A Decade of Literacy: Policy, Programs and Perspectives.
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| Title: | A Decade of Literacy: Policy, Programs and Perspectives. |
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| Language: | English |
| Authors: | Castleton, Geraldine, McDonald, Marya, Adult Literacy and Numeracy Australian Research Consortium, Nathan. Queensland Centre. |
| Availability: | For full text: http://www.staff.vu.edu.au/alnarc/reports/2002/CastletonMcDonaldO ct2002.pdf. |
| Peer Reviewed: | N |
| Page Count: | 70 |
| Publication Date: | 2002 |
| Sponsoring Agency: | Australian National Training Authority, Melbourne. |
| Document Type: | Historical Materials Reports - Descriptive Tests/Questionnaires |
| Descriptors: | Adult Basic Education, Adult Educators, Adult Literacy, Adult Programs, Comparative Analysis, Comparative Education, Curriculum Development, Delivery Systems, Developed Nations, Developing Nations, Discourse Communities, Discourse Modes, Educational History, Educational Improvement, Educational Needs, Educational Policy, Educational Practices, Educational Trends, Federal State Relationship, Foreign Countries, Futures (of Society), Influences, Lifelong Learning, Literacy Education, Literature Reviews, National Programs, Needs Assessment, Postsecondary Education, Professional Development, Program Administration, Secondary Education, State Action, Trend Analysis, Vocational Education |
| Geographic Terms: | Australia, Canada, India, New Zealand, Nicaragua, Sweden, United Kingdom, United States |
| Abstract: | The literacy programs and policies implemented in Australia over the past decade were reviewed to identify initiatives that have and have not had a positive impact on vocational education and training (VET) and lifelong learning opportunities. Policies and practices in seven other countries were also reviewed. The following themes received particular attention: the impact of national policy through take-up of the National Collaborative Adult English Language and Literacy Strategy; the lack of state-based adult literacy and numeracy program development; informants' knowledge of key policy developments relevant to adult literacy policy and provision; mechanisms other than policy driving practice; predominance of training discourse; competing discourses; state-based initiatives; curriculum development and implementation; and the decline in professional development. The following initiatives were generally acknowledged as working to improve VET and/or lifelong learning outcomes: (1) development of accredited curricula in adult literacy and numeracy and the pathways they create for learners; (2) the various forms of support given to apprentices and trainees in their VET; (3) development and implementation of accredited curricula and various support mechanisms for volunteer tutors; and (4) specific resources delivered through the Australian National Training Authority Adult Literacy Innovative Projects Program. (Thirty-five references and an 85-item bibliography are included. The survey instrument is appended.) (MN) |
| Entry Date: | 2003 |
| Accession Number: | ED473421 |
| Database: | ERIC |
| Abstract: | The literacy programs and policies implemented in Australia over the past decade were reviewed to identify initiatives that have and have not had a positive impact on vocational education and training (VET) and lifelong learning opportunities. Policies and practices in seven other countries were also reviewed. The following themes received particular attention: the impact of national policy through take-up of the National Collaborative Adult English Language and Literacy Strategy; the lack of state-based adult literacy and numeracy program development; informants' knowledge of key policy developments relevant to adult literacy policy and provision; mechanisms other than policy driving practice; predominance of training discourse; competing discourses; state-based initiatives; curriculum development and implementation; and the decline in professional development. The following initiatives were generally acknowledged as working to improve VET and/or lifelong learning outcomes: (1) development of accredited curricula in adult literacy and numeracy and the pathways they create for learners; (2) the various forms of support given to apprentices and trainees in their VET; (3) development and implementation of accredited curricula and various support mechanisms for volunteer tutors; and (4) specific resources delivered through the Australian National Training Authority Adult Literacy Innovative Projects Program. (Thirty-five references and an 85-item bibliography are included. The survey instrument is appended.) (MN) |
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