USER GUIDE

PROJECT DEVELOPMENT

Preamble

The challenge for this project was to develop a process which would help programs to examine their practice, reflect upon it and try to see how things could be done differently in the hope that this reflection would lead to action and improved programs. It is recognized that