The growth of adult basic education (ABE) is reviewed and projections are made as to its role in the future of providing services to the educationally disadvantaged adult. (TA)

Results of a study of supervisory practices among administrators of adult basic education (ABE) programs in Nebraska are reported. Highly significant associations were found between supervisory practices and employee attitudes toward their work, longevity, interest in promotion, productivity, and salary, among others. (TA)

The population of immigrant workers in France is described; their social and educational statuses are given as well as statistics by nationality. This definition is then used to help establish a program for educating this segment of the population in the French language. (Text is in French.) (TL)

Reviews previous studies of adult basic education teacher competencies, corroborates their findings with a New England states study, and discusses teacher competencies in relation to their implications for adult basic education teacher training where the community college is the agency responsible for the administration of these programs. (JG)

Presents a short excerpt from Barbara Kingsolver's book "High Tide in Tucson," intended as a read-aloud for adult beginning readers. Discusses the selection, why it was chosen, and specific activities (both language arts and other) that could grow out of this excerpt. (SR)

An analysis of California's Greater Avenues for Independence (GAIN) work-to-welfare program did not find achievement test score improvement as a result of mandatory adult education participation. This reanalysis of GAIN impact with 581 enrollees and 500 controls finds a more positive overall impact and confirms test score improvements in one…

Explains nongovernmental organizations (NGOs) and their role in addressing global literacy needs. Stresses the importance of coordinating literacy efforts of UNESCO, governments, and NGOs during the International Literacy Year (1990) and beyond. Notes the recently organized International Task Force on Literacy, a coalition of NGOs, funding…

Ninety-nine completers of computer-based literacy education using the Principles of the Alphabet Learning System showed reading level gains, improved self-image, and more motivation. Instructional time apparently could vary and still be effective. Teacher support and encouragement were also important factors. (SK)

Interviews with 13 female and 7 male retirees in the West Midlands, England, aged 60-70 plus, ascertained their self-perceived reading, writing, oral communication, and computation skills. It was concluded that basic skills cannot be defined as an identifiable set of coping skills, but must be based on self-perceived requirements within an…

Responses to survey of 200 (of 336) adult basic education (ABE) teachers in Washington showed that part-time instructors and those without counseling training felt less able to counsel than to teach and that instructors felt responsible for counseling and wanted to improve their skills. Recommendations were for specially trained ABE counselors,…

Discusses theoretical procedures for introducing educational innovation. Shows how adult education innovations in Tanzania have been based upon misconceptions. Finds that the top down flow of innovations with its attendant communications problems and the overly broad scope of innovations are the major sources of misconceptions. Urges inclusion of…

Illustrates how a Malian adult literacy project linked to economic development activities was shaped by village realities: prior emergence of a literate ideology in the village, villagers' entrepreneurial aspirations and beliefs about literacy's consequences, and class organization paralleling traditional male age-associations. Contains 12…

Discusses illiterate and semiliterate adults who want to become literate to enjoy a more satisfactory quality of life. Describes their life experiences and provides examples of effective instruction methods based on the language experience approach, including dictation, word banks, journal writing, individualized and assisted reading, and…

Goals, content, methods, and outcomes of adult education differ according to state policy and characteristics of the political regime. In the 1980s, Mexico represented a "corporatist" state undertaking an incremental approach to literacy provision for purposes of political legitimation and social integration, while Nicaragua represented…

Ways that literacy and numeracy can be integrated into adult basic education classes are discussed. A class of six adult students learning language and mathematics in the context of the federal election illustrates the effectiveness of integrated teaching. (Contains 12 references.) (LB)