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Descriptors:
Citizenship; Females; Adult Literacy; Literacy Education; Criticism; Developing Nations

Abstract:
This paper examines the recent increase in the concern of adult literacy for citizenship, especially aimed at women in developing societies. It looks at what is happening in this field and why; it examines some of the critiques of this range of activity; and it suggests some alternatives which in the end may be more effective in promoting both literacy learning and the practices of citizenship among women. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Teacher Researchers; Numeracy; Adult Students; Adult Learning; Adult Educators; Adult Basic Education; Adult Literacy; Ethnography; Epistemology

Abstract:
It has long been orthodoxy among adult educators that those who teach adults need to take into account the existing knowledge, practices, perceptions and expectations of the learners. This is true at both central level where curricula and teaching-learning materials are developed and at local level where adult teacher/facilitator meets adult learners. The problem has been how to train adult educators in appropriate ways to discover the existing epistemologies and aspirations of the adult learners. This paper outlines such a training programme using ethnographic approaches to discovering the existing numeracy and literacy practices of "dalit" women learners in a rural part of India. The programme is aimed at a group of trainers working with the NGO Nirantar (India) and others from south Asia (India, Nepal, Pakistan and Bangladesh) with the support of ASPBAE (Asian South Pacific Bureau of Adult Education) and a UK-based NGO, Uppingham Seminars in Development. We begin the paper by looking at the theoretical background to the project and then reporting on the workshops held so far, and finally linking it to the next stage of the project. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Lifelong Learning; Social Change; Education Work Relationship; Citizenship Education; Cultural Pluralism

Abstract:
This paper looks at the discourse of lifelong learning as it has emerged in many countries (especially Europe) over the last few years, with its concentration first on learning for work and latterly on learning for citizenship. The failure of lifelong learning to pick up on the earlier tradition of adult education is noted and some reasons for this are suggested. The paper argues that a social transformation approach to lifelong learning based on a diversity paradigm rather than a deficit or a disadvantaged paradigm is possible within its existing conceptualisation, especially within the fields of the reflective practitioner, learning and identity and the learning organisation/society. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Gender Issues; Lifelong Learning; Literature Reviews; Reflective Teaching; Teacher Improvement

Abstract:
This paper identifies that (with very few exceptions) in most of current literature on lifelong learning, gender issues are ignored or overlooked. An extensive review of the literature demonstrates this neglect. Some reasons are given for this, including the fact that most analyses of lifelong learning tend to stress the individual learning against the social construct of learning; individual learning paths are sought rather than gendered patterns. But within the discourse of lifelong learning there are elements such as identity, the reflective practitioner and critical reflection which could open the door to a more socially transformative approach to lifelong learning. More research and debate are needed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Strategic Planning

Abstract:
This paper reports on a load balancing system for an academic department, which can be used as an implementation mechanism for strategic planning. In essence, it consists of weighting each activity within the department and performing workload allocation based on this transparent scheme. The experience to date has been very positive, in terms of achieving strategic change and staff contentment.

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Descriptors:
Adult Learning; Adults; Children; Learning Motivation; Learning Processes

Abstract:
This dialog between Alan Rogers and Knud Illeris debates arguments Rogers made in a previous article about the differences between adult and child learning. Rogers emphasizes differences in teacher-learner relationships. Illeris believes the differences result from different motivations for learning. (SK)

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Descriptors:
Adult Learning; Children; Context Effect; Informal Education; Learning Processes; Teacher Student Relationship; Teaching Methods

Abstract:
There is no substantial difference between adults' and children's learning processes: both use task-conscious and learning-conscious methods. The difference in teaching adults and children lies in differential power relationships between teachers and learners, the identities they construct, and the ways in which power and identity affect teaching and learning. (Contains 13 references.)

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Descriptors:
Adult Basic Education; Adult Literacy; Adult Reading Programs; Comparative Education; Continuing Education; Curriculum Development; Foreign Countries; Literacy Education; Qualitative Research; Skill Development; Training

Abstract:
Surveys the work accomplished in post-literacy in India as part of the National Literacy Mission. Argues that post-literacy has become an arena of struggle between individual and group goals. Uses interviews and discussions to explore this field. Outlines the concerns being voiced in India about adult literacy learning. (CAJ)

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Descriptors:
Adult Education; Adult Educators; Adult Learning; Adult Students; Classroom Techniques; Constructivism (Learning); Educational Environment; Educational Objectives; Educational Research; Experiential Learning; Group Instruction; Informal Education; Learner Controlled Instruction; Learning Theories; Lifelong Learning; Postsecondary Education; Student Educational Objectives; Teacher Student Relationship; Teaching Methods; Theory Practice Relationship

Abstract:
The question of how adult educators can make their teaching of adults more effective is explored in the context of recent work on adult lifelong learning. The following are among the topics discussed: (1) modes of adult education and the shift in focus from adult education to lifelong learning; (2) the contract between adult student and adult educator; (3) working definitions; (4) findings of lifespan studies regarding the general characteristics of adult learners and their implications for teachers of adults; (5) the nature of learning (learning and change; learner-based, context-based, knowledge-based, and process-based theories; diversity of ways of learning); (6) moving from learning to teaching (natural learning; learning episodes; acquisition and formalized learning; the uniqueness of adult learning; building on learning; is adult teaching different?); (7) goals and objectives (aims, goals, and objectives; setting goals; the value and limitations of behavioral objectives; widening goals); (8) the adult learning group (the importance of groups in adult learning programs; group structures; groups in adult education); (9) the changing roles of adult educators (group roles; resistance to change); (10) teaching (curriculum; content and methods); (11) blocks to learning (identifying the problem; pre-existing knowledge; self-perception factors); (12) evaluation (the need for evaluation; who evaluates?; evaluate what?; evaluation methods); and (13) different forms and levels of participation (active involvement; increasing control; presence). (Forty-one figures are included. The bibliography lists 205 references.) (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Education; Adult Basic Education; Adult Literacy; Adult Programs; Basic Skills; Developing Nations; Development Communication; Foreign Countries; Illiteracy; Improvement Programs; Literacy Education; Public Policy; Role of Education; Skill Development; Transfer of Training

Abstract:
This booklet presents a summary of contemporary understandings of adult literacy in the context of development. It suggests that literacy is best seen as one of a number of different means of communications rather than a single essential basic skill; that learning literacy is not essential to development (many non-literate persons are already fully engaged in development activities); that the issue of access to literacy skills may be more important than the universal development of such skills; that most adult literacy learning programs have failed to help the participants to use these skills in their everyday lives; and that "post-literacy" seems to be most effective when seen as a separate program of assistance (like extension) for adults to use their everyday literacies outside of the classroom. (28 references) (Author/YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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