ADULT EDUCATION CURRICULUM - Research Paper Example

Tests The issue of adult literacy is important and with a UNSECO report that 793 million adults worldwide are illiterate it makes it even more important, Aaron, B (2011). These adults have trouble with literacy tasks such as reading, writing, arithmetic and everyday problem solving. With such alarming rates it is understandable why most adult literacy models have their focus on reading, writing, arithmetic and on how to use technology. While these form the basics of adult literacy there is more to adult literacy than these.

There is new realization that adult literacy should go beyond just acquiring new skills.The new perspective in adult literacy is that the focus should move from just acquiring new skills on numeracy and literacy to using these skills aught on community development perspectives. One of those models is the New Literacy Studies Model (NLS) which recognizes multiple illiteracies, James, C (2011). NLS takes into account the issue of contentions in relations of power varying in time and space that is in different cultures.

It gives respect to social practices but also takes into account these same cultural practices can be impediments to adult literacy.NLS takes a multidisciplinary approach taking into respect innovations in cultural psychology and sociology with emphasis in social-cultural history and social practice theory. The approach goes beyond reading and writing as acquisition of new skills and emphasizes adult literacy as a means to examine ones position in terms of socioeconomic status, education, gender and race.

The NLS approach has been widely used in the developing countries where adult literacy has been closely linked with alleviating the socioeconomic status of most communities and individuals, Armstrong, C (2010). With such basic skills in tailoring, carpentry, entrepreneur skills being taught hand in hand with writing and literacy skills. Most individuals have opened business with the skills learnt, raising their standards of living and the general economic status of their communities.References Khan, A.

& Lourdes, M (2011). Coping with Regional Challenges. Lifelong Learning in Europe. 15(2): 207-214 Louise, A et al (2010). Urban Youth and Schooling:The Experiences and Identities of Edu-cationally at Risk Young People. Maidenhead : Open University Press Armstrong, C (2010). Access to knowledge in Africa: the role of copyright. Claremont : UCT Press, Malcolm, B (2011). Learning, labour and union learning representatives: promoting workplace learning. Studies in the education of adults. 43 (1) 50-60 Aaron, B (2011).

Imagining a transformed UNESCO with learning at its core. International journal of educational development. 31( 5). 558-561 Sugan, B (2011). Adult and continuing education New Delhi : Mittal PublicationsJames, C (2011). Literacy as social reproduction and social transformation: the challenge of diasporic communities in the contemporary period. In: International journal of educational development, 31 (6) 614-613Mine, D (2011). Language learning through critical pedagogy in a "Brave New World".

: International review of education, 57 (3) 377-385.