Describes a network in Alberta, Canada, that provides and links adult literacy and basic education programs and resources, composed of government departments, educational and social institutions, organizations, and individuals. Discusses background of the network, organizing principles, and needs that the network addresses. Covers implementation,…

This article asks "How literate do workers need to be?" and suggests such measures as the widespread use of technical materials written in "plain language" and employers' offering job-related reading programs. (JB)

The urgency of the illiteracy problem, the need for meaningful certification criteria and some ideals to be aimed at for Adult Basic Education programs are outlined in the form of a six-article Bill of Rights. (MS)

The demonstration projects have shown that public libraries and adult education can interrelate their services in a manner which is beneficial to the disadvantaged adult new reader and to the institution involved. (GB)

Gives the history of adult education in Hungary from early nineteenth century to the present. (GB)

More substantive evidence is needed of the impact of adult basic education programs. There are many indicators that might be used in evaluation--employment status, self concept, attitudes, level of living; this evaluation should be continuous and longitudinal. (PT)

Individually prescribed programs are essential for the undereducated adult. (EB)

Reviews the federal involvement in adult basic education since 1964 and develops an initial list of major issues affecting discussions about the reauthorization of the Adult Education Act. (JOW)

Discusses a study that determined that there was little relationship between the self-concept and occupational aspiration of adult basic education students. (JOW)

Community-based approaches to literacy should consider the dynamics of context and culture, develop community and connection with learners, have meaningful participation, and involve practitioners in inquiry and reflection. (SK)

A literature review shows lack of consensus in defining adult education and rejection of the application of the traditional model of professionalism to adult basic education (ABE). Carl Rogers' concept of substituting realization for professionalization, as well as the literature of staff preservice and inservice training, can help practitioners…

Proposes evaluation guidelines that are tailored specifically for adult basic education programs and reflect the issues of content and delivery typical of many local programs. Includes a sample evaluation tool. (JOW)