In the world today, there are a lot of returns for what one can do and what one knows are growing and diverse. Numeracy and literacy skills have become modern systems of currency in many parts of the world, especially in the United States and most parts of the developing nations. It can be attested that those with below average literacy skills have a difficult times to cope with the labor demands in careers both in the formal sector and the non- formal sector in the global economy (Lasater, & Elliott,2004). They are challenged and cannot cope fully with the global economy which is evolving, especially when people are required to take up additional responsibilities for the prospects of having increased types of information.
There is a growing concern among policy makers on the aspect of having a competent human capital which is essential for the development of the individual and the society at large. Therefore this paper will analyze the rationale of countries implementing adult literacy programs and take personal views on the perceptions of the adult literacy programs to the individual. It will give the types of literacy programs which are available in the United States, the elements of the adult programs and how the designs are for the success of program. It will also approach the way in which the adult literacy program fits in the educational program.
As far as adult literacy is concerned, there have been different definitions of literacy as the National Assessment of Literacy Survey (NALS) is of the opinion that when there is a literacy program which is functional, proficiency is the main challenge giving the conclusion that there is no single recognizable existing situation of illiteracy in America (Jack and Ian, 1963). The situation of low literacy in America is that one in every three or one in every five in adult Americans, have difficulty in computation or reading. This makes them having difficulty in facing challenges in undertaking daily tasks and work. The figures can be quite shocking to an ordinary person such that a developed country like the United States can be still struggling with matters of literacy.
Literacy can therefore be defined as the capability of one individual to use written and printed information in the community for one to achieve one’s goals, and development in one’s potential and development (Harvey, 1987). Therefore adult literacy can be regarded as the attempt to provide the opportunity to people of the age of 19 years and above to acquire these skills which include reading, calculating, writing, understanding and speaking according to the needs of the society. The term adult education wherefore can be used to the fundamental set of skills and experiences which are necessary for the functioning of an adult. The skills may not be necessarily reduced to the traditional ones of knowing how to read and write, but also include the aspects of skills which is required by an adult to function efficiently at some levels like computing (Sticht, 2004).
The rationale of the United States having an adult literacy program is based on the precipice of the 1993 National Adult Literacy survey where it was found that around 44 million adult Americans were having extremely limited quantitative and reading skills. The research indicated that these people do poorly in the job market and many other aspects of life (Sticht, 2004). Adult literacy programs are working to ensure that there are significant changes to the situation and that they have quality services which will enable them have fulfills their potential.
The rationale ranges from economical and social issues as they affect people in the society and they include:
Economic benefits
The financial benefits if undertaking adult literacy program is that there is increased earnings due to the prospects of better jobs. There is a correlation between high unemployment and low literacy skills. In the world today and especially in the global economy, there are fewer jobs for those people with poor skills in math, reading and writing argues (Comings, John, Andrew Sum, and Uvin 2000). Even those who are employed, there are the notion that employees with low literacy skills are usually troublesome to the employer. In the current global economy, the objective of most of the employers is to have a high performance workplace which integrates the workplace progress and organization. They have to change and conform to the changing conditions of business. It is therefore challenging for the employers to upgrade the basic skills of the employees who have low literacy skills. There are also the possibility that having improved literacy Aare able to find and keep a job (Comings, John, Andrew Sum, and Uvin 2000). Improved literacy skills will ensure that those who benefit from it will have positive results in relation to employment, earnings, skills and productivity at work.
Poverty and welfare.
There is a correlation in the society between the level welfare dependency and low literacy levels. Adults or high school drop outs that have literacy problems are more likely to be dependent on a welfare program. Adults who have engaged in Literacy programs usually take the initiatives to move out of the welfare programs. Statistics show that those people who are in welfare programs usually have low literacy skills (Comings, John, Andrew Sum, and Uvin 2000). A long terms study which was conducted on women who depend on welfare found out that nearly half of the women in welfare programs usually have less than 12 years of literacy experience. Therefore as the adults engage in the welfare programs, there is high probability that there reliance on welfare will decline. These programs help the adults to have economic self-sufficiency, since when the adults in the welfare have improved skills; they are more likely to improve on their earnings (Comings, John, Andrew Sum, and Uvin 2000). This is because the programs also help people with the basic life skills, searching for jobs and other skills related to work.
Health.
There is also a link between low literacy to poor health and early death. Some social economic factors such as housing and occupations can be linked to the poor health status among people with low literacy levels. Low literacy adults may face the following array of problems like failing to read the prescriptions of medicines correctly, they are less likely to have frequent health checks even when they are not sick, and are less likely to have installed lifesaving measures in their homes. They are usually lacking information on where to seek help when experiencing health problems, and are vulnerable into making misinformed decisions than others concerning health and treatment matters(Comings, John , Andrew Sum, and Uvin 2000).
There are different models of adult literacy programs that are engaged by different stakeholders to provide the necessary skills and experiences required for the development of adults with low level; literacy. When handled on the theoretical perspective on literacy, it can be deduced that education is fundamentally both ideological and cultural. It is cultural in the opinion that it must provide meaning and associate with values, traditions and norms which make meaning within the fabric of the society (Kruidenier, 2002). It and ideology in the sense that any given program or policy is made up within the context of conflicting interests which are related to the goals, purpose, outcomes and needs. Discussions over the policy of adult literacy involve the assumptions that the elements of programing and policy are essential in the understanding of the theoretical perspectives of adult literacy to assess it role to the programs and policies witch regard to that matter. Therefore it is necessary to address the models of literacy which are; functional, school- based and social –cultural/ ideological models.
School-based literacy.
After the 1965 Adult Education Act was passed, adult education programs funded by the federal government followed the school based model. Literacy at this age was viewed through the lenses of school grade levels. Adult education was regarded through levels one to eight grade levels. It was then subdivided into low level literacy programs such as one to four grade levels and middle range literacy which was from grade five to eight (Kruidenier, 2002). Grade level nine to twelve made up of the adult secondary literacy (GED). The instruments of assessment used in adult literacy education included the Test of Adult Basic Education (TABE), which was designed for giving equivalents of grades. The use of standardized tests in adult education has been predominantly adult models of standardized tests used especially for children (Kruidenier, 2002).
The school based model rests on the assumption that skills and experiences acquired in the classroom are transferable in other contexts of life. Having knowledge on how on how to read and write is treated as an autonomous phenomenon which is free from the context in which it is applied (Kruidenier, 2002). In this perspective, having knowledge on how to read and write presents the thoughts and the utterances which are not involved in all and in a larger extent, self- contained and complete. Logically, this idea is based on the precipice that the meaning exhibited in any given texts is independent and unambiguous of the subjectivity and context of the reader or author. Therefore, the school based literacy model usually assumes that once one acquires skills which are mastered in the classroom, learners possess the ability to apply the reading tasks in whatever context they might be in, whether home, workplace, or in private or public life.
Functionalist or competent-based model
Adult Performance Level (APL) in the 1970s was a study which had a serious determination on the definition and assessment of adult literacy competencies necessary for the adequate functioning of an individual adult in the modern society. The California Assessment of Student Achievement System (CASAS) was another development which was designed to enable the learner to perform in particular situations of life (Kruidenier, 2002). At that time, the approaches gained much attention but none of them gained universal adoption into the adult literacy program, but had an impact on the conceptualization of adult literacy. In this sense, literacy was the understood in the perspective of context- dependent.
