The rise and fall of adult literacy. Policy Lessons from Canada.

Autor/inn/en	Elfert, Maren; Walker, Jude
Titel	The rise and fall of adult literacy. Policy Lessons from Canada.
Quelle	In: European journal for Research on the Education and Learning of Adults, 11 (2020) 1, S. 109-125Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.3384/rela.2000-7426.rela9203
URN	urn:nbn:de:0111-pedocs-188473 urn:nbn:de:0168-ssoar-91686-3
Schlagwörter	Interview; Bildungspolitik; Erwachsenenbildung; Infrastruktur; Interview; Kanada; Alphabetisierung; Bildungspolitik; Bildungsangebot; Bildungsangebot; Scheitern; Schreib- und Lesefähigkeit; Schreib- und Lesefähigkeit; Erwachsenenbildung; Alphabetisierung; 20. Jahrhundert; 21. Jahrhundert; Infrastruktur; Scheitern; Kanada
Abstract	There was a period of time, from the late 1980s until the early/mid-2000s, when interest in adult literacy in Canada was strong among the public, in the media, and with policymakers, and a policy window opened for the mainstreaming of literacy. Against this background, it is surprising that the Canadian literacy infrastructure was subsequently largely dismantled. Drawing on theories of policy formation, and recent and previous research, including interviews with key stakeholders, we argue that mainstreaming literacy has failed and explore the reasons for this failure. The paper is structured in three sections. First, the authors report on the construction of an adult literacy infrastructure in Canada over two phases: i) the period from the 1970s up until the launch of the International Adult Literacy Survey (IALS) in 1994; ii) the story of IALS and changes occurring up until around 2005. Second, we examine the reasons for the failure of the mainstreaming of literacy in Canada. We conclude with further reflections on the present situation in which adult literacy has been largely reduced to employability skills which are under-supported. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3