Many practices in adult literacy programs violate principles of learning for adults, including short-timeframe funding, isolated individualized learning, ignored learner experience, and non-meaningful materials¶

Claim · All claims
Evidence · 1 study · design r2 · q1
Currency · newest study 1993 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? The handbook identifies five main problem areas in adult literacy programs, including the assumption that literacy develops quickly and a misconception that individualized learning means learning in isolation. → You Can Be in a Group and Still Not Cooperate: Collaborative Approaches and Cooperative Learning Activities for Adult Learners 1993

Evidence¶

You Can Be in a Group and Still Not Cooperate: Collaborative Approaches and Cooperative Learning Activities for Adult Learners 1993¶

You Can Be in a Group and Still Not Cooperate: Collaborative Approaches and Cooperative Learning Activities for Adult Learners. (1993). Parma City School District. https://eric.ed.gov/?id=ED361492

q1 · i? · design · r2

This is the handbook's research-review section on problems of adult literacy programs, citing Kazemak (1988), Knowles (1990), and Soifer and colleagues (1990). It lists five problem areas, including that pre-packaged programs "rarely transfer skills to real-life situations" and that programs use leftover elementary or secondary materials.

"Based on the current research about adult learners andthe experience of many adult educators, many of the practices thatexist in adult literacy programs violate the principles of learning for adults."

Discussion¶

Learner Variables¶

• Age and Developmental Stage — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Adults learn better when learning content and methods link to their previous experience — related
• Philippine basic literacy is 89.8% and functional literacy 73.2%, yet BNFE serves only 1.07% of estimated adult education clientele — related
• ACE's main VET contribution is General Education and Training (around 20% of provision), with around 10% in non-industry-specific occupational training and little in industry-specific training — related
• Being placed in a group does not by itself produce cooperation; structure must be present to make learners work toward a common purpose — related
• Research at primary and secondary levels indicates students learn more through non-competitive collaborative group work than in individualized competitive classrooms — related
• An adult-education market report, citing a 2014 Department of Labor synthesis, states that cohort membership contributes to adult learners' skill development and persistence — related
• Common language teaching methods such as oral drills, memorization, and fast-paced competitive activities disadvantage older learners — related