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This issue of "literacy.ca EXPRESS" focuses on the topic of promising practice. Promising or good practice and lessons learned are used to describe useful practices, approaches or ideas. Articles included in this issue: (1) Practitioner Profile: Meet Connie Jones; (2) Highlights from the LAN (Learner Advisory Network); (3) In the Works... Projects and Research from across the Country; (4) Good to Know... Resources, Reports and Articles from Around the Globe; (5) Upskilling--Events, Conferences and Workshops from across the Continent; (6) Membership; and (7) In the Future. Individual articles contain footnotes and figures.

The term "college kid" seems all but meaningless these days, given the rising numbers of adults on campus. The current economic downturn is funneling hundreds of thousands of over-25 Americans into postsecondary education--and that trend is sure to intensify as the global, knowledge-based economy demands workers with ever-higher levels of education and training. In this issue, readers will see the faces of today's adult-learning trend--real people confronting real-life problems as they work to carve out better lives for themselves and their families. This issue of "Focus," shines a spotlight on these students, and on the dedicated educators who work every day to help them reach their goals.

"Focus on Basics" is a publication of the U.S. Division of World Education, Inc. It presents best practices, current research on adult learning and literacy, and how research is used by adult basic education teachers, counselors, program administrators, and policymakers. "Focus on Basics" is dedicated to connecting research with practice, to connecting teachers with research and researchers with the reality of the classroom, and by research more relevant to the field. The theme of this issue of "Focus on Basics" is "Health & Literacy Partnerships." Articles in this issue include: (1) Health Literate Doctors and Patients (Anthony Tassi and Fatima Ashraf); (2) The Influence of Low Health Literacy (Lilian H. Hill); (3) Literacy Students as Health Advisors (Barbara Garner); (4) Take Charge of Your Health: A Collaborative Health Literacy Intervention Linking Adult Education and Maternal-Infant Health Care (Ian M. Bennett, Pamela Pinder, Regina Szesniak, and Jennifer F. Culhane); (5) Partners in Training: A Cross-disciplinary Approach to Preparing Adult Literacy Practitioners and Health Professionals (Maricel Santos and Lynette Landry); (6) Partnerships in North Carolina, Wisconsin, and New York (Julie McKinney); (7) Collaborating for the Health of San Diego County (Kelli Sandman-Hurley and Cris McFadden); (8) Health Literacy Curriculum Works for Adult Basic Education Students (Susan R. Levy, Sue Pinzur Rasher, Sarah Deardorff Carter, Lesley Maradik Harris, Michael L. Berbaum, Janice B. Mandernach, Laura Segal Bercovitz, and Laura Martin); (9) The Role of Visuals in Communicating Health Information to Low Literate Adults (Lilian H. Hill); (10) A Second Look at the Health Literacy of American Adults and the National Assessment of Adult Literacy (Andrew Pleasant); and (11) New from World Education. Individual articles contain figures, tables, and references.

"Focus on Basics" is a publication of the US Division of World Education, Inc. It presents best practices, current research on adult learning and literacy, and how research is used by adult basic education teachers, counselors, program administrators, and policymakers. "Focus on Basics" is dedicated to connecting research with practice, to connecting teachers with research and researchers with the reality of the classroom, and by doing so, making adult basic education research more relevant to the field. The theme of this issue of "Focus on Basics" is "Numeracy." Articles in this issue include: (1) Using Part-Whole Thinking in Math (Dorothea Steinke); (2) Numeracy Matters (Myrna Manly); (3) Designing Instruction with the Components of Numeracy in Mind (Lynda Ginsburg); (4) Changing Practice, Expanding Minds (Kate Nonesuch); (5) A Conversation with FOB: Is Math Universal?; (6) Numeracy at the Downtown Learning Center (Avril DeJesus); (7) The Importance of Algebra for Everyone (Tricia Donovan); (8) TIAN: A Professional Learning Model for ABE Math Teachers (Beth Bingman and Mary Jane Schmitt); (9) Arizona's Professional Learning Journey Through the Teachers Investigating Adult Numeracy Project (Beverly Wilson and D. Roberto Morales); and (10) New from World Education. Individual articles contain figures, references, and tables.