This model is based on the precipice that basic language skills are all required in adult literacy. The concept is based on the notion that all adult have roles and responsibilities to fulfill (Kruidenier, 2002). According to this model, literacy is understood to be more than having the ability to decode and code a text, but also the capability of an individual to interpret, comprehend, interact and respond within a context of complex satiations which an adult can encounter with varied accounts of information. Each context, be it military, school, family and civic all require a different level of competency (Kruidenier, 2002). Therefore, the policy of competence based adult literacy is based on the notion of access to, possession of information and competencies required to accomplish issues pertain writing and reading. In any context, then literacy sis based is based on the purpose of engaging in some social role in the community. It is important to note that, this model does not auspice the idea that literary skills can be transferred from one context to another.
Ideological / social cultural literacies model.
The functional view of literacy is based more on the context specific as opposed to the school based model, it none the less, disregards the fact that learners are bound to come into the educational program with diverse beliefs, traditions and experiences(Kruidenier, 2002). The other models understand the essentiality of performing tasks at different settings, but overlook the learner subjectivity. In this effect, the learner’s cultural background is regarded as marginal among the requirements of functional literacy teaching. In this third perspective of literacy, the importance of political, ideological and social contexts are paramount in the acknowledgment on the functioning and practice of adult literacy.
This view of literacy is based on the notion of ideology due to the fact that it entails the different sets of relations of power between the reader and the author. The central idea to this model of literacy is based on the precipice that there are multiple literacies which are depicted against each other based on the societal power relations. It worth noting that dominant literacies are usually associated with dominant groups while, marginalized literacies are usually associated with marginalized groups. Marginalized group’s learners, and who have dominant literacy risk forsaking or compromising their social or cultural identity (Sticht, 2004).
There are four major elements which are necessary for the designing of an adult literacy program. The first element is determine of what services and to whom it will be provided to, secondly is the knowledge of who will run the program, thirdly is on what assumptions will be based on the program and lastly is ho the whole program will be financed. All these elements are interrelated on how they intersect within the context of adult literacy (DiSilvestro, 2013).
In looking on the services in which the adult literacy program will give and to whom will it benefit, it is prudent to question the notions that will the community need English to Speakers of Other Languages (ESOL) or English-language Adult Basic Education (ABE) or does it require both of them(DiSilvestro, 2013). In this redard, what levels do the learners need to impact positively in the society? Those who are designing the program need to understand which is the intended population for the program because there can be conflict of interest. Also, there is the requirement to determine whether the program will be limited to people of certain income despite the fact that training for employment requires that kind of arrangement while the federal government prohibits funding for such endeavors.
Also in that context is to determine whether the literacy program will be limited to people of certain language background or whether the learners who are partaking the program will have to live in certain communities.
Also the designers of the program will have to determine whether the learners will be defined in the contexts of women, men, the homeless, young parents or adolescents, which will be based either on the purposes or the funding of the program. The designers will have to check whether there are restrictions with regard to the funding of the program and find rationales for the exclusion of some of the populations intending to partake in the program (DiSilvestro, 2013). There should be clear guidelines on how these members of this target group will be identified and included in the program.
The other element is the determination of what entity will run the program. The answer to this design element lies with the entity which will be funding the program. The funders of the program have a larger sway when it come in determining who will run the program. In many situations, the choices for the running of the program differs from state to state in the united states and is also different from one country to another(DiSilvestro, 2013). In many ways the federal government can establish adult literacy programs as part of efforts of development and to improve a particular group’s status within the community. The other entities are state agencies, local governments, community based organizations, national organizations, public higher education, employers, education and school partnerships (DiSilvestro, 2013).
The other element is on the assumptions which will be based on the designing on the adult literacy program. There are several facets to approach the situation, and the first one is determining on how the students will be viewed by the program. Many of the programs perceive adult learners the same way as children in that they are empty vessels which ready to be filled with knowledge (DiSilvestro, 2013). The program can assume the situation of a traditional school setting. while this kind of arrangement can be of benefit to some students, it is usually a failure in larger extent due to the fact that is usually a repeat of past failed circumstances of the student which kept the students away from learning in the first place.
