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More than 48 million adults in the United States cannot read, write, or do basic math above a third-grade level.
The Annual Member Statistical Report compiles the results of the most recent annual member survey into a concise and easy to interpret visual representation of key findings.
This issue includes a research article that aims to understand the numeracy levels of adult foundational education learners and another exploring the experiences of migrants in the UK looking for work online. Our Report from the Field talks about a…
Using the Newspaper in Instruction is a series of videos that will show you how to use the newspaper to teach phonics and decoding skills, vocabulary, fluency, comprehension, discussion and oral language skills, writing, spelling and grammar, and critical thinking…
The author introduces the adaptation of the Triple E Framework in integrating technology into adult education. The framework aims to enhance student engagement, learning, and extension beyond the classroom.
The issue contains various sections discussing topics related to adult education, including articles on adult basic education, capacity building in adult and workforce education programming, strategies for handwriting instruction, and building a better adult basic skills development system.
The paper discusses the importance of digital financial literacy in the context of fintech and adult education. It emphasizes the need to enhance financial and digital literacy to enable better financial decision-making in today’s digital economy.
The paper discusses the name change from “Adult Literacy Study Group” to “Adult, Family, and Community Literacies Study Group” and explores the implications of terminology in the field of adult education, suggesting the need for a comprehensive typology to classify and clarify the diverse aspects of the field.
The webinar discusses how adult educators, learners, and programs use data from various assessments to monitor progress and improve instruction. Implications for data use are explored, followed by participant discussions and questions.
The article discusses the challenges of naming and defining adult education and literacy. The proposed name “adult foundational education” is intended to differentiate the field and encompass various educational services for adults.
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