ReDirection: Options for Policy and Practice in Adult Literacy in Washington State. Goals and Outcomes. A Series of Discussion Papers for the Adult Education Advisory Council.

Autor/inn/en	Fish, Susan; Sampson, Lynne
Institution	Washington State Board for Community and Technical Colleges, Olympia.
Titel	ReDirection: Options for Policy and Practice in Adult Literacy in Washington State. Goals and Outcomes. A Series of Discussion Papers for the Adult Education Advisory Council.
Quelle	(1994), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adult Basic Education; Adult Literacy; Adult Students; Basic Skills; Definitions; Educational Improvement; Educational Needs; Educational Objectives; Educational Policy; Literacy Education; Outcomes of Education; Policy Formation; State Programs; Student Characteristics; Student Motivation; Washington + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Basic skill; Grundfertigkeit; Begriffsbestimmung; Teaching improvement; Unterrichtsentwicklung; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; Lernleistung; Schulerfolg; Politische Betätigung; Regierungsprogramm; Schulische Motivation
Abstract	This discussion paper endeavors to inform decision makers about the goals and outcomes for adult basic education in Washington State. It first examines the current goals operating in adult literacy programs in the state, concluding that, although there may appear to be agreement about the very general purposes of literacy education in the state, the operative goals vary widely, and the absence of agreed upon and clearly stated goals and outcomes has made collaboration around operational issues such as participant definitions, intake and placement, curriculum and assessment difficult. The paper then describes a framework and suggests the following considerations for determining goals: making goals specific, stakeholder agreement, learners' goals and motivations, statewide applicability, change requirements, purposes, and assessment of progress toward the goals. Finally, the paper proposes policy options and implications for consideration. Implications for setting the following goals are discussed: self-sufficiency, community-oriented goals, Goal 5, a National Education goal which states that "By the year 2000, every adult American will be literate and will possess the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship," employability, and literacy skills. Various outcome measures for assessing progress toward the goals are outlined. The paper concludes that the effective redirection of policy and practice in Washington State requires that goals and outcomes for adult basic education be widely shared, measurable, broad enough to include learner aspirations but narrow enough to promote accountability, built on the strengths of a pluralistic delivery system and diverse learners, and based on consciously chosen principles rather than obsolete assumptions. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC