The original intent of this document was to be inclusive, and to cover all these models. The reality, however, is that it is very complex to do so. Perhaps the time has not yet come to be able to describe them in this way. Thus the document focuses on the first type of program: Adult Literacy and Basic Education Programs. We are confident, however, that because all models involve adult literacy, some of the best practices could easily apply to other types of literacy programs. In the Resource Manual of Practical Ideas and in the Examples of Best Practices in Action, you will see ideas from some of these other programs.

The document builds on work that the Department of ECE and literacy providers began in 1999 to define standards for ALBE programs and also on the Directive: Adult Literacy & Basic Education, published in 2000.

The directive identifies five principles for Adult Literacy and Basic Education in the NWT. These same principles are used for this document:

Learner-centred—programs where the needs, interests, abilities and goals of the learners are a priority.
Accessible—programs and services that are broadly available. They support lifelong learning and recognize that learners enter and re-enter learning environments based on individual needs and goals.
Coordinated and Integrated—programs where responsibility, decisionmaking, and resources, for example, are shared among a variety of agencies and organizations to meet the needs of adult learners.
Community-Based—programs that are responsive to the unique needs and conditions of each community, and that support individual and community development.
Respect for Cultural Diversity—programs that promote cultural diversity and recognize the importance of cultural literacy to the survival, development and empowerment of individuals and language communities.
(Dept. of ECE, 2002)