A Literature Review of International Adult Literacy Policies
| Title | A Literature Review of International Adult Literacy Policies |
| Author(s) | John Stewart |
| Organisation | NRDC, London Institute of Education for National Adult Literacy Agency (NALA) |
| Date | March 2011 |
| No. of pages | 83 |
| Key words | basic skills; widening participation; barriers to learning; employment and skills; social productivity; social value; citizens; health; work-placed training; workbased learning; mental health; family learning |
| Description | This literature research looks at international approaches that have proved to work. |
| Select quotations | “Countries which have not actively strived to maintain momentum in the development of adult literacy policy have experienced policy and programme stagnation.” “In contrast, Sweden and other Nordic countries have been successful at creating a culture of adult learning which encourages high levels of participation by removing barriers to learning.” “Research in the US suggests that the most successful courses in terms of producing such gains are those which involve more than 100 hours of coursework.” “…there is clear evidence that such initiatives do lead to improved employability skills, improved health, increased social capital and greater civic engagement.” “In England, researchers have found striking evidence for the value of embedding adult literacy provision within Vocational Education and Training.” “Researchers have argued that five primary lessons can be learned from Massachusetts’ success: - Reform requires long-term leadership and advocacy
- Policymakers must focus on programme quality before quantity
- Programme improvement depends on staff development
- An expanded range of education providers should be utilised, as long as they are all working to a common set of standards
- Change takes time. Policies and programmes need time to have an impact, and to refine and improve themselves through internal and external evaluation.”
“Research has found that good family literacy programmes improve parents’ ability to support their children’s cognitive and non-cognitive development, leading to long-term educational benefits. Such initiatives support the development of the human, social and cultural capital parents need to better support their children, while also providing parents with motivation to engage in learning.” |
| Link | http://www.nala.ie/sites/default/files/documents/cmcnally/A%20Literature%20Review%20of%20International%20Adult%20Literacy%20Policies%20110311.pdf |
