CATALPA Forum Report (Sydney, Australia, October 8-9, 1990).

Institution	Coordinating Agency for Training Adult Literacy Personnel in Australia.
Titel	CATALPA Forum Report (Sydney, Australia, October 8-9, 1990).
Quelle	(1990), (65 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Accreditation (Institutions); Adult Basic Education; Adult Literacy; English (Second Language); Foreign Countries; Illiteracy; Inplant Programs; Professional Development; Teacher Certification; Teacher Education; Trainers; Training Methods; Workplace Literacy; Australia + Suchen Sie Ihr Suchwort? Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Adult; Adults; Education; Adult education; Erwachsenenbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Analphabetismus; Betriebliche Weiterbildung; Lehrerausbildung; Lehrerbildung; Ausbildungslehrer; Trainer; Didaktik; Trainingsmaßnahme; Australien
Abstract	This report presents papers and summaries of workshops from a forum on adult literacy training hosted by the Coordinating Agency for Training Adult Literacy Personnel in Australia (CATALPA). An explanation of the nature and aims of the CATALPA project, a brief foreword, and a copy of the forum program are provided, followed by papers presented by invited speakers. "Staff Training and Workplace Basic Education" (Peter O'Connor) emphasizes the need for high quality training and draws attention to such considerations as specialist training in adult literacy, English language, cultural awareness, and industrial issues. "Accreditation" (Geoff Hawke) describes changes being introduced as a result of award restructuring and draws attention to the role that adult basic educators could play in influencing criteria by which accreditation is determined. "Providing Professional Support to and Adult TESOL (Teachers of English to Speakers of Other Languages) System" (Judy Colman) details an experience with initiating in-house professional development. It highlights the need for extensive negotiation, discusses problems, and emphasizes the role of curriculum support in improving the quality of program delivery. "Towards a Comprehensive, Collaborative Adult Literacy Training Program" (Mike Dilena) discusses models of training from the standpoint of commitment to professional development. Three papers prepared as background reading follow: "A Vision of a Joint Adult Literacy Venture" (Mike Dilena); "Perspectives on Staff Development" (Audrey Grant); and "Tutor Development and Support in the Workplace Basic Education Project" (Rex Ennis). Summaries of three workshops, which including focus issues and recommendations for CATALPA, are provided. The workshops were: Models of Training, Accreditation, and Adult Literacy in the Workplace. The final summing up describes some indicators of where CATALPA should focus its activity. A list of participants concludes the report. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC