Widening Literacy: A Training Manual for Managers of Adult Literacy Learning Programs.

Autor/inn/en	Rogers, Alan; Cohen-Mitchell, Joanie; Manandhar, Udaya
Institution	Save the Children, Westport, CT.; Massachusetts Univ., Amherst. Center for International Education.
Titel	Widening Literacy: A Training Manual for Managers of Adult Literacy Learning Programs.
Quelle	(2000), (270 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Adult Basic Education; Adult Educators; Adult Literacy; Adult Programs; Case Studies; Developed Nations; Developing Nations; Disadvantaged; Educational Facilities; Educational Resources; Financial Support; Foreign Countries; Instructional Materials; Learning Activities; Literacy Education; Partnerships in Education; Program Administration; Program Design; Program Development; Program Effectiveness; Program Evaluation; Program Implementation; Resource Allocation; Teaching Methods + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Bildungsstätte; Bildungsmittel; Finanzielle Förderung; Ausland; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernaktivität; Hochschulpartnerschaft; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Ressourcenallokation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This training manual is intended for use as the basis of a training program by a trainer or as a tool for self-directed learning by an independent reader. An introduction (Chapter 1) looks at the user in relation to the training program: who will use the training manual, locating oneself, building on one's relationship with adult literacy learning programs, using the text for both training and independent reading, and developing networks of support. Part 1 (chapters 2-6) looks at the planning of the adult literacy learning program by considering what kind of literacy for adults one is trying to promote through the literacy learning program; what kind of participant group one will work with and where adult literacy learners will come from; what kind(s) of teaching-learning approaches will be used in our adult literacy learning program; how it will be determined whether the program will be successful; and how one can ensure that the goals and the goals of the participants match. Part 2 (chapters 7-9) looks at how to resource the program. General principles of resource management are followed by looking in particular at housing the learning group, equipping state space, and provision of funds for the program. Discussions follow of the selection and support of the facilitators and of the provision of teaching-learning materials. Part 3 (chapters 10-12) examines how the program will be run and its activities monitored; how far the adult literacy learning program can be widened into other activities; and what plans can be made for the participants and other stakeholders to continue after the end of the program. Each chapter includes informational material, activities, and key questions. Appendixes include case studies, notes to trainer, case studies questions, and 67 references and further reading. (YLB)
Anmerkungen	Save the Children, 54 Wilton Road, P.O. Box 950; Westport, CT 06881. Tel: 203-221-4000; Tel: 800-728-3843 (Toll Free); Web site: http://www.savethechildren.org/home.shtml.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01