Ms. K. has attended ABE (Adult Basic Education) classes for almost one year and has had significant difficulty in making progress in reading. She has passed some of the GED tests, but has struggled with others due to having insufficient time to complete them. She currently works as a teacher's aide in a daycare center. Her goal is to pass the GED and attend college. Ms. K. first began to have learning difficulties in first grade. She received speech and language services and remedial reading and math instruction during elementary school, but was not diagnosed with a learning disability until she was 16 years old. She dropped out of school soon after. She reports that her brother has also been diagnosed with learning disabilities. Ms. K. was referred to LDA Minnesota (Learning Disabilities Association of Minnesota) for assessment, to identify learning disabilities, determine productive learning strategies, and establish whether she meets criteria to request accommodations on GED tests. Does this student profile remind you of any of your students who are having difficulty progressing in one or more subject areas even after intensive instruction? Does he or she have a history of learning difficulties? If you answered yes to these questions, you may want to consider referring the student for assessment for a learning disability, Attention-Deficit/Hyperactivity Disorder, or other learning concern. This issue of "NetNews" discusses the following topics: (1) Assessing Adults with Learning Difficulties; (2) Types of Assessment Available from LDA; (3) LD/ADHD Checklist of Symptoms; (4) Assessment Components; (5) What Is ADHD & What is an LD?; (6) Common Learning Disabilities; and (7) LDA Assessment Process.

"Focus on Basics" is the quarterly publication of the National Center for the Study of Adult Learning and Literacy. It presents best practices, current research on adult learning and literacy, and how research is used by adult basic education teachers, counselors, program administrators, and policymakers. Articles appearing in this issue are: (1) More Curriculum Structure: A Response to "Turbulence" (John Strucker); (2) Self-Study: Broadening the Concepts of Participation and Program Support (Stephen Reder and Clare Strawn); (3) Distance Learning as a Backup (Lauri McLellan Schoneck); (4) The GED via TV (Molly K. Robertson); (5) Is the GED an Effective Route to Postsecondary Education? A Conversation with John Tyler (Barbara Garner); (6) Navigating Healthcare (Jennie E. Anderson and Rima Rudd); and (7) Effective Research Dissemination: Lessons from NCSALL (Cristine Smith, Mary Beth Bingman, and Kaye Beall).

The "literacy.ca" newsletter is a vehicle for literacy workers and supporters to share information, ideas, resources and research on emerging literacy issues. This issue of "literacy.ca" contains the following articles: (1) Riding The Wave: How will the federal election affect progress on a pan-Canadian literacy agenda?; (2) Point of View: Reflecting on how we talk about literacy; and (3) IALSS prompts an alternate celebration: learners and practitioners ask their own questions. Regular sections are also included. These are: (1) Surfing Links; (2) Resources; (3) New and Noteworthy; (4) Professional Development; and (5) Coming Events.

This Winter 2006 issue of "Learners in Action" contains the following articles: (1) Premiers Honour Adult Learners; (2) Learning Difficulties?; (3) Awards; (4) Hats off to Jacques Demers!; (5) What Do You Think?; (6) Meet the Current Learners Advisory Network; and (7) "Learning Edge" is No Ordinary Magazine!.

Currently, it is required that 2% of total Adult Basic Education (ABE) funding in Minnesota be set aside to provide statewide supplemental services such as staff development, technological development, support for disabled learners, support for communities of color, distance learning, and other innovative projects. Non-profit organizations or professionals aligned with consortiums are awarded supplemental service grants on a yearly basis to provide a variety of statewide activities. Learning Disabilities Association (LDA) of Minnesota again received supplemental services grant funding for FY 2005. The purpose of this first issue of the 2004-2005 school year is to describe LDA grant activities available to any ABE program manager, instructor, tutor, or learner in the state of Minnesota at no cost. LDA's FY 2005 grant activities all: (1) support ABE services statewide; (2) focus on educational results; and (3) promote outcome-based achievement for adult learners. Other topics covered in this issue include: (1) diagnostic assessment; (2) practitioner circles; (3) information and consultation; and (4) LDA of Minnesota. [For "NetNews" Volume 4, Number 5, see ED484264.]

