This study aims to determine the functional literacy acquisition of Alternative Learning System learners and make a sound basis for strategic planning and pedagogical intervention that will help promote and develop the said program. The descriptive-evaluative method of research was used in the study. The descriptive method was used to identify the…

The study of the Functional Literacy Program in India encountered problems of opposition to evaluation, inappropriate respondents, and difficulties in contacting participants, which point to changes that should be made in the evaluation methods. (SK)

Purpose: There is limited amount of research that constitutes non-traditional curricula implemented within an institutionalized context of developing countries. An attempt is made in this project to gain a clearer understanding of a non-traditional early learning program within an orphanage campus setting of Ladyville, Belize, Central America.…

Literacy education is modeled along a continuum moving from a technical conception of literacy to a conception of literacy as praxis, or critical literacy. These competing models are contrasted, and special emphasis is given to one adult basic literacy organization that is managing to humanize the process. (Author/BJV)

Defines the concept of competency-based adult education (CBAE) and maintains that it is not a curriculum, but an adult education process emphasizing individualized instruction, learner goals, functional literacy, and other life skills. Discusses the importance of program evaluation, adult teaching/learning principles, and the teacher's role in…

Functional illiterates from adult basic education programs, correctional institutions, and federal or city programs served as subjects in a test of the remedial instruction effectiveness of the Basic Skills Learning System (BSLS) using PLATO. Results indicated that BSLS is an effective system for improving both reading and computational skills.…

Describes the Weber State University/Standard Examiner family literacy project which addresses low level literacy skills in adults and preliteracy skills in children. Children and parents are separated for certain learning experiences then reunited for "Parent and Child Together" time. Other segments of the program are described. (SM)