a systematic documentation of their distinctive needs as well as effective educational strategies for use with these learners. The study involved interviews with 36 adult refugees, two program coordinators, five course teachers, and six bilingual tutors from a community-based program in New Zealand. The challenge of working with these learners arises due not only to their experiences as refugees, but also as learners with minimal or no edu- cational experience. Their progress depends on a skilful development of “learning to learn,” acquiring basic lit- eracy skills, personal confidence and transfer of these skills to everyday life outside the classroom.

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Zadunaisky Ehrlich, Sara. "Paradigmatic literacy features in children’s argumentation in peer talk." Journal of Early Childhood Literacy 19, no. 2 (June 29, 2017): 224–51. http://dx.doi.org/10.1177/1468798417716978.

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Paradigmatic literacy features refer to ways of thinking and using language associated with academic-scientific discourse or written language. They are intimately bound up with education and appear in their emergent forms, mainly in conversations with adult partners. The present qualitative study investigates whether, and in which ways, paradigmatic literacy features emerge in pre-schoolers and fourth graders' argumentation in natural peer interactions. Segments of peer talk identified as argumentative discursive events served as our basic unit of analysis and were analysed from a discourse analytic perspective. The findings indicate that paradigmatic literacy features are embedded in peer talk at the macro level, in talk of an exploratory nature when children detach themselves from the ‘here and now’ and apply paradigmatic ways of thinking. Similarly, specific linguistic configurations related to academic discourse that manifest authority and degrees of distancing or abstractedness feature in children’s natural conversations as well. In both cases, paradigmatic literacy features fulfil social functions in peer talk. In light of the current findings, we discuss the potential contribution of peer talk to the wider context of dialogism, as well as the scope of literacy beyond the modality in question.

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Boughton, Bob, Donna Ah Chee, Jack Beetson, Deborah Durnan, and Jose Chala LeBlanch. "An Aboriginal Adult Literacy Campaign Pilot Study in Australia using Yes I Can." Literacy and Numeracy Studies 21, no. 1 (June 24, 2013): 5–32. http://dx.doi.org/10.5130/lns.v21i1.3328.

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In 2012, the remote Aboriginal community of Wilcannia in western NSW hosted the first Australian pilot of a Cuban mass adult literacy campaign model known as Yes I Can. The aim was to investigate the appropriateness of this model in Aboriginal Australia. Building on an intensive community development process of ‘socialisation and mobilisation’, sixteen community members with very low literacy graduated from the basic literacy course, with the majority continuing on into post-literacy activities, further training and/or employment. The pilot was initiated by the National Aboriginal Adult Literacy Campaign Steering Committee (NAALCSC) consisting of Aboriginal leaders from the education and health sectors, and managed by the University of New England (UNE), working in partnership with the Wilcannia Local Aboriginal Land Council as the local lead agency. The pilot was supported by a Cuban academic who came to Australia for this purpose, and included a Participatory Action Research (PAR) evaluation led by the UNE Project Manager. In this paper, members of the project team and the NAALCSC describe the pilot and reflect on its outcomes.

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Akinsolu, Abiodun Olatoun. "AN OPINION SURVEY ON ISSUES OF PROVISION AND MANAGEMENT OF ADULT LITERACY PROGRAMME IN NIGERIA: IMPLICATIONS FOR PLANNING." Sokoto Educational Review 14, no. 1 (June 30, 2013): 20. http://dx.doi.org/10.35386/ser.v14i1.83.

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There are almost 800 millions illiterate adults worldwide (UNESCO, 2005) Based on the above, there is an urgent need to expand the vision of both the MDGs to capture education for adult, so as to achieve the widespread agreement that through adult basic education and literacy intervention, human and social development can be enhanced (UNDP, 1997).This paper therefore examines issues in the provision and management o f adult literacy programme in Nigeria through a descriptive survey analysis o f ex- post facto. Guided by 4 Research questions and 1 hypothesis, findings revealed the perceptions o f beneficiaries in respect o f this programme. The paper concludes that the successful implementation o f adult literacy programme is the only way o f ensuring sustainable development in the country because it is only a man that can distinguish between truth and falsehood. He is really free to choose and participate actively in promoting socio. economic and political development o f his/her country while the planning implications were likewise highlighted.

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Andersen, Josephine. "Redressing past cultural biases and imbalances in South Africa: a contribution by the Library of the South African National Gallery." Art Libraries Journal 23, no. 1 (1998): 4–7. http://dx.doi.org/10.1017/s0307472200010749.