This brief identifies advantages and challenges to using video-based distance education for adult English language learners (ELLs), describing implementation alternatives and suggesting practical implementation strategies. Advantages include multiple mentoring opportunities and the ability to reach more learners. Challenges include identifying learners who can succeed at a distance, training teachers, funding, and assessment and accountability. Implementing video-based distance education involves accessing videos and providing instructional support. Suggestions for implementation include using forms (goal setting forms, study plan forms, and learner logs) and building community among learners to prevent learner isolation. Evaluation studies provide evidence that video-based distance education programs are popular with students and attract many who may be unwilling or unable to attend traditional classes. Teachers report that students in video-based distance education programs make education gains. However, more rigorous research with control groups and standardized pre- and post-testing procedures are recommended. (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (Contains 21 references.) (SM)

This brief describes how literacy in the first language (L1) can affect the acquisition of reading skills in English, examining ways that instruction should be developed. It explains that learning to read is especially difficult for adults learning to read in a second language. According to the research, all English language learners (ELLs), regardless of the type of L1 literacy in their background, need direct teaching in the English symbol system and in English sound-symbol correspondences. In 2001, 42 percent of adults enrolled in state-administered, federally-funded adult education programs were enrolled in English-as-a-Second-Language classes. These adults come from diverse backgrounds and have widely differing experiences with literacy in their first languages. These factors must be considered in all areas of instructional program planning, student placements, and instructional approaches. The brief examines six types of L1 literacy and their impact on ELLs' development of English language literacy: limited literate learners (preliterate, nonliterate, and semiliterate learners) and literate learners (non-alphabet literate, non-Roman alphabet literate, and Roman alphabet literate learners). (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (Contains 18 references.) (SM)

"Focus on Basics" is the quarterly publication of the National Center for the Study of Adult Learning and Literacy. It presents best practices, current research on adult learning and literacy, and how research is used by adult basic education teachers, counselors, program administrators, and policymakers. "Focus on Basics" is dedicated to connecting research with practice, to connecting teachers with research and researchers with the reality of the classroom, and by doing so, making adult basic education research more relevant to the field. The theme of this issue of "Focus on Basics" is "-isms." Articles appearing in this issue are: (1) YES! A Literacy Program's Antiracist Journey (Margery Freeman and Lou Johnson); (2) Multicultural Education: Connecting Theory to Practice (Allison Cumming-McCann); (3) Idealism and Realism in the Formation of a Culturally Sensitive Classroom (KayTee Niquette); (4) A Conversation with FOB: Addressing Racism, Gender, and Classism in ABE (Jereann King); (5) Naming the Power Dynamics in Staff Development (Cassandra Drennon); (6) Personal Journeys of Transformation (Maria Rosales-Uribe and Rick Kappra); (7) Race, Class, Gender, and Sexual Orientation in ABE (Deborah D'Amico); (8) All About NCSALL; (9) Blackboard; and (10) New From NCSALL. Individual articles contain references.

Although evidence for the existence of multiple careers is limited, the literature of career development, training, and human resource development has predicted that individuals will have many careers as well as jobs across the lifespan, and small-scale studies and trend analysis suggest that individuals may need to plan and prepare for different work roles, responsibilities, and opportunities throughout life. Moves to different career fields may be voluntary or involuntary, and the freedom to make multiple career choices and changes is subject to constraints. The Intelligent Career is a holistic model that views career as a dynamic process that involves these three ways of knowing: (1) knowing-why motivations, interests, values, aptitudes, and the personal meanings ascribed to work experience over time; (2) knowing-how the repertoire of an individuals' skills and expertise; and (3) knowing-whom relationships and networks of personal and work-related support. The evolutionary psychology model, which views career development as an adaptive challenge, also focuses upon selection, or the external forces that govern career opportunities. Among the lists of career management skills required to be prepared for multiple careers are these C.P. Williams identified from research on women in career transition: (1) inner resilience confidence, self-reliance, planfulness, initiative; (2) career enhancement knowledge, skills, interpersonal competence, flexibility, savvy; (3) quality of life balance, coping, self-care; and (4) the big picture awareness of opportunities, creativity, leadership. (A bibliography listing 12 publications and 3 World Wide Web sties constitutes approximately 20% of this document.) (MO)

The Internet seems an ideal medium for fostering and supporting informal adult learning because it allows adults to seek out and use resources independently, control the pace and direction of learning, and talk to and consult others. Because it provides access to information, encourages meaningful interaction with information or material, and brings people together, the Internet supports learning that is constructivist in nature and that builds on prior knowledge. Issues have been raised related to the Internet and its role in informal learning, including access; degree of control that governments or other agencies might exercise over information available through the Internet; incomplete understanding of the extent and type of learning that is occurring; skills needed to engage in self-directed learning on the Internet; motivation for those who use the Internet for informal learning; and how technology can be improved. (Contains a 20-item annotated bibliography of resources that provide additional information about the Internet and informal adult learning.) (YLB)

