Adult Migrant Education. Submission to Committee of Enquiry into Education in South Australia.

Autor/in	Blesing, Rae F.
Institution	South Australian Dept. of Further Education, Adelaide. TAFE Clearinghouse.
Titel	Adult Migrant Education. Submission to Committee of Enquiry into Education in South Australia.
Quelle	(1981), (57 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Adult Basic Education; Adult Education; Adult Literacy; Adult Programs; Basic Skills; Continuing Education; Educational Needs; Employed Women; English (Second Language); Females; Foreign Nationals; Foreign Workers; Functional Literacy; Literacy Education; Migrant Adult Education; Migrants; Postsecondary Education; Refugees; Second Language Programs; Australia + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Basic skill; Grundfertigkeit; Weiterbildung; Educational need; Bildungsbedarf; 'Female employment; Women''s employment'; Frauenbeschäftigung; English as second language; English; Second Language; Englisch als Zweitsprache; Weibliches Geschlecht; Ausländer; Ausländerin; Funktionale Kompetenz; Migrantin; Post-secondary education; Tertiäre Bildung; Flüchtling; Australien
Abstract	About a quarter of South Australia's population was born overseas; these migrants speak little English and experience difficulty in seeking employment and gaining access to community services, including education. While appropriate English language learning opportunities are important for migrants, there are a range of other bridging arrangements combining language and broader educational offerings that need to be further developed. The Adult Migrant Education Programme conducted by the Language and Migrant Education Centre of the Department of Further Education (D.F.E.) offers English language instruction intensively to newly arrived migrants, and at a variety of levels and intensities at a later stage, at many locations throughout the state. However, the programme's goals and funding do not permit everyone who needs English to participate immediately and therefore creates a demand for further English courses and other bridging arrangements in the mainstream of adult education. Migrants with limited educational background are at a particular disadvantage, and migrant women are most seriously affected. There has been little inclination by higher education institutions for providing needed courses; the need is seen as the responsibility of the D.F.E. However, D.F.E. policies and programs are fragmented. There is need for a clearer definition of policy and improved coordination of state and commonwealth programs. D.F.E. programs would be strengthened by the appointment of a fulltime senior coordinator with responsibility for the ethnic area. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC