This paper reported results from a qualitative analysis of assets and supports disclosed in the narratives of adult basic education students. These students were identified as exemplary by their instructors for academic achievement, hours of program attendance, or community service. Themes were identified using the "Four Pillars"…

Demonstrates how Gibb's principles of learning have influenced case study outcomes from a holistic perspective. Presents abstracts of strengths, weaknesses, and instructional strategies from 15 case studies and compiles the information to present an instructor/learner situation. Principles of the holistic approach to teaching adult literacy are…

Discusses the National Literacy Mission (NLM) launched in 1988 in India. Notes the barriers to successful campaigns for literacy in India. Describes the reasons for the particularly successful campaign in the state of Kerala, including the fact that it was in every sense a people's campaign. (SR)

The authors discuss the new essay requirement on the General Educational Development Test. Topics covered include scoring, expected difficulty, and how test preparatory classes can help students do well on the essay. (CH)

The low level of participation in adult basic education by older adults with minimal education invites consideration of the impact of illiteracy on older adults. Discussed are the role of reading among this population, the adequacy of commonly used definitions and measures of literacy for older adults, and recommendations for research and…

The author discusses the problem of adult illiteracy. Funding sources for adult basic education are reviewed. Suggestions regarding how vocational educators can help solve the literacy problem are included. Initiatives suggested include (1) diversification, (2) collaboration, (3) partnerships, and (4) renewal. (CH)

Reviews recent developments in the sharing of information and ideas on adult illiteracy on an international basis. Describes two international conferences that focus on this topic and some of the results of each. (CH)

Contains an analysis of prevailing practices in adult literacy volunteer programs. Considers selected research, literature, and programs, mostly from the context of the burgeoning emphasis on literacy voluntarism in the United States. Neglected questions of policy and practice are raised. (Author/CH)

rationale for team teaching is developed and its operation is described. Tutor responses are listed, and frameworks for implementing team teaching are offered. The author suggests that team teaching be considered an appropriate arrangement in various adult education settings. (CH)

Discusses the needs of women who are returning to school for adult basic education. Provides suggestions for meeting the needs of this group in terms of professional action, counselor education, teacher training, grants, financial support, publication, and volunteerism. (JAC)

Given the large gap between the millions of adults in need of basic literacy skills and the shortage of teachers, tutors, and funds to serve them, computer-assisted instruction (CAI) has the potential to reduce the gap. The merits of CAI include its holding power, provision of a positive learning environment, opportunity to learn about computers,…

Future jobs will require a higher level of literacy, yet the work force will contain a larger percentage of undereducated employees. Business must work with other sectors to fill the skill deficiency gap. Several interactive video programs have been developed to help employees improve basic skills. (CH)

Focuses on the problem of literacy in adolescents and adults. Reviews literacy in the context of improving relevance of education. Argues that the problem of relevance should be addressed by all sectors and asks that educators develop processes of open, genuine mutual and cooperative inquiry at the class and school levels. (Author/CH)

Slow growth of female literacy in Pakistan can be attributed to negative attitudes toward the status of women; religious, social, and political factors; and poverty, among others. Males receive more education than females, especially in rural areas. (SK)

The Adult Education Amendments of 1988 require the Department of Education to submit a report to Congress on the definition of literacy and then to estimate the extent of adult literacy. Literacy has been defined by self-report in early Census Bureau surveys, in a competency-based approach by the Adult Performance Level project, and as "the…