Numeracy still lacks recognition in adult literacy, for a number of reasons: differences between the culture of academic research and adult numeracy, perceived difficulty of math as subject matter, lack of relevant research, and lack of a forum for adult numeracy issues. (SK)

A preliminary sketch is provided of some important issues in adult literacy education, based on the work of Paulo Freire and reactions to his theories. (Contains 12 references.) (LB)

Computer technology is not the be-all and end-all in adult literacy education. Although it will not solve all problems, using technology to its fullest potential can help students and teachers work smarter and "deeper." (JOW)

Outlines problems in Australian adult literacy policy; considers whether policy perverts or perfects democracy. Concludes that workable policy offers a conjunction of information, ideology, and interests. (SK)

This is a congressional hearing on the topic of adult education and proposed amendments to Public Law 97-377, the Adult Education Act. Testimony includes statements from individuals representing the United States Department of Education; director of adult education, Sheehan High School, Wallingford, Connecticut; American Association for Adult and…

Examines three myths concerning illiteracy: (1) the Third World remains poor because of high illiteracy rates; (2) nations can be rated on a scale that compares relative literacy rates, and (3) what is needed is a reliable definition. Concludes the real issue is not literacy, but equity and justice. (CH)

Discusses one central characteristic of "women's way of knowing," some immediate implications for adult literacy instruction, and possible directions for further research. (JOW)

Describes the three one-hour programs developed by television station KGO to promote adult literacy in the San Francisco area. (FL)

Explores the reasons why publishing for new literates in Asia poses problems. Clarifies the concepts and roles involved in the development, production, and dissemination of reading materials and points out the resources that can be enlisted in a literacy mobilization effort. (HTH)

Discusses the failure of traditional schooling in the Hispanic community. Marginal communities structure education very differently from traditional schooling and learning progresses at an incredible rate. Too often administrators fail to see the need for nontraditional programs that meet the needs of a particular group. (JOW)

Suggests that the appropriateness of a methodology for the study of adult literacy programs be determined by assessing the extent to which the methodology speaks to the information needs and context complexity involved. (JOW)

Analyzes low literacy levels among Comprehensive Employment and Training Act (CETA) applicants in New Brunswick, New Jersey. Discusses how cutbacks in CETA funding will adversely affect attempts to decrease illiteracy among unemployed, low-income, urban adults. (GC)

Discusses the Fifth UNESCO International Conference on Adult Education held in Hamburg, Germany, July 14-18, 1997. Describes four of the workshops held there: (1) Literacy Education and Social Development; (2) Literacy and Technology; (3) Literacy and Basic Skills for Community Development in Industrialized Countries; and (4) Literacy for…

Fourteen Texas community literacy programs received Job Training Partnership Act funds to form local partnerships. The collaborations enabled them to provide comprehensive, coordinated services to educationally disadvantaged people. The enhanced visibility of the programs enabled them to obtain additional funding after the initial grants ended.…

Transformation theory states that people learn through frames of reference that may be transformed by critical reflection. If literacy involves meaning making, literacy learning is a transformative process and communicative competence is the goal of literacy education. (SK)