A study was conducted of part-time instructors--called "animators"--who teach literacy in villages in Tamil Nadu, India. Three literacy programs were studied: a state-run program, a voluntary program, and a university-run program, all in rural areas. Structured interviews were conducted over several weeks with 52 animators to see how…

The assessment process is necessary to determine what adults need to know in order to do what they need to do--that is, to be literate. The characteristics of "good" assessment need to be identified using multiple indicators that determine progress toward goals for learners, programs, and policies. Ongoing learner-centered assessment…

This paper outlines the conceptual framework underpinning the development of competency rating scales for adult literacy. It provides a rationale for a project that was conducted in Australia during International Literacy Year (1990) to develop appropriate ratings scales to assess adults' literacy and numeracy skills. The paper examines the…

The International Seminar on Functional Illiteracy and Professional Incompetence as Risk Factors of Modern Civilization and the Role of Adult Continuing Education in Overcoming Them examined the modern problem and definition of illiteracy, the causes of professional illiteracy, measures to eliminate the causes, and recommendations for further…

Education is the most basic of basic needs. In the Philippines, the performance of the education sector does not fully match its potential. However, education can serve as the catalyst for resolving basic issues and creating economic development. Since high technology is the new resource of the 1990s, a new education strategy is needed. This…

The country of Botswana has made a firm commitment toward educating all of its citizens. This paper examines the nation's existing educational planning machinery to see if it is suitable for this task. Some proposals are made for strengthening the current system of planning. (DB)

This document provides a framework for local education agencies to monitor, support, and evaluate basic skills provision for adults. It sets out a general approach to evaluation based on three crucial factors in basic skills provision: inputs, process, and outcomes. It suggests some possible program indicators for basic skills, including average…

More than 500 intergenerational literacy programs exist in the United States, yet the idea is untested and it is difficult to identify and classify these programs. A typology identifies and classifies programs by key components and provides examples of each type. A typology, useful to practitioners, helps in planning programs, discussing them, and…

Learning centers are student centered. That is, instructional goals are matched to learner needs and desires and student learning is self-paced. Teachers coordinate the learning process while students explore and experiment with learning materials. The learning center has several advantages over the traditional classroom: (1) it is success…

This handbook provides evaluation guidelines, information on acquiring courseware, and evaluations and recommendations regarding available instructional computer software appropriate to the needs of adult learners enrolled in adult basic education or General Education Development. Section 1 addresses computer hardware problems and limitations,…

Identifying the real needs of the disadvantaged is one of the major problems facing program developers. The article describes the rethinking and radical changes that were needed to make a program for the disadvantaged in Montreal more effective. (Author)

The article examines the role of literacy training and adult basic education in alleviating the socio-economic problems of the disadvantaged adult. (MW)