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Legislation in South Africa now provides for the inclusion of arts and culture and adult literacy in the education system and art libraries can help promote this Government initiative by distributing their resources widely. The Library of the South African National Gallery is playing an unusual and non-traditional role in helping redress past inequities. It uses visual art, with its concern with expression and communication, to encourage adult learning and stimulate articulacy by encouraging learners to ‘read’ texts from the mass media and visual artworks in order to develop skills in all kinds of literacy. SANG’s project shows how language and artworks can be linked together productively, contributing to the basic education and training of adults.

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McHardy, Janet, and Elaine Chapman. "Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read." Literacy and Numeracy Studies 24, no. 2 (December 15, 2016): 24–42. http://dx.doi.org/10.5130/lns.v24i2.4809.

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Despite large-scale interventions, significant numbers of adults worldwide continue to have problems with basic literacy, in particular in the area of reading. To be effective, adult reading teachers need expert knowledge at practitioner level. However, practices in adult reading education vary widely, often reflecting the individual beliefs of each teacher about how an adult can learn to read. In this study, phenomenographic analysis was used to identify categories of approaches to teaching adult reading, used by a group of 60 teachers in Western Australia and New Zealand. Four approaches were identified: reassurance, task-based, theory-based and responsive. It is argued that for teachers to become effective and consistent in responding to learner needs, they must understand their own beliefs and the consequences of these. The identification of different approaches in adult reading education is an important step in this process.

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Usman, Lantana M. "Adult Education and Sustainable Learning Outcome of Rural Widows of Central Northern Nigeria." International Journal of Adult Vocational Education and Technology 2, no. 2 (April 2011): 25–41. http://dx.doi.org/10.4018/javet.2011040103.

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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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Boughton, Bob. "Popular EducationforAdult LiteracyandHealth DevelopmentinIndigenous Australia." Australian Journal of Indigenous Education 38, no. 1 (January 2009): 103–9. http://dx.doi.org/10.1375/s1326011100000648.

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AbstractThe focus of this paper is adult literacy, and the impact this has on Aboriginal and Torres Strait Islander individual and community health. It directs attention to those Aboriginal and Torres Strait Islander young people and adults who have not benefited from the formal school education system, and who, as a consequence, have very low levels of basic English language literacy. Analysing data from a range of sources, I suggest that these people comprise as much as 35% of the Aboriginal and Torres Strait Islander adult population nationally, and a much bigger proportion in some communities and regions. Moreover, they are key to improving overall health outcomes in the population as a whole, because they are among the people most at risk. Drawing on research in countries of the global South over recent decades, the paper then suggests that one of the most effective ways to improve health outcomes and foster health development is through a popular mass adult literacy campaign. Popular education is not formal education, of the kind provided by schools, TAFEs and universities. It is “non-formal” education, provided on a mass scale, to people in marginalised and disadvantaged communities, as part of wider social and political movements for equality. The paper concludes that this is the most appropriate form of education to deal with the massive social and economic inequality at the heart of the social determinants of Indigenous health.

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Osmond, Pamela. "What happened to our community of practice? The early development of Adult Basic Education in NSW through the lens of professional practice theory." Literacy and Numeracy Studies 24, no. 2 (December 15, 2016): 3–23. http://dx.doi.org/10.5130/lns.v24i2.4821.

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The field of adult basic education had its genesis as a named field of education in the English speaking world in the mid-1970s, based firmly on an underpinning philosophy of humanistic education and a socio-cultural view of literacy. Subsequent decades of its development have involved recurrent and destabilising periods of change with a major and overriding theme being the move away from the humanist philosophy, towards an economically driven, human capital view of literacy, which mirrors the story of a number of other social programs in their trajectory towards the ‘new capitalism’. This paper considers the first fifteen years, or genesis, of the field of adult basic education in the state of New South Wales in Australia through official documents and archival material and through the stories from practice told by the teachers. Analysis of these stories using a theory of professional practice knowledge demonstrates the ways in which the early field of professional practice emerged as a product of its particular socio-political climate, and demonstrates also the strong convergence between the public discourses and the professional discourses surrounding the field in this period; a convergence which was progressively weakened in subsequent decades.

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Василенко, Олена. "GLOBAL TRENDS OF ADULT EDUCATION IN THE UNESCO’S DOCUMENTS." ОСВІТА ДОРОСЛИХ: ТЕОРІЯ, ДОСВІД, ПЕРСПЕКТИВИ 2, no. 16 (November 28, 2019): 28–38. http://dx.doi.org/10.35387/od.2(16).2019.28-38.