The objectives of adult civic education were examined, and recommendations for its effective practice were offered to educators. The following purposes of adult civic education were discussed: inform learners of the rights and responsibilities of citizenship; explain how citizens participate in building a society by making informed decisions; and foster development of action designed to seek solutions to situations. The need for adult civic education programs to encompass the following interrelated domains of learning was emphasized: cognitive (information); affective (values); and action. The principles and problems of the liberal and radical approaches to adult civic education were reviewed along with a "third way" or philosophical orientation that supports the development of reflexive citizenship involving self-critical and dynamic learning and active citizenship and supports individuals as they learn to deal with diversity in politics and social practices. The following recommendations were offered to practitioners: (1) determine the underlying philosophical approach to adult education; (2) use an approach that focuses on learning as construction rather than as instruction; (3) use methods that encourage critical thinking, discussion, listening, and reflection; (4) create a context within the learning environment that models the kind of society that learners are working to achieve; and (5) connect with issues in which learners have a personal interest. (Contains 16 references.) (MN)

Recent research conducted by neurologists and educators shows a strong link between emotion and reason. The role of emotion has been addressed in various ways in the fields of adult education and training, career education and development, and career and technical education (CTE). The term "emotional intelligence" (EI) is generally used to describe the ability to process, understand, and use emotions effectively. In the fields of training, career development, and CTE, EI has been connected to job skills training, leadership development, team development, and organizational development and learning. The need to connect the emotional to other domains or skills and competencies under development is an underlying theme in the literature on EI. In adult education, "emotional intelligence and intuitive understanding" has been identified as an alternative form of thinking that stands in contrast to the traditional rational forms of intelligence and understanding. Research has demonstrated how ignoring or attending to emotions can affect the outcomes of training. The career development literature has connected emotion to career change, career interventions, and job search. Additional exploration and development of the question of how emotions affect learning in adult education, career education, and CTE is clearly needed. (A 22-item annotated bibliography constitutes approximately 75% of this document.) (MN)

Appreciative inquiry (AI) is based on the heliotropic principle, which has been variously described as art and science, holistic theory and practice, and practical philosophy and change process. AI engages people and organizations in discovering what gives life to human systems when they are most effective and constructive and using that knowledge to envision and create the preferred future. Instead of beginning with problems to be solved, AI uses a social constructivist view that reality is socially created. AI is rooted in multiple fields, including action research, organizational development, and chaos theory. The principles underlying AI are constructivism, simultaneity, poetics, anticipation, and the positive. The process of AI involves the following activities: (1) discover (talk to one another to identify exceptional/peak moments); (2) dream (envision what might be if the peak moments were the norm); (3) design (develop "provocative propositions" to achieve the vision and strategies to implement them); and (4) deliver (act on provocative propositions, establish new relationships, and mobilize resources). Some critics are concerned that AI glosses over problems. Under the right conditions, AI can be genuinely transformative; however, it requires time, trust, and a "new mental metabolism." (An annotated bibliography listing 23 publications and 3 World Wide Web sites constitutes approximately 75% of this document.) (MN)

Teaching styles reflect the beliefs and values that teachers hold about the learners' role in learning; learning styles provide insight into the ways learners perceive, interact with and respond to the environment in which learning occurs. Many teachers teach in the way they were taught which usually can be characterized as field independent (content oriented, formal teaching methods, less student involvement, structured class activities); a style that can work well with students who are field dependent (prefer structure and guidance from the teacher). When students' learning preferences match their instructor's teaching styles, student motivation and achievement usually improve, but some students may do better with a learning/teaching style mismatch. Learners need to become better all-around learners by adapting their learning style to non-preferred teaching styles. Teachers can become more flexible by being willing to change their view of the role of students. The following five perspectives on teaching can help teachers to identify, articulate, and justify their teaching approaches: (1) transmission (focus on content, teacher directed); (2) developmental (values students' prior knowledge, directs students to develop more complex understandings); (3) apprenticeship (authentic tasks in real world settings); (4) nurturing (focus on interpersonal elements and students' emotional and intellectual needs); and (5) social reform (relate ideas explicitly to the lives of the students). (CG)

This report discusses efforts in adult English as a Second Language (ESL) education to link language instruction to workforce and civic skills (skills needed for successful participation in the community). It looks at the social forces that underlie these efforts (shifts in the U.S. economy, welfare reform, accountability requirements, and learner needs); describes how adult ESL educators can integrate workforce and civic life skills into their curricula (classroom simulations and cooperative learning); and discusses how to convey these skills to their students through learner-centered instructional strategies and classroom management techniques (establishing behavioral expectations, building skills through classroom rules and routines, generating learner involvement, and using teamwork to simulate the work environment). It concludes that instructional activities and classroom management techniques provide opportunities for learners to develop workforce and civic competencies and to apply what they are learning to the reality of their everyday lives. (Contains 13 references.) (Adjunct ERIC Clearinghouse for ESL Literacy Education) (SM)

Asset development is an emerging approach to promoting self-sufficiency for low-income workers. By promoting and rewarding savings, asset development strategies encourage individuals to set long-term economic goals. Asset development strategies can accomplish the following objectives: (1) give low-income workers the knowledge required to navigate issues related to asset building; (2) accumulate assets without disqualification from participating in income benefit programs; and (3) access savings mechanisms for which they are eligible (for example, housing-based accounts available to residents of public housing). A variety of resources regarding asset accumulation for low-income workers are available in print or on the World Wide Web. The following programs are among noteworthy asset accumulation programs: (1) the federal Assets for Independence Demonstration Program, which encourages low-income individuals to accumulate assets by matching individuals' savings with federal and private funds; (2) California's Worker Income Security Project, which offers individual development accounts and financial literacy training to low-income workers; (3) Massachusetts' Full Employment Program, which allows welfare-to-work clients to build savings by depositing $1 for every hour worked in their first year of employment; and (4) Oregon's program requiring employers to deposit $1 for every hour worked by their employees who are welfare-to-work clients. (Contains a list of 13 publications, electronic resources, and resource contacts.) (MN)

This document contains summaries of the presentations and discussions that were part of a conference on human resource development (HRD) research and practice across Europe that focused on the theme of creativity and innovation in learning. The document begins with summaries of the following presentations: "Introduction" (Jim Stewart); "HRD Models in the United States" (Gary McLean); "Defining HRD in an International Context"; and "Perspectives of HRD in Europe" (Joseph Kessels). Presented next are a summary of the discussion "An Overriding Model of HRD?" in which Joseph Kessels, Monica Lee, Graem Martin, Gary McLean, and other unnamed individuals participated, plus a summary of the discussion "Making Progress with HRD in an Academic Environment," in which Joseph Kessels and Gene Roth took part. A summary of the presentation "Conclusion" (Jim Stewart) is followed by summaries of the following related contributions: "Comparing National Systems of HRD" (Peter Kuchinke); "HRD in Europe at the Crossroads" (Barry Nyhan); and "HRD Agenda in Europe" (Jean Woodall et al.). Each summary includes some of all of the following elements: a statement of the subject; a statement of the presentation's context; an outline of the main points made in the presentation or discussion; a list of key terms; a source; and descriptors. (MN)

Increasingly, adult educators are using narrative and stories for many reasons, including their deep appeal, satisfaction, and cultural transcendence. As a fundamental structure of human meaning making narrative is a valuable classroom tool in that it can enable students to understand life events, personal actions, and solidify identity formation. Story-based techniques such as storytelling, case studies, critical incidents, role playing, and simulations are often used in the adult education classroom. Autobiographical writing or the life story is a major strand of narrative. It can be useful to a variety of adult students, including those in higher education classrooms, small peer group settings, teacher professional continuing education workshops, and older students. The narrative orientation to education is a metaphor for the developing self and closely related to transformational learning, a hallmark of adult education. (Contains 32 references.) (AJ)

