Secretary Paige Releases Principles to Guide Reauthorization of the Adult Education and Family Literacy Education Act

2003 ◽  
Author(s):  
Jim Bradshaw ◽  
Keyword(s):  
Adult Education ◽  
Family Literacy ◽  
Literacy Education ◽  
Education Act

The Archbishop's Conference: Missed Opportunity or Vain Hope?

2001 ◽  
Vol 7 (2) ◽  
pp. 9-34 ◽  
Author(s):  
Konrad Elsdon
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
State Politics ◽  
Skills Training ◽  
National System ◽  
The People ◽  
Potential Sources ◽  
Education Act ◽  
Missed Opportunity

For the last 50-odd years we might, just possibly, have had a comprehensive, all-inclusive and properly funded national system for the education of adults, drawing upon all potential sources of learning, provision and organisation, learner-centred but professionally staffed, accessible and genuinely democratic: in truth a genuine “education for the people” of an active society. What we now have is ‘lifelong learning’ interpreted as economically bankable skills training during the employable lifespan. This paper reveals how an extraordinary group of the country's leaders – ‘the great and the good’ of church, state, politics, industry, academia and the professions – sought to incorporate ‘genuine’ Adult Education in the 1944 Education Act, how their efforts seemed to thrive, were undermined, frustrated, and at last forgotten. It does not explain how present philosophies of education came to usurp the place of their predecessors.

Giving children an even break: Removing the barriers to literacy: Children and parents working together

1996 ◽  
Vol 21 (3) ◽  
pp. 4-10
Author(s):  
Derek M. Toomey ◽  
Brenda E. Grabsch
Keyword(s):  
Adult Literacy ◽  
Family Literacy ◽  
Self Esteem ◽  
Literacy Education ◽  
National Study ◽  
Considerable Potential ◽  
Children And Parents ◽  
Working Together ◽  
Employment Education ◽  
And Training

This paper is about intergenerational family literacy (IGFL) programs which are designed to benefit the children of parents in need of literacy education as well as the parents themselves. The paper reports results from a Department of Employment, Education and Training national study of these programs. Of particular importance is the issue of parents' self-esteem and the use of a student-centred approach in adult literacy classes. The issues of recruitment, control, networking and resources are also addressed. Studies are reported which indicate the considerable potential of these programs to benefit children and parents.

scholarly journals ADULT EDUCATION AS A PANACEA FOR HIV/AIDS STIGMATIZATION IN NIGERIA

2013 ◽  
Vol 14 (1) ◽  
pp. 7
Author(s):  
Muhammad Shehu Hussain
Keyword(s):  
Adult Education ◽  
Health Status ◽  
Health Education ◽  
Literacy Education ◽  
People Living With Hiv ◽  
The Status ◽  
Living With Hiv ◽  
Hiv Aids

The main purpose of adult education is basically to help improve the status of people especially the disadvantaged to enable them to participate actively in the development of their respective communities and society in general. Stigma is a sign of social unacceptability or shame or disgrace attached to something, the essence is for people living with HIV/AIDS to live free from discrimination and inclined to declare and acknowledge their health status. It is against this background that the paper suggested that adult education programmes like literacy education, health education amongst others are capable for providing a solution in order to ameliorate the scourge of stigma from people living with HIV/AIDS.

scholarly journals Education in Sweden: Some Recent Developments in Comparison with New Zealand Education in 1992

1992 ◽  
Author(s):  
James Collinge
Keyword(s):  
New Zealand ◽  
Adult Education ◽  
Secondary School ◽  
School System ◽  
Compulsory Education ◽  
Education Sector ◽  
Upper Secondary School ◽  
Upper Secondary ◽  
Recent Developments ◽  
Education Act

In December 1990 the Swedish Riksdag (parliament) made a number of extremely significant policy decisions for the reallocation of responsibilities within the school system. These decisions, in the form of amendments to the Education Act, came into force on 1 January, 1991. This paper examines many of these changes as they affect the compulsory education sector, the upper secondary school and municipal adult education, placing them in the context of the aims and characteristics of Swedish education and making some comparisons with the situation in New Zealand.

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