The author discusses the problem of adult illiteracy. Funding sources for adult basic education are reviewed. Suggestions regarding how vocational educators can help solve the literacy problem are included. Initiatives suggested include (1) diversification, (2) collaboration, (3) partnerships, and (4) renewal. (CH)

The author argues that adult basic education is fundamental to development and that experience in industrialized and developing countries is therefore reciprocally illuminating. The subtlety and complexity of this relationship, however, may be the reason for educational and developmental failures, and suggests the need for more sophisticated and…

Assesses adult illiteracy in the Federal Republic of Germany, reinforcing some observations on the situation in the U.S. and other industrialized nations. (RAE)

Describes Book Bridges, a community-based family literacy program which aims to increase literacy for parents and children through composing and sharing family stories. Discusses how immigrant mothers' experiences in a reading workshop, writing workshop, and literature circles combined to support the development of English literacy, personal…

Functional literacy has been emphasized over traditional literacy in recent decades. Although functional literacy is desirable if it is organized with success and effectiveness, it rarely is implemented this way. More attention to traditional literacy is thus warranted. (SK)

A survey of 71 Australian adult literacy and basic education providers showed low enrollment of hearing-impaired persons in literacy programs. Teacher training and resources are generally inadequate to meet the instructional needs of this population. (SK)

Describes how one community transformed an abandoned school into a center for community revitalization offering a variety of academic, social, and cultural activities. (JOW)

Feminist research should be for, with, and by women. It is collaborative, acknowledges researcher subjectivity, explores the uniqueness of women's experience, and encourages recognition of how change might occur. (SK)

Provides suggestions for designing customized basic skills instruction using work-related reading needs. Highlights opportunities for adult educators in workplace literacy. (SK)

By following an accreditation model used in a college or university, funding agencies can be sure that adult basic education programs are following good practices rather than structuring their services to satisfy student assessment and outcome goals. (Author/JOW)

Discusses ways elementary teachers may identify low-literate parents and how teachers can help low-literate parents. (SR)

An adult-literacy teacher modeled her own writing in class and enabled learners to critique and provide feedback. The process enabled her to identify more clearly learners' anxieties about writing, and it uncovered problematic aspects of the curriculum. (SK)

Interviews with 12 adults in General Educational Development classes, four adults in basic math, and 22 preservice teachers assessed their understanding of the part-whole concept, a key element in math success. Gaps in understanding were found in all three groups. (SK)

Illustrates the use of learners', rather than teachers', questions as well as interviews to negotiate curriculum in adult literacy and math classes. (SK)

The Life Role Inventory was completed by 136 marginalized adult basic education students. Ethnicity influenced work values and adult life-roles. Females attached greater importance to roles and values. (SK)