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Peer reviewedDruine, Nathalie; Wildemeersch, Danny – International Review of Education, 2000
Examines underlying epistemological and theoretical assumptions of the International Adult Literacy Survey (IALS). Concludes that IALS is primarily geared toward enhancing labor-market competencies but should instead make learners co-responsible actors of their own learning process and participants in a democratic debate defining the kind of…
Descriptors: Adult Basic Education, Adult Literacy, Citizenship Responsibility, Cross Cultural Studies
