GptAdmin : Education : Adult

Adult Education resources is focused on current research and ideas in adult education which provides graduate students, faculty, researchers, and adult education practitioners with means for extending their horizons. The contents of our resources are indexed as Educational Resources on Adult Education in a variety of links.

Sites:

» Adult Education - USOE -

About Adult Education

Adult education programs will serve students according to the following criteria. Eligible adults are those individuals:

Who are at least 18 years of age or married, with the exception of those who are at least 16 years of age and released from compulsory attendance by the local School Board or are an adjudicated adult;

Who lack sufficient mastery of basic educational skills or English language communication skills to enable the individuals to function effectively in society;

Learners would be deemed eligible if they had obtained a high school diploma but pretest at an educational functioning level less than Adult Secondary High;

Learns who lack sufficient English language skills to get or maintain employment Who do not have a secondary school diploma or its recognized equivalent;

Who are concurrently enrolled in a partnering adult education program with a post-secondary institution;

Adult learners will be placed in the appropriate educational functioning level based on the results of the pretest. When a learner is assessed in more than one area (e.g., math, reading, and writing) and test scores reflect different educational functioning levels, the learner is placed in the educational functioning level represented by the lowest test score.

» Adult Education ESL Teachers Guide -

This manual is intended to be a survival guide for newly assigned teachers who have had little or no preservice training in teaching English as a Second Language (ESL) and who do not have access to such training prior to being assigned. It is not intended to replace preservice or inservice training and those who use it should avail themselves of such training as soon as possible. Although it is not intended primarily for the trained teacher, it contains many ideas and suggestions which the experienced teacher may find helpful. The manual is designed as a self-instructional guide to be used prior to and during the initial stages of learning to teach. It is intended that a large part of the orientation will occur as a natural part of actually preparing and teaching ESL lessons to your class. If you follow the guide carefully, you will develop the fundamental skills of conducting ESL as you teach.

The manual contains a set of beginning lessons and intermediate level lessons which can be used for the first twenty to thirty hours of instruction in your ESL class. These lessons form the basis for the teacher training part of this manual. They are accompanied by detailed instructions which will help to orient you and train you in using the basic techniques for teaching ESL.

The format of the ESL lessons has been purposely made similar to that of many commercially available programs so that upon completion of the training materials you can readily apply the skills you have gained in teaching from the lesson materials that your center, college or school district has chosen to purchase. Thus the ESL lessons in this manual are only prototype lessons used for the purpose of introducing various techniques and principles of teaching ESL.

In addition, the manual contains a section on teaching the non-literate adult, which includes several lessons for developing basic reading and writing skills.

A selected bibliography of ESL materials is presented at the end of the manual to assist you in choosing appropriate materials for your program.

» Adult Education and Literacy Homepage -

Adult Education and Literacy

The Division of Adult Education and Literacy (DAEL) promotes programs that help American adults get the basic skills they need to be productive workers, family members, and citizens. The major areas of support are Adult Basic Education, Adult Secondary Education, and English Language Acquisition. These programs emphasize basic skills such as reading, writing, math, English language competency, and problem-solving.

Adult education and literacy programs are funded through federal grants to the states. The amount each state receives is based on a formula established by Congress. States, in turn, distribute funds to local eligible entities to provide adult education and literacy services. Individuals and local providers cannot receive grant money directly from the Office of Vocational and Adult Education (OVAE).

» CAE Short Courses Melbourne -

Adult Literacy & Basic Education

General Education for Adults

This program is for adults who would like to:

improve their reading, writing, spelling or maths further their general education broaden their employment develop confidence & skills for further study This program offers the following Certificates in General Education for Adults (CGEA) and Certificates in Science for Adults (CSA):

Certificate 1 CGEA (Introductory) 21249VIC

Certificate I CGEA 21250VIC

Certificate II CGEA 21251VIC

Certificate III CGEA 21252VIC

Certificate II in Science for Adults 21269VIC

Choose from the following subjects:

English (including reading, writing & spelling) Maths

Science

Computers (introduction and intermediate)

General subjects including Australian History, Speaking with Confidence, Psychology, Internet and Research Skills, Yoga & Health, Australian Literature, Handwriting

A range of levels are catered for, from beginners to people wanting to prepare for further study. Courses are available full time or part time, day or evening. Full time students may be eligible for Austudy or Youth Allowance.

Fees

Concession: $81 per year (including tuition & services fees)

Low income earners may be eligible for a concession Non concession cost: $1.28 per hour plus $30 services fee.

For more information:

Email: mariag@cae.edu.au

Phone: 9652 0719

CAE enrolments & enquiries:

(03) 9652 0611 | 253 flinders lane, melbourne |

www.cae.edu.au

» Kentucky: Adult Education - Program Descriptions -

Adult Education Program Descriptions

Kentucky contracts with local boards of education, community and technical colleges, community-based organizations, education consortia, public and private non-profit organizations, and correctional institutions to provide adult education and literacy services in all 120 counties. These providers must meet enrollment and performance goals to qualify for and to maintain funding.

Programs are designed to improve an individual’s ability to read, write and speak in English; compute; solve problems; and function effectively in the workplace, family and society.

These programs provide free, direct, comprehensive basic skills and family literacy services.

Core Services

Adult education, workforce education, English as a second language (ESL) and GED preparation make up core services, which are the cornerstone of Kentucky Adult Education.

Adult education classes provide basic academic skills to eligible adults who want to develop or improve basic academic skills such as reading, writing, mathematics, science and social studies.

ESL classes provide non-English speaking adult students with instruction in the English language and job-seeking skills.

Corrections

Kentucky Adult Education funds corrections education for inmates in state correctional institutions and full-service local jails. In addition to GED preparation, instructional practices include strategies to help inmates acquire life and employability skills for self-sufficiency after prison.

» MCPS Adult Education: "Learning for Life" -

Montgomery County's school system, located in the Washington D.C. suburbs, is the 17th largest in the United States. Ninety percent of our students graduate.

The Annual Report on the Strategic Plan monitors our progress toward raising student achievement by connecting measurable data points with milestones framed within our Guiding Tenets.

Our School-odex and Schools at a Glance are your best source of detailed information about each school.

A Parent’s Guide provides information and resources parents need to support their children’s education.

» New Horizons In Adult Education -

NEW HORIZONS IN ADULT EDUCATION

A Scholarly Electronic Journal

New Horizons in Adult Education, founded in 1987, is an electronic journal focused on current research and ideas in adult education. It is a refereed journal, published two or three times each year, which provides graduate students, faculty, researchers, and adult education practitioners with a means for publishing their current thinking and research within adult education and related fields. New Horizons in Adult Education publishes research, thought pieces, book reviews, conceptual analyses, case studies, and invitational columns. The journal is transmitted to subscribers around the world at no fee through the electronic network of AEDNET. The contents of the journal are indexed in the Educational Resources Information Center (ERIC) database. Articles may be submitted to New Horizons in Adult Education in a variety of disk formats through regular mail or electronically. The editorial staff also will accept conventional paper copies for review, so that important contributions to adult education may be published. New Horizons in Adult Education and AEDNET are sponsored by the Doctor of Higher Education Leadership (DHEL), program at the Fishcler Graduate School, of Nova Southeastern University.

» Teachers-adult literacy and remedial and self-enrichment education -

Significant Points

Many adult literacy and remedial and self-enrichment teachers work part time and receive no benefits; unpaid volunteers also teach these subjects.

Opportunities for teachers of English as a second language are expected to be very good, due to the expected increase in the number of residents with limited English skills who seek classes.

Demand for self-enrichment courses is expected to rise with growing numbers of people who embrace lifelong learning and of retirees who have more free time to take classes.

