Adult Literacy Policy and Practice: From Intrinsic Values to by Vicky Duckworth

By Vicky Duckworth

This e-book explores the sluggish evolution of grownup literacy coverage from the Seventies utilizing philosophical, sociological and monetary frames of reference from more than a few views to spotlight how priorities have replaced. It additionally bargains an alternate curriculum; a transformative version that provides a extra socially simply assorted price place.

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Sample text

As such, our analysis will reference both of these value positions regardless of the framework we draw from. 0003 Changing Value Positions  Finally, in order to reinforce our arguments in this chapter, we shall draw from the data collected from a previous study on adult literacy policy, which was collected through the interview of former and current practitioners and members of a policy development team in the area of adult literacy language and numeracy. Although we shall be explicitly making our own claims about events and policies, we shall draw on comments from these participants to support some of our claims when necessary.

Rather, it was interested mainly in training adults for employment purposes. This compels an inevitable perception of adult literacy as a means to an end. 0003 Changing Value Positions  introduction of a monitoring regime in the development of adult literacy policy and practice. The foregoing is an attempt at highlighting a series of events, not exhaustive by any means, which in different ways contributed to, and shaped the direction of literacy policy and practice development in the 1970s. While an attempt has been made to identify and discuss the impact that these events had on the literacy practice and policy, our main goal is to show that these events constituted a manifestation of different value positions.

In recent years, the value of education policies at the societal or communal level is often framed in the context of the Human Capital value position as against the Social Capital value position. Certainly, these two have become one of the most influential positions which inform the analysis of educational policies (Fitzsimons, 1999; Dae-Bong, 2009). Human Capital may be viewed from a micro-perspective, for example, the way the accumulation of knowledge and skills, such as literacy practices, enables learners to increase their productivity and their earnings.

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