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The article is devoted to the problem of global trends and directions of development in adult learning and education that are considered in UNESCO’s documents. It is noted that UNESCO, as a specialized agency of the United Nations, promotes international cooperation in education, science and culture, its priorities include the achievement of quality education for all and lifelong learning, as well as the creation of an inclusive knowledge-based society through information and communication. The author summarizes that UNESCO as a world international organization has a crucial significance in promoting and developing adult learning and education through adopting a number of documents, concepts and reports that define mainstream trends and development directions. The latest may be referred to the following: replacement the concept of Development of Adult Education with the Adult Learning and Education, widening by this way sphere of its implementation; defining three core learning domains in the field of ALE as: literacy and basic skills; continuing education and professional development; liberal and community education (active citizenship skills); confirming the paradigm of traditional distinction between three basic categories of learning activity: formal, non-formal and informal learning; noting, however, that there should be a distinction between purposeful informal learning and random informal learning. It is noted in the article that the efforts of numerous UNESCO organizations are focused on specific areas that need improvement, such as: giving everyone a fair chance at education so that everyone has equal access to adult education; a significant increase in participation in adult learning and education in order to achieve equal progress in adult education and learning in different countries, etc. Key words: the UNESCO, lifelong learning, adult education, adult learning and education, formal, non-formal and informal learning, equal participation

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Aitchison, John. "Not grasping the nettle: Dilemmas in creating and funding a new institutional environment for adult, community, and technical and vocational education and training institutions." Journal of Vocational, Adult and Continuing Education and Training 1, no. 1 (November 13, 2018): 1. http://dx.doi.org/10.14426/jovacet.v1i1.10.

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In spite of constitutional guarantees, ambitious policy promises, some initial enthusiasm for adult basic education and a well-run literacy campaign, South Africa has signally failed to construct a viable and vibrant adult and community education system that would parallel or enhance not only existing schooling, but also technical and vocational education systems. This article considers the current state of adult and community education and of technical and vocational education and training; in addition, it assesses the relevant recommendations in the Report of the commission of inquiry into higher education and training released in late 2017. Finally, it evaluates the extent to which the commission’s recommendations correspond to the reality and also to what is required for South Africa’s post-school offerings in the future.

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Levine, David P. "The Birth of the Citizenship Schools: Entwining the Struggles for Literacy and Freedom." History of Education Quarterly 44, no. 3 (2004): 388–414. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00015.x.

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In a 1981 interview, civil rights leader Andrew Young commented, “If you look at the black elected officials and the people who are political leaders across the South now, it's full of people who had their first involvement in civil rights in the Citizenship Training Program.” Informally known as Citizenship Schools, this adult education program began in 1958 under the sponsorship of Tennessee's Highlander Folk School, which handed it over to the Southern Christian Leadership Conference (SCLC) in 1961. By the time the project ended in 1970, approximately 2500 African Americans had taught these basic literacy and political education classes for tens of thousands of their neighbors. The program never had a high profile, but civil rights leaders and scholars assert that it helped to bring many people into the movement, cultivated grassroots leaders, and increased black participation in voting and other civic activities.

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Leach, David J. "Applying Behavioural Psychology in Education: Contributions and Barriers to the Implementation of Effective Instruction." Behaviour Change 13, no. 1 (March 1996): 3–19. http://dx.doi.org/10.1017/s0813483900003910.

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Between 10% and 25% of children in Australian schools have significant difficulty in mastering basic educational skills. Failure to achieve “tool” competencies in literacy (and numeracy) expected for independent adult functioning can have cumulatively negative consequences for individuals and their communities. The contribution of behavioural approaches to the instruction in basic literacy skills in schools is outlined. Empirical evidence of their effectiveness is presented and two of the most comprehensive (and most successful) models are described: the Morningside model of generative instruction and direct instruction. Despite strong research support, however, behavioural approaches have not been widely adopted in general education. It is suggested that the main barriers to their adoption are the currently dominant paradigms of structuralism and constructivism, neither of which have translated into effective teaching practices for children most at risk of failure. Constructivist epistemology, in particular, is seen as oppositional to behaviour-based instruction and scientist–practitioner intervention, and its disregard for empiricism is cause for concern that ineffective practices will be maintained. It is concluded that behaviour-based practitioners (and researchers) need to become more effectively involved in system-level change strategies if they are to make an impact on the wider problems of educational failure.

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Sena Rivas, Wiselis Rosanna, Francisco Javier Herrero Gutiérrez, and Sonia Casillas Martín. "ICT-mediated education in youth and adult literacy programmes in the Dominican Republic: an approach to the state of the art." Texto Livre: Linguagem e Tecnologia 11, no. 3 (December 26, 2018): 131–53. http://dx.doi.org/10.17851/1983-3652.11.3.131-153.

