Adult Basic Education in Alberta: To and Beyond 1990.

Autor/in	Fahy, Patrick J.
Titel	Adult Basic Education in Alberta: To and Beyond 1990.
Quelle	(1989), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adult Basic Education; Adult Learning; Adult Literacy; Adult Students; Curriculum Development; Educational Change; Educational Improvement; Educational Needs; Educational Philosophy; Educational Trends; Foreign Countries; Futures (of Society); Literacy Education; Program Development; Program Implementation; Canada + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adulte education; Adult training; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Educational need; Bildungsbedarf; Bildungsphilosophie; Erziehungsphilosophie; Bildungsentwicklung; Ausland; Future; Society; Zukunft; Programmplanung; Kanada
Abstract	The problem of adult illiteracy in Canada is now accepted as socially significant, whether defined in terms of numbers, impact on the economy, or implications for the future. A reasonable estimate would be that one in five Canadian adults has a severe enough problem with reading, writing, or arithmetic that his or her functioning in society is to some degree impaired. Some misgivings have arisen about present treatments of the illiteracy problem: financial resources have not been equitably available to adult basic education and literacy training, major resources have been dedicated to the upper end of the educational spectrum, and there does not seem to be a consistent philosophy for curriculum or program development or for instruction of adults at the literacy level. These perceptions of needs lead to the argument that the development of more effective literacy training programs and delivery systems must start with the needs and preferences of the students, addressed innovatively. Future programs should take into account the functional, the personal, and the cultural/social reasons for attendance in training, and they should attempt to provide learning opportunities in all of these areas for those who wish them. Finally, effective programs must respect the fact that the learners are adults and therefore must provide choices and be extremely flexible in terms of pace and location of training; in other words, they should treat students as "customers." (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC