This case study explored a pedagogical reinvention and extension of Paulo Freire's popular education approach. To do so, the author drew on interview data with program participants and reflections of his own experiences as one of two adult educators in a yearlong Fellowship program for high school graduates. Relationships, relevance, revolution,…

The focus of the Technology Solutions for Adult Basic Skills Challenges column is common challenges of adult basic skills practitioners, expressed, for example, in the Literacy Information and Communication System (LINCS) Integrating Technology group for which, David Rosen is the moderator, in other LINCS groups, in his national and state…

Access is often defined in policies oriented to digital inclusion as the potential, if not the means, to access an Internet connection. Using a policy anthropology (Wedel & Feldman, 2005) approach that combines methods of critical policy analysis with an ethnography of adults' learning experiences in a public-access digital café, we argue that…

From 2012 to 2016 all teachers of mathematics, in primary through to upper secondary and adult education, in Sweden are to be given the opportunity of receiving state-coordinated professional development (PD), generally involving around one meeting per week for a year. We examine the ways in which this programme and its content are research-based…

Building health literacy skills among adult learners has the potential to contribute to efforts to eliminate health disparities and improve health outcomes. Adults with limited literacy skills are more likely to be underserved by health services and at risk for poorer health. Recognition of the need for stronger health literacy skills and a desire…

This article is based on a project that explored the practices of art and design beginning teachers (BTs) working with learners in a post-age-16 context. The aim of the project was to: explore contemporary art and design practices; explore the concept of artist teacher learner researcher; enable beginning teachers to collaborate with post-age-16…

Adult learning staff play a key role in making lifelong learning a reality. It is they who facilitate learners to develop knowledge, skills and attributes. At the European level there is a lack of information about various aspects of the profession, such as who they are, how they are recruited, what their specific roles and tasks are, what…

In this overview of non-vocational adult education and the training of its professionals we seek to provide a map of existing provision through secondary analysis of existing data. The territory is a complex one with a range of providers and considerable blurring of the vocational and non-vocational divide. Further, because of devolution within…

The article summarizes the findings of a study on adult learning professions in Europe (ALPINE) commissioned by DG Education and Culture. It explores the current professional and social situation of staff in non-vocational adult education in Germany. It describes the structures and organisations of general adult education in Germany and…

Adult education and lifelong learning together form one of the priorities for development in Estonia, Latvia and Lithuania. The important historical and social context in which the professional development of adult educators has been taking place in the Baltic States since they regained their independence in the 1990s is the changes that occurred…

This article reports on a study that examines decisive factors for longer-term sustainability of cross-cultural teacher-training initiatives in China. It focuses on the Chinese project implementers' perspectives of a Sino-British adult education English-language teaching project based in central China. Semistructured individual interviews were…

This article presents reflections arising from a study on adult learning professions in Poland. Changes in the socio-political and legal context created phenomena that have occurred in the adult education systems, mechanisms and approaches. The article focuses on the impact of those processes on a specific professional group--adult educators.…

Since 2000, the European Union has given greater attention to lifelong learning, as expressed in the Lisbon presidency conclusions and the general objectives of the Education and Training 2010 work programme. In September 2007, these policy proposals were further strengthened with the announcement of the "Action Plan on Adult Learning"…

Indicates that staff development is a fundamental part of adult basic education. Describes a staff development program used in New Mexico and makes recommendations for other programs. (JOW)

Describes the organization and planning by labor unions, government agencies, and vocational educators from schools, colleges, institutes, and skill centers in Mansfield, Ohio to provide vocational counseling and retraining for more than 900 unemployed rubber workers. Includes information on other retraining programs and reflections on the need…