Nature of the Work

Self-enrichment teachers teach courses that students take for pleasure or personal enrichment; these classes are not usually intended to lead to a particular degree or vocation. Self-enrichment teachers may instruct children or adults in a wide variety of areas, such as cooking, dancing, creative writing, photography, or personal finance. In contrast, adult literacy and remedial education teachers provide adults and out-of-school youths with the education they need to read, write, and speak English and to perform elementary mathematical calculations—basic skills that equip them to solve problems well enough to become active participants in our society, to hold a job, and to further their education. The instruction provided by these teachers can be divided into three principle categories: remedial or adult basic education (ABE), which is geared toward adults whose skills are either at or below an eighth-grade level; adult secondary education (ASE), which is geared towards students who wish to obtain their General Educational Development (GED) certificate or other high school equivalency credential; and English literacy, which provides instruction for adults with limited proficiency in English. Traditionally, the students in adult literacy and remedial (basic) education classes were made up primarily of those who did not graduate high school or who passed through school without the knowledge needed to meet their educational goals or to participate fully in today抯 high-skill society. Increasingly, however, students in these classes are immigrants or other people whose native language is not English. Educators who work with adult English-language learners are usually called teachers of English as a second language (ESL) or teachers of English to speakers of other languages (ESOL).

Self-enrichment teachers, due to the wide range of classes and subjects they teach, may have styles and methods of instruction that differ greatly. The majority of self-enrichment classes are relatively informal and nonintensive in terms of instructional demands. Some classes, such as pottery or sewing, may be largely hands-on, requiring students to practice doing things themselves in order to learn. In that case, teachers may demonstrate methods or techniques for their class and subsequently supervise students?progress as they attempt to carry out the same or similar tasks or actions. Other classes, such as those involving financial planning or religion and spirituality, may be somewhat more academic in nature. Teachers of these classes are likely to rely more heavily on lectures and group discussions as methods of instruction. Classes offered through religious institutions, such as marriage preparation or classes in religion for children, may also be taught by self-enrichment teachers.

Many of the classes that self-enrichment educators teach are shorter in duration than classes taken for academic credit; some finish in 1 or 2 days to several weeks. These brief classes tend to be introductory in nature and generally focus on only one topic—for example, a cooking class that teaches students how to make bread. Some self-enrichment classes introduce children and youths to activities such as piano or drama, and may be designed to last anywhere from 1 week to several months. These and other self-enrichment classes may be scheduled to occur after school or during school vacations.

Remedial education teachers, more commonly called adult basic education teachers, teach basic academic courses in mathematics, languages, history, reading, writing, science, and other areas, using instructional methods geared toward adult learning. They teach these subjects to students 16 years of age and older who demonstrate the need to increase their skills in one or more of the subject areas mentioned. Classes are taught to appeal to a variety of learning styles and usually include large-group, small-group, and one-on-one instruction. Because the students often are at different proficiency levels for different subjects, adult basic education teachers must make individual assessments of each student抯 abilities beforehand. In many programs, the assessment is used to develop an individualized education plan for each student. Teachers are required to evaluate students periodically to determine their progress and potential for advancement to the next level.

Teachers in remedial or adult basic education may have to assist students in acquiring effective study skills and the self-confidence they need to reenter an academic environment. Teachers also may encounter students with a learning or physical disability that requires additional expertise. Teachers should possess an understanding of how to help these students achieve their goals, but they also may need to have the knowledge to detect challenges their students may have and provide them with access to a broader system of additional services that are required to address their challenges.

For students who wish to get a GED credential in order to get a job or qualify for postsecondary education, adult secondary education or GED teachers provide help in acquiring the necessary knowledge and skills to pass the test. The GED tests students in subject areas such as reading, writing, mathematics, science, and social studies, while at the same time measuring students?communication, information-processing, problem-solving, and critical-thinking skills. The emphasis in class is on acquiring the knowledge needed to pass the GED test, as well as preparing students for success in further educational endeavors.

ESOL teachers help adults to speak, listen, read, and write in English, often in the context of real-life situations to promote learning. More advanced students may concentrate on writing and conversational skills or focus on learning more academic or job-related communication skills. ESOL teachers teach adults who possess a wide range of cultures and abilities and who speak a variety of languages. Some of their students have a college degree and many advance quickly through the program owing to a variety of factors, such as their age, previous language experience, educational background, and native language. Others may need additional time due to these same factors. Because the teacher and students often do not share a common language, creativity is an important part of fostering communication in the classroom and achieving learning goals.

All adult literacy, remedial, and self-enrichment teachers must prepare lessons beforehand, do any related paperwork, and stay current in their fields. Attendance for students is mostly voluntary and course work is rarely graded. Many teachers also must learn the latest uses for computers in the classroom, as computers are increasingly being used to supplement instruction in basic skills and in teaching ESOL

» The Cambridge Center for Adult Education -

Who we are

The Cambridge Center is a non-profit organization which has offered quality education for adults for 64 years in Harvard Square. Our program is for people who want to explore new educational areas and develop their abilities, for personal and professional reasons, for a reasonable investment of time and money, in a friendly yet challenging atmosphere.The Center is self-supporting, relying on tuition income and contributions from our supporters, and is governed by a Board of Directors. It was incorporated in April 1876 as the Cambridge Social Union and became the Cambridge Center for Adult Education in 1938. In 1889 the Social Union purchased and moved into the House of William Brattle at 42 Brattle Street, which was built in 1727. In late 1972 the Cambridge Center acquired the Blacksmith House (the former Window Shop) property. Blacksmith House includes the Dexter Pratt House, built in 1811, where Longfellow observed the famous Village Blacksmith at work under the Spreading Chestnut Tree in 1839. Both houses are being preserved by the Center as living museums and are listed in the National Register of Historic Places.

We get some help from:

The Cambridge Center programs are funded in part by the Massachusetts Cultural Council, a state agency that supports public programs in the arts, humanities, and sciences.

» Welcome to the Boston Center for Adult Education -

HISTORY OF THE BCAE

Founded in 1933, the Boston Center for Adult Education is the oldest, nonprofit adult education center in New England. Its founder, Miss Dorothy Hewitt, envisioned a place where "small groups of men and women would meet together in living room settings to learn, discuss, and create for the sheer pleasure of doing so."

Most BCAE classes are held in the historic Gamble Mansion at 5 Commonwealth Avenue. Built in 1904, the mansion was the home of Mr. And Mrs. Walter Baylies and their six children until 1936. The opulent Louis XV style ballroom was built for Charlotte Baylies's 16th birthday. In 1941, the building was purchased by the BCAE and today remains home to BCAE administrative offices and to nearly 30,000 students annually.

We hold most of our arts and crafts classes at our Studio 122 at 122 Arlington Street in Boston. There, students participate in drawing, painting and photography classes in our art studio and photography darkroom. Studio 122 also has a dance studio where we hold the majority of our dance instruction and exercise classes.

Throughout its history, the BCAE has remained responsive to the demands of a diverse community, as well as to the evolving demands of the individual. Whether serving as a site for volunteer wartime efforts in the 1940s, a haven for social policy debate in the 1960s, or a resource for personal and professional growth as one navigates through the new millennium, the BCAE meets the challenges of a thriving urban community.

MISSION OF THE BCAE

The Boston Center for Adult Education seeks to provide educational opportunities for adults that foster personal and professional development, enhance a sense of community, and encourage social responsibility. In pursuit of these goals, the Center:

Offers courses and programs responsive to adults' emerging needs; Foster cross-cultural understanding through courses, collaborations, and other outreach efforts; Provides access to information and ideas that help create an enlightened and involved citizenry; Enlists the support of well-qualified leaders, staff, and volunteers who share our mission; and, Offers attractive, accessible facilities, appropriate for learning and sharing ideas as a low-cost alternative to other educational programs so as to merit the continuing respect, cooperation, and support of Boston's educational, philanthropic, corporate, and neighborhood communities

FAMOUS BCAE FRIENDS

The BCAE has hosted a remarkable number of "special guests" in its history. Some of these luminaries include the poets Robert Lowell and Anne Sexton, filmmaker Oliver Stone, authors Frank McCourt, John Irving, John Updike, Anita Diamant, Betty Edwards, William Styron, and James Carroll. By bringing these distinguished individuals to our community, the BCAE maintains a tradition of offering a wide array of fresh perspectives to its students.

Last Updated: 2005-10-28 11:13:08