The other assumption is one what learning will take place in the classroom; this is because there is no right curriculum and no one right way of running things in the program. The other assumption which can be ascertained is what will be the composition of staff, in that will it be composed with volunteers or professionals, or the two combined. To some extent, the availability of resources will depend on the undertaking in these facets.
The other element is on the evaluation and assessment of the program. The program design cannot be complete if it does not have mechanisms in evaluating its effectiveness and its proximity in attainment of objectives and goals it was established (DiSilvestro, 2013). The programs should be designed in a manner in which is to check whether the student is getting what they need in then program, and can be ascertained from the level of attendance of students. Also, the program should be whether the students are achieving the long term and short term goals. It should also include the manner of non- academic performance of the students. This is in checking whether the students are making positive contributions in the community, whether they have learned skills which are valuable and follow ups on whether they have gotten jobs which are situated to their potential with a possibility of advancement (DiSilvestro, 2013).
The last element is how the program will be financed. Adult literacy education has several ways in which it can be funded, organized, regulated and the expectations of it. It can be funded by public money which in this case is either forming the local or federal governments. It can also be financed by foundation money, community funds, fundraising or membership. The designers must have a definitive source of financial support to ensure that the objectives of the program are achieved (DiSilvestro, 2013).
The mode in which the Adult Basic Educational Program or rather the adult literacy program fits in the comprehensive educational system is on the manner in which the curriculum is designed. In this sense, the adult literacy program curriculum is designed in manner in which it can be integrated in the larger educational system. This is because the curriculum integrates several basic practical and literacy skills (Lasater, & Elliott, 2004). The curriculum offers a design which enables the learners to have a comprehensive approach to life issues which are not limited to health, food, knowledge, communication, self-expression and participation in a social set up.
The missions of adult educations are the ones in which the designers of the curriculum usually base their precipice. In this regard, it must be based on the need by the education system to advance the societal goals which prepare the learner to civic, college and career responsibilities (Lasater, & Elliott, 2004). In this case, the preparation for college is the development of literacy which is essential for the learner to have a transition for the non-remedial course work in varied situations of post-secondary. In preparations for the career, the development of mathematical, language, and technical skills to gather with the fundamental skills required in the work place, are essential for the preparation for long term or short term job training. Preparation of the learners for civic purposes are designs which are geared at making the leaders bear the responsibilities and right in the civil domain (National Reporting System for Adult Education, 2001). Therefore, the adult literacy programs are then in a vital position in within the educational system in providing the necessary impetus for the churning out of holistic, skilled, experienced and knowledgeable people in the society, which in another sense is the primary goal of education systems.
In conclusion, adult literacy is an educational entity which encompasses more than just writing and reading. It is imperative for the designers of the adult literacy program to know the needs of the community before rolling out enrollment and intake of students. Several issues such as funding, target community and the people responsible for the running of the program should be taken into consideration. Despite the challenges, the adult literacy program is essential for the overall development of the community because in the 21st century, it is catastrophic to condone some levels of ignorance. It is therefore essential for the stakeholders to mold a world conducive for all people.
References
Comings, John P., Andrew Sum, and Johan Uvin. (2000). New skills for a new economy:
Adult education’s role in sustaining economic growth and expanding opportunity.
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DiSilvestro, F. (2013). Continuing Higher Education and Older Adults: A Growing Challenge and Golden Opportunity. New Directions For Adult And Continuing Education, 2013(140), 79-87. http://dx.doi.org/10.1002/ace.20076
Harvey J. Graff. (1987). “The Nineteenth Century Origins of Our Times” from Literacy: A Critical Sourcebook. Bloomington. Indiana university press.
Kruidenier, J. (2002). Research based principles for adult basic education reading instruction. Portsmouth, NH.: Partnership for Literacy.
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National reporting system for adult education—Implementation guidelines. Washington, D.C.: Division of Adult Education and Literacy, Office of Vocational and Adult Education, U.S. Department of Education.
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