These four newsletters focus on issues related to adult basic education and the challenges faced when teaching adult learners. The first issue introduces the LDA (Learning Disabilities Association) Learning Center, a private, nonprofit agency intended to maximize the potential of all people with learning disabilities or related learning difficulties so they and their families can lead more fulfilled and productive lives. It also examines proposed activities for the grant received during 2001-02. The second issue describes the screening and evaluation process for adult learning disabilities provided by LDA. This process is based on recommendations from "Bridges to Practice: A Research-Based Guide for Literacy Practitioners Serving Adults with Learning Disabilities," a project of the National Institute for Literacy. The third issue shares appropriate instruction for teachers or tutors of people with learning disabilities, also based on "Bridges to Practice." The fourth issue reviews the literature on the topic of diagnosing learning disabilities in the English as a Second Language population. (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (SM)

A form of group learning, cohorts, has become increasingly attractive to administrators, instructors, and participants in adult education. Basic academic skills cohort learning supports three types of knowing: instrumental, socializing, and self-authoring; whereas, in higher and adult education cohort learning, the development of critical reflection and knowledge construction is the focus. Cohort learners report such positive effects as increased critical thinking skills, greater individual development, enhanced knowledge base, and learning motivation. Some research has revealed that not all cohorts work well, due to characteristics and behaviors of group members. Actual measurement of cohort learning outcomes has been inadequately studied. Educators can enhance the cohort experience by doing the following: (1) developing group relationships at the beginning; (2) balancing group and individual development; (3) providing an environment that both supports and challenges; and 4) acknowledging and addressing group and individual tensions. (Contains 12 references.) (AJ)

Adult learning can be challenging and traumatic events can exacerbate the process. Symptoms such as difficulty beginning new tasks, fear of risk taking, eroded self-esteem, or inability to concentrate can be evidence of past or current trauma and may be manifested by a learner missing class, avoiding tests, or behaving inappropriately during class discussions. Educators can use the following responsive strategies: (1) design a curriculum that focuses on incremental improvement; (2) help learners recognize when symptoms are more or less present; (3) give feedback while respecting boundaries; and (4) accept a continuum of appropriate responses. Educators' responses to learners dealing with trauma can be constrained by personal beliefs and ignorance. To overcome these and to help learners, educators might adopt a multifaceted approach that includes the following: (1) a holistic perspective; (2) creation of a safe learning environment; (3) story telling; (4) collaboration with appropriate agencies; (5) educator self care and professional development; and (6) policy and advocacy. (Contains 12 references.) (AJ)

Teaching adults should be different if adults learn differently than children do. Theories or perspectives on adult learning, such as andragogy, make a number of assertions about the characteristics of adults as learners. If there are indeed distinctive characteristics of adults, on which claims for the uniqueness and coherence of adult education are based, then one might expect them to be taken into account in all organized education for adults. However, each of these characteristics is contested. Some question the extent to which these assumptions are characteristic of adults only. The literature promotes learner-centeredness as another distinguishing characteristic of adult education. Research indicates learner centeredness is an expression of a teacher's values, not a teaching method. Adult learners are more concerned with teacher character and appropriate teaching methods; adult students' conceptions of good teaching include a mix of teacher-directed and learner-centered characteristics. Ongoing debates--andragogy vs. pedagogy, teacher directed vs. learner centered--may mean no single theory explains how adult learning differs from children's learning. Appropriate choices about teaching practices should be based on numerous considerations, including context, learner knowledge and characteristics, and teacher beliefs and values. (Contains 22 references) (YLB)

Malcolm Knowles claims andragogy is the art and science of teaching adults and sets out six assumptions. However, andragogy is not all about learning--the assumptions demonstrate how the theory lays out a humanist view of learners and their potential for growth, with implications for teaching, social philosophy, and human relationships. Andragogy can be considered an approach to the education and development of adults strongly rooted in the disciplinary needs of adult education in the 1960s, but providing little insight into learning other than a set of assumptions about learners. Despite Knowles' claim that the framework could be applied to any adult learning setting, critiques from such individuals as Tisdell, Grace, and Rachal make it essential to recognize that andragogy only addresses certain types of learning at certain times. Furthermore, andragogy cannot be claimed as the distinguishing feature of adult education as a field. It does not provide a clear delineation between what can be considered education of children and that of adults and adult education and human resource development. In the future, andragogy will maintain its role as a necessary component of the field's shared knowledge, but it is highly unlikely to be viewed as sufficient to explain or shape the education of adults. (Contains 15 references) (YLB)

