Direct and Equitable Access: Collaborative Opportunities under the National Literacy Act. Report of a Workshop (Washington, D.C., March 1992).

Autor/inn/en	Alamprese, Judy; Koloski, Judy
Institution	National Governors' Association, Washington, DC.; United Way of America, Alexandria, VA.; National Adult Education Professional Development Consortium, Washington, DC.
Titel	Direct and Equitable Access: Collaborative Opportunities under the National Literacy Act. Report of a Workshop (Washington, D.C., March 1992).
Quelle	(1992), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Tagungsbericht; Access to Education; Adult Education; Adult Literacy; Adult Programs; Agency Cooperation; Delivery Systems; Educational Finance; Educational Legislation; Educationally Disadvantaged; Federal Aid; Federal Legislation; Financial Support; Fund Raising; Grants; Guidelines; Literacy Education; Program Implementation; Program Proposals + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Auslieferung; Bildungsfonds; Bildungsrecht; Schulgesetz; Bundesrecht; Finanzielle Förderung; Fundraising; Spendensammlung; Grant; Finanzielle Beihilfe; Richtlinien
Abstract	This report summarizes the findings of a workshop convened to examine the implications of the "direct and equitable access" provision of the National Literacy Act (1991). For its successful implementation, this provision requires a willingness by state adult education offices, national and state literacy organizations, and other interested groups to work together in understanding federal and state funding guidelines for adult education. A critical need exists for leadership from all segments of the adult education system to guide implementation in terms of types of organizations involved in service delivery, breadth of services, and additional resources needed to support those services. Organizations applying for funding should consider the following elements of the operation of an adult education program: targeting clients/learner requirements, facilities requirements, agency linkages, intake procedures, curriculum, instructional methods, staff development, learner assessment, and data collection. A number of practices have been implemented by state adult education offices to address administrative and fiscal requirements: administrative caps, local match, reimbursement process, documentation of agency eligibility, data reporting/learning confidentiality, distribution of formula funds, state hour limitations, and previous experience requirement. National organizations should model collaborative working relationships at the national level and provide technical assistance and financial support to help state and local affiliates meet challenges and opportunities of the new legislation. A list of workshop participants is provided. (YLB)
Anmerkungen	National Adult Education Professional Development Consortium, Publications, 444 North Capitol Street, N.W., Suite 422, Washington, DC 20001 ($3; more than 10: $2 each).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC