ReDirection: Options for Policy and Practice in Adult Literacy in Washington State. Roles of Providers. A Series of Discussion Papers for the Adult Education Advisory Council.

Autor/inn/en	Fish, Susan; Sampson, Lynne
Institution	Washington State Board for Community and Technical Colleges, Olympia.
Titel	ReDirection: Options for Policy and Practice in Adult Literacy in Washington State. Roles of Providers. A Series of Discussion Papers for the Adult Education Advisory Council.
Quelle	(1994), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adult Basic Education; Adult Literacy; Adult Students; Basic Skills; Definitions; Educational Improvement; Educational Needs; Educational Objectives; Educational Policy; Educational Practices; Literacy Education; Needs Assessment; Policy Formation; Program Implementation; Role Perception; State Programs; Student Characteristics; Student Motivation; Washington + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Basic skill; Grundfertigkeit; Begriffsbestimmung; Teaching improvement; Unterrichtsentwicklung; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; Bildungspraxis; Bedarfsermittlung; Politische Betätigung; Role conception; Rollenverständnis; Regierungsprogramm; Schulische Motivation
Abstract	This discussion paper provides background information describing the service base of adult literacy education programs in Washington State and highlights local initiatives to coordinate services. Based on "The Washington State Literacy Resource Directory," the report identifies 102 local service providers of literacy services to adults. About one-third of these programs are in community or technical colleges; about half are in King County, with 11 in Pierce County. More than half the programs receive funding from the Office of Adult Literacy; about 40 programs offer individual or small group instruction exclusively by volunteers. The amount of collaboration among providers varies greatly. This description of the adult literacy education service base is followed by a brief description of the range of roles providers fulfill, such as referrals, intake and assessment, instruction, coordination of volunteer tutors, support services, case management, and job development and placement. The report then provides a list of considerations that serve as a basis for examining some options for creating an effective and efficient infrastructure for adult basic education. Options for providers include the following: (1) develop local consortia; (2) work toward different outcomes; (3) manage services to different groups; and (4) serve populations at different points on a literacy continuum. The report concludes that no options can be implemented effectively until state leadership and action is directed toward the following areas: demonstrating a commitment to collaboration among agencies at the state level; establishing policies about state goals, priorities, and practices; ensuring that shared definitions of literacy and purposes for literacy education are used; promoting collaboration by providing incentives and rewards; and allocating resources based on the roles of the various providers. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC