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Adult Literacy (adult + literacy)
Selected AbstractsVolunteer Trainer Development in Adult Literacy: Using a Team-Based Strategy to Negotiate National and Local InterestsNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 87 2000D. Todd Evans A national volunteer-based literacy organization employs team-based teaching and learning to develop and certify local volunteer trainers across the country. [source] Living in the feudalism of adult basic and literacy education: Can we negotiate a literacy democracy?NEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 91 2001B. Allan Quigley Adult literacy and basic education are governed by political processes that are similar to feudalism. New trends point the way to a democratizing of knowledge in literacy. [source] Adults with learning disabilities: Differences between The Netherlands and FlandersDYSLEXIA, Issue 4 2003A.J.J.M. Ruijssenaars Abstract In this paper, similarities and differences are outlined between adults with self reported learning disabilities (SRLD) drawn from the International Adult Literacy Survey (IALS) data on adult literacy in The Netherlands and Flanders. These results are discussed in terms of striking differences in the educational context within which the adults developed. The literacy skills of SRLD adults in The Netherlands are superior to SRLD adults in Flanders. This is interpreted in terms of societal acceptance of disability. Copyright © 2003 John Wiley & Sons, Ltd. [source] Does literacy and numeracy training for adults increase employment and employability?INDUSTRIAL RELATIONS JOURNAL, Issue 5 2008Evidence from the Skills for Life programme in England ABSTRACT The employment effects of participation in adult literacy and numeracy courses are assessed, one year after participation, using a matched comparison, longitudinal design, with difference-in-differences analysis. Employability improvements, but no employment effects, are found. Effects on employment may result in the longer term from an increased likelihood of subsequent training. [source] A systematic review of controlled trials evaluating interventions in adult literacy and numeracyJOURNAL OF RESEARCH IN READING, Issue 2 2005Carole Torgerson This paper reports a systematic review of the quasi-experimental literature in the field of adult literacy and numeracy, published between 1980 and 2002. We included 27 controlled trials (CTs) that evaluated strategies and pedagogies designed to increase adult literacy and numeracy: 18 CTs with no effect sizes (incomplete data) and 9 CTs with full data. These nine trials are examined in detail for this paper. Of these nine trials, six evaluated interventions in literacy and three evaluated interventions in literacy and numeracy. Three of the nine trials showed a positive effect for the interventions, five trials showed no difference and one trial showed a positive effect for the control treatment. The quality of the trials was variable, but many of them had some methodological problems. There was no evidence of publication bias in the review. There have been few attempts to expose common adult literacy or numeracy programmes to rigorous evaluation and therefore in terms of policy and practice it is difficult to make any recommendations as to the type of adult education that should be supported. In contrast, however, the review does provide a strong steer for the direction to be taken by educational researchers: because of the present inadequate evidence base rigorously designed randomised controlled trials and quasi-experiments are required as a matter of urgency. [source] A systematic review and meta-analysis of randomised controlled trials evaluating interventions in adult literacy and numeracyJOURNAL OF RESEARCH IN READING, Issue 3 2003Carole J. Torgerson This paper reports a systematic review of the trial literature in the field of adult literacy and numeracy. The review was undertaken to investigate the effectiveness of teaching strategies and pedagogies designed to increase adult literacy and numeracy. The objectives were to search for and locate, synthesise and quality appraise all the randomised controlled trials aiming to evaluate interventions in adult literacy and/or numeracy, published between 1980 and 2002. Fifty-nine papers were included in the descriptive map. Twelve papers were included that contained nine randomised controlled trials. All of the trials included in the review were of high quality in the sense that they had adopted an appropriate study design for assessing effectiveness. However, within that study design many of the studies had methodological problems, for example: small sample size and lack of justification of sample size calculation; unclear method of random allocation; high attrition rate and lack of ,intention to teach' analysis. There was evidence of publication bias. Pooling three studies that compared teaching against no teaching showed a strong, positive and statistically significant effect on outcome. Two other studies examined the use of computer-assisted instruction (CAI) on literacy among imprisoned adults. Pooling these two studies showed a modest but not statistically significant benefit. There is a dearth of rigorous RCTs in the field of adult literacy and numeracy. The evidence is suggestive of a benefit of adult literacy and numeracy interventions; however, because of the heterogeneity of studies, the precise role of any intervention is uncertain and this finding may be undermined by the presence of substantial publication bias. We recommend that a series of large, well-designed and well-conducted randomised trials should be undertaken in the field of adult literacy and numeracy. [source] Rural adult literacy in a community context: From the margin to the mainstreamNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 117 2008Mary F. Ziegler Legislation over the past two decades has shaped the dominant view of adult literacy as addressing gaps in well-defined, measurable skills. As rural communities face unprecedented challenges, this one-size-fits-all view of adult literacy does not consider the unique local context of rural communities or involve those communities in defining their own needs and goals. [source] General health in Timor-Leste: self-assessed health in a large household surveyAUSTRALIAN AND NEW ZEALAND JOURNAL OF PUBLIC HEALTH, Issue 4 2009Jaya Earnest Abstract Objective: Timor-Leste is one of the world's newest nations and became a democracy in 2002. Ranked 150 out of 177 in the 2007 UNDP Human Development Index, the country has the worst health indicators in the Asia-Pacific region. The objective of this study was to collect and analyse data on subjectively assessed general health, health service use, migration and mobility patterns. Methods: The data collection involved recording self-reported status of general health using a structured questionnaire. The survey was administered to 1,213 Timorese households in six districts using a multi-stage random cluster sampling procedure. Basic descriptive statistical analyses were performed on all variables with SPSS version 13. Results: More than a quarter (27%) of respondents reported a health problem at the time of the survey. Only approximately half of respondents assessed their health to be good (53%) or average (38%). Barriers reported in the uptake of healthcare services were no felt needed; difficulty in accessing services and unavailability of service. Conclusions: Results reveal that Timor-Leste needs a more decentralised provision of healthcare through primary healthcare centres or integrated health services. Trained traditional healers, who are familiar with the difficult terrain and understand cultural contexts and barriers, can be used to improve uptake of public health services. An adult literacy and community health education program is needed to further improve the extremely poor health indicators in the country. Implications: Key lessons that emerged were the importance of understanding cultural mechanisms in areas of protracted conflict and the need for integrated health services in communities. [source] | ||||||||||