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ABSTRACT:This research focuses on the relation between Education and ICT/Internet in the Dominican Republic. Specifically, we focus on the context of basic literacy education in young people and adults, the overall aim being to learn the extent to which ICT are used in adult education in that country. To this end, we administered a questionnaire to a sample of teachers to learn what digital resources they have access to, how they are used, and a diagnosis of self-perceived digital competences. The main results point to an ever-increasing number of resources for use in the classroom, although there is still room for improvement. Moreover, the implantation of the Internet as a basic tool for strengthening the educational system is progressing but is not yet complete. We conclude that the lack of resources may be partially contributing to this shortfall in immersion in the new technologies, but that it is necessary to continue to implement programs to reinforce the digital competences of teachers, even at a basic level and taking particular account of older teachers. This would certainly improve the teaching-learning process, especially if we consider that the teachers themselves consider ICT as a key factor in the educational process.KEYWORDS: ICT; education; Dominican Republic; youth and adult literacy programmes; basic digital resources. RESUMO: Esta pesquisa enfoca a relação entre Educação e TIC/Internet na República Dominicana. Especificamente, nos concentramos no contexto da educação básica em alfabetização em jovens e adultos, com o objetivo geral de compreender até que ponto as TIC são usadas na educação de adultos nesse país. Para isso, aplicamos um questionário a uma amostra de professores para saber a que recursos digitais eles têm acesso, como são usados e o diagnóstico de competências digitais percebidas por eles mesmos. Os principais resultados apontam para um número cada vez maior de recursos para uso em sala de aula, embora ainda haja espaço para melhorias. Além disso, a implantação da Internet como ferramenta básica para o fortalecimento do sistema educacional está progredindo, mas ainda não está completa. Concluímos que a falta de recursos pode estar contribuindo parcialmente para essa deficiência na imersão nas novas tecnologias, mas que é necessário continuar a implementar programas para reforçar as competências digitais dos professores, mesmo em um nível básico e tendo particularmente em conta os professores mais velhos. Isso certamente melhoraria o processo de ensino-aprendizagem, especialmente se considerarmos que os próprios professores consideram as TIC como um fator-chave no processo educacional.PALAVRAS-CHAVE: TIC; educação; República Dominicana; programas de alfabetização de jovens e adultos; recursos digitais básicos.

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Santana, Leyla Menezes de, Marizete Lucini, and Lívia Jéssica Messias de Almeida. "Paulo Freire and the daily concrete of Popular Education in Brazil’s Northeast." Research, Society and Development 9, no. 10 (October 16, 2020): e7349109106. http://dx.doi.org/10.33448/rsd-v9i10.9106.

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This article introduces reflexive approximations of Paulo Freire’s ideas with the daily concrete of an educational practice of popular nature, represented through narrative profiles from northeastern women educators who lived pedagogies gestated in community frontiers. It comes from a research of qualitative nature which integrated a doctoral project entitled Trajectories of female popular educators in the state of Sergipe-Brazil. From the inter-encounter methodology, inspired by the hermeneutic phenomenology, as an approach method and the Oral History as a procedural method, recollections and experiences of female popular educators compromised with literacy practices in its own communities were analysed. The analytical path reupdated the concept of Popular Education, elevating it beyond the educational dimension and placing it as a piece of knowledge generated by a daily experience. The dialogic evidences have produced a close theoretical translation of the experimental field with the Freirean perspective on adult literacy, oriented as a basic human right and seen as a decisive tool for fighting poverty and the inadequate distribution of life essential resources.

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Popov, Dmitry, and Anna Strelnikova. "Inconsistency between educational attainment and literacy: The case of Russia." Communist and Post-Communist Studies 52, no. 3 (September 1, 2018): 259–69. http://dx.doi.org/10.1016/j.postcomstud.2019.08.001.

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From the moment when wide spread of large scale assessments in sociology and economics began, the most commonly used indicators of peoples' qualifications are the number of years spent in education and the possession of a high school/college/university diploma. But what if these formal indicators are unreliable under certain conditions and do not reflect actual literacy and competency of people? This article, drawing on data from the Programme for the International Assessment of Adult Competencies (PIAAC), questions accuracy of the basic educational indicators in Russia. There is a linear relationship between the possession of a formal graduation diploma and the measurement of PIAAC literacy of the able-bodied population in OECD countries, including the Eastern European ones. However, the analysis shows that in Russia there is an inconsistency between literacy and formal educational status. This fact in itself casts doubt on the effectiveness of formal education indicators in Russia. The social implications resulting from this inconsistency become apparent through an international comparison of research results. These ill effects have been documented in the areas of employment, education and social reproduction and in the social self-awareness of the Russian people.

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

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