This document contains 19 papers on adult education and development worldwide. The following papers are included: "Editorial" (Heribert Hinzen); "Lifelong Learning in Europe: Moving towards EFA (Dakar Framework for Action on Education for All) Goals and the CONFINTEA V Agenda" (Sofia Conference on Adult Education); "Poverty and Schooling in the Lives of Girls in Latin America" (Nelly P. Stromquist); "Promoting Democratic Values through the Discussion Forum (DF) Strategy: Evaluation of Its Impact on the Knowledge, Attitudes and Practices (KAPs) of Adult Learners in Tanzania" (Willy Komba); "Empowerment of Women in Cuba: Experiences of the SOFIA Mentor Program" (Janneke Jellema, Magdalena Mazon Hernandez); "Gender Impact of HIV/AIDS/STIs" (Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome/Sexually Transferred Infections): Some Implications for Adult Education Practitioners in West Africa" (Evelyn Appiah-Donyina); "10 Years of Project Activities in Mexico" (Ursula Klesing-Rempel); "What Works and What Doesn't" (Herbert Bergmann); "From Dakar to Pisa: Growing Support for Basic Education" (Michael Hofmann, Stefan Lock); "Putting Bread on the Table: The Effects of Literacy and Livelihood" (Ekundayo J.D. Thompson); "Multilingual Literacies as a Resource" (Anthony Okech); "Ethnic Differences in the Approach to Adult Literacy: Experiences from Nationwide Literacy Training" (Godfrey Sentumbwe); "The Role of Adult Education in Sustainable Development" (Forough Olinga, Margaret Nakato Lubyayi); "Adult Education and Skills Training for Small and Medium-Size Enterprises in the Tourist Industry in One Region of Chile" (Oscar Corvalan V); "Training Methodology Used by the Nigerian Indigenous Apprenticeship System" (Raymond Uwameiye, Ede O.S. Iyamu); "Public Health Education in Rural Thailand: Professional Perspectives on the 'Learning @ the Workplace' Program"(Montira Inkochasan, Thitikorn Trayaporn, Marc Van der Putten); "Why Dialogue Is Important" (Romano Prodi); "Adult and Continuing Education in and through International and Supranational Organizations" (Joachim H. Knoll); and "After 11th September ... Development-Oriented Adult Education as World Domestic Policy?" (Heribert Hinzen). Some papers contain substantial bibliographies. (MN)

In adult education, the term "accelerated learning" (AL) is usually associated with programs designed to meet the needs of adult learners whose many commitments prevent them from participating in traditional programs. Within the field of training and development, however, AL identifies an approach to learning that is multidimensional in nature and places the learner at the center of the experience. Sometimes called "superlearning" or "suggestive-accelerative learning and teaching," AL has been influenced by a number of modern movements, including natural learning, the theory of multiple intelligences, learning style research, collaborative learning, and the decline in behaviorism as the dominant educational philosophy. The following are among the techniques or strategies that are used in AL and also recommended for adult learning: nonthreatening teaching-learning environments; teachers and learners as equals in collaborative environments; the use of small groups; and the importance of learners' experience as a resource. AL also stresses the use of multisensory learning environments that tap into multiple intelligences. When the adult education literature speaks of accelerated programs or learning, "accelerated" generally refers to time and intensity rather than to methodology. Adaption of the original theory is one of the trends related to AL. (An annotated list of 20 resources constitutes approximately 80% of this document.) (MN)

A somatic approach to education implies education that trusts individuals to learn from and listen to the information they are receiving from the interaction of self with the environment. Somatic or embodied knowing is experiential knowledge that involves senses, perceptions, and mind-body action and reaction. Western culture has been dominated by the separation of cognitive knowledge from embodied knowledge and the distrust of bodily knowing. Recent developments in mind-body research and feminist and postmodernist discourse have turned adult educators' attention to somatic learning. Issues arising from the somatic approach to adult education include the following: (1) recognition of the body as a source of knowledge; (2) empowerment/resistance to dominant culture; and (3) a means of developing empathy and respecting diversity. Two paths for adult education have been identified. The first is the embodied way, in which a more holistic approach to curriculum development, teaching, learning, and research brings the body back into educational theory and practice. The second is the Body Project, which recognizes the body's place in the classroom and the ways in which classrooms, teachers, learners, and institutions construct the body as gendered, raced, diseased, disabled, and sexually oriented. (An annotated list of 27 resources constitutes approximately 80% of this document.) (MN)