An adult educator without a background in math cotaught the subject to adults in continuing education. The intense learning-by-doing experience gave her insight into adult learning. (JOW)

Describes the process used in developing custom-tailored workplace basic skills programs. Examples show that learning objectives are mainly the same skills that are taught in more generic classes. The difference is that they use scenarios and text directly from the workplace. (Author/JOW)

Argues that literacy needs to include speaking and listening skills. Outlines the Washington State Core Competency Project that identified three levels--communication codes, oral message evaluation, and basic speech--and developed ways to teach these competencies to adult learners. (SK)

Points out that, to keep the work force up to date, business, industry, and labor groups are inviting adult basic educators to design and implement retraining programs at the worksite. Provides suggestion for designing custom-made basic skills instruction using work-related materials. (JOW)

The General Educational Development Tests can be used to place adult basic education students for study, to measure progress achieved, to enable students to qualify for postsecondary education, and to evaluate program effectiveness. (SK)