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Fox, Michael – 1986
Literacy should be viewed as a continuum of undereducation, stretching from those who cannot read and write at all at the low end to those who have less than a high school education at the high end. People at different points have different needs, which may differ greatly from those current literacy programs try to meet. The track record of…
Descriptors: Adult Basic Education, Adult Literacy, Adult Programs, Illiteracy
Romero, Fred E. – 1987
A discussion of the literacy education needs of the Hispanic community in the United States provides a profile of the Hispanic population and offers a plan of action for educational programming. At 7 million, the illiterate Hispanic population comprises one-third of functionally illiterate Americans. This subgroup is diverse, with as much as half…
Descriptors: Educational Needs, Educational Policy, Educational Technology, Hispanic Americans
Fagan, William T. – 1991
Although the emphasis on adult literacy/basic education is increasing, the high dropout rate from programs in these areas is a concern. Why learners choose to participate or not to participate in such programs can be understood in terms of three sets of factors. Learner-inherent factors include self-evaluation, goals, and capabilities. Life…
Descriptors: Adult Basic Education, Adult Learning, Adult Literacy, Adult Programs
Fagan, William T. – 1991
The trait-state model, a framework for understanding adult literacy, draws heavily on the social psychological literature. Allport (1961) first proposed the notion of trait. The overriding characteristics of focus on trait is the individual's possession of language control. Cattell (1950, 1979) emphasized the notion of state in relation to trait…
Descriptors: Adult Basic Education, Adult Learning, Adult Literacy, Behaviorism
Rodriguez, Carmen; Sawyer, Don – 1990
Concern that Canadian Native illiteracy was being ignored or addressed ineffectively prompted this report, which includes a literature review, findings from a survey in several Native communities, and an overview of innovative practices and illustrative programs. The survey, conducted with 56 potential literacy learners from 8 geographically and…
Descriptors: Adult Basic Education, Adult Literacy, American Indian Languages, American Indians
United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific. – 2000
As a result of intensive advocacy, girls' and women's education is a developmental priority in India. Availability of international development assistance for basic education and women's education has gone up significantly. Government and donor perceptions of gender issues in education and the importance of reaching out to girls to achieve the…
Descriptors: Access to Education, Administrator Role, Adult Basic Education, Developing Nations