Throughout Baltimore, men and women, from young adults to older workers, are seeking meaningful employment opportunities that offer family-sustaining wages and support personal well-being. Labor markets are tight, meaning that skilled workers are in great demand, and a unique prospect exists to open doors to quality jobs, particularly for those…

Types of non-formal adult education in the USA and Canada are singled out. Non-formal adult education in the United States and Canada is subdivided into basic adult education, education for professional development, education for personal development, specialized adult education, education for the development of civil society (constituents of…

This article discusses student leadership developed through an instructional approach to teach basic skills instruction within the context of climate hope, regeneration, and transformational resilience. The purposes of this approach are threefold: to develop student leadership, enhance basic skills instruction, and better prepare students for the…

In this commentary, the authors review one area of federal policy, adult basic education policy, since its inception in the 1960s as an example of how educational policy can drift from its broad purpose as it responds to political, social, and economic forces. The authors argue that its current narrow focus on workforce development underestimates…

This chapter reviews the implications of policy as it has affected adult basic education over the last 25 years and problematizes the increasing institutionalization and stability that it has brought to the field.

Adult basic education's role, from the beginning, has been about serving people with foundational skill needs. The author, Judy Mortrude, agrees with the argument that adult literacy education needs to be repositioned within a new framework of lifelong and life-wide learning, a framework in which new policies are formulated, programs are designed…

The Department of Education, Division of Community Colleges and Workforce Preparation, is preparing this report in response to the Skilled Iowa and Job Creation Fund for the state appropriation for Adult Basic Education and Adult Education Literacy (AEL) Programs (260C.50). This report was coordinated by the department with the assistance of…

The Department of Education, Division of Community Colleges and Workforce Preparation, is preparing this report in response to the Skilled Iowa and Job Creation Fund for the state appropriation for Adult Basic Education and Adult Education Literacy (AEL) Programs (260C.50). This report was coordinated by the department with the assistance of…

In this response to Stephen Brookfield's "Why White Instructors Should Explore Their White Racial Identity" (EJ1246146), Shantih Clemans agrees with Brookfield's strong assertion that white teachers need to carefully explore what it means to be white. However, she takes two primary points of departure: (1) she feels Brookfield falls…

The Department of Education, Division of Community Colleges and Workforce Preparation, is preparing this report in response to the Skilled Iowa and Job Creation Fund for the state appropriation for Adult Basic Education and Adult Education Literacy (AEL) Programs (260C.50) This report was coordinated by the department with the assistance of Iowa's…

The Department of Education, Division of Community Colleges and Workforce Preparation, has prepared this report in response to the Skilled Iowa and Job Creation Fund legislation related to the state appropriation for Adult Basic Education and Adult Education Literacy (AEL) Programs (260C.50). This report was coordinated by the Department with the…

This article reviews teacher professional development norms as they are shifting toward collaborative practice. It is posed that passive and individual practices are inadequate to prepare teachers to integrate the academic skills that learners need for both workforce and college readiness. Promising practices in professional development are…

The project review as outlined in this article explores the questions: What is transformative research and what is transformation as far as the community stakeholders are concerned? To what extent has the transformative research achieved its intended outcomes? The Bokamoso project (founded by Lesego Serolong as facilitator and investor) is an…

Literacy and numeracy are central to lifelong learning and sustainable development. In today's fast-changing world, both skills are essential to achieving independence and wellbeing, and provide the basis for sustainable societies with constant socio-economic progress. "Literacy and Numeracy from a Lifelong Learning Perspective," a new…

The Adult Education--Basic Grants to States program authorized under the "Adult Education and Family Literacy Act of 1998" (AEFLA), enacted as "Title II" of the "Workforce Investment Act of 1998" (WIA) (P.L. 105-220), was the major source of federal support for adult basic education (ABE) and literacy education…