Literacy in francophone Africa, where literacy is still a privilege, is reviewed in terms of the complex linguistic situation, effects of population change, concepts and definitions of literacy, promotion of literacy in adult nonformal settings (e.g., African language literacy materials, multilingual settings). (23 references) (LB)

Areas of concern for matching adult readers and programs are theoretical orientation (meaning based, code based, or interactive); programing factors (reading assessment, goal formation, affective factors, negative schooling attitudes, student interests, reading interpretations); and methodologies (phonics, whole word, neuro-impress, repeated…

Core principles of successful workplace literacy programs are relevance, integration of literacy and job skills, flexibility, continuity, and shared ownership and accountability. Success often involves complex negotiations to balance needs of employers, employees, and educators. (SK)

Interviews with 20 adults who chose not to participate in literacy programs revealed that they valued education and learning but considered "school" unacceptable. Reasons were categorized as ideological/cultural, personal/emotive, or age-related resistance. (SK)

Reviews a number of issues from the Namibia World Literacy Consultation (October 1990): the legitimacy of nongovernmental organizations, definitions of functional literacy, mother tongue versus bilingual and bicultural literacy, funding, and war and occupation. (SK)

Relates how the publication of a book (written in Kikongo, an African native language) designed to raise peasants' awareness in Lower Zaire about desertification and other serious environmental issues had dramatic and surprising implications not only for the environment, but also regarding peasant literacy and the power of reading. (SR)

In 11 innovative programs examined as part of a U.S. study on adult English-as-a-Second-Language (ESL) literacy, the philosophies that informed the ESL curricula ranged from literacy that encouraged personal growth or individual empowerment to literacy for social adaptation or assimilation. (Contains 35 references.) (Author/LB)

The increasing popularity of participatory approaches to adult English-as-a-Second-Language (ESL) instruction have positive and negative implications. Although learner-centered content helps adults learn best, it may also limit learning resulting from the learners' own marginalization. Political (i.e., social context) factors must be considered.…

Finds that the supportive environment of "women helping women" was the hallmark characteristic of a local Even Start family literacy program and that participants were not consciously thinking about family literacy but joined the program for themselves and gave no indication of seeing the connection between the adult literacy component…

Tells the story of one student's experience in an adult literacy class to reflect on whether teaching practices can foster changes in adult literacy learners that are transformational. Finds mixed answers. (SR)

In Thailand, secondary school enrollments for males and females were negatively related to employment opportunities in the agricultural sector and positively related to opportunities in the manufacturing and service sectors. In Kenya, school supply, school quality, and service-sector employment positively influenced enrollments. Adult literacy…

Describes a workplace literacy project implemented at a hospital with help from a university and a literacy organization. Finds significant changes in all basic skill areas and improvement in job performance, attitude, and self-esteem. Argues that well-designed programs improve employee job performance when program success is closely linked to…

Reprints of two Harvard Educational Review articles from 1970, "The Adult Literacy Process in Cultural Action for Freedom" and "Cultural Action and Conscientization," highlight the importance of education to human rights. (SK)

Describes development of CD-ROM and print materials designed for learners with low literacy levels. Explains the importance of group work, incorporation of different learning styles, and the benefits of flexible delivery. (SK)

Within the framework of the body as a significant site for learning, case studies of staff in an eldercare facility and of adult learners of English as a second language are used to support the claim of ontological performance (practical embodied actions) as a way to approach adult learning for and at work. (Contains 38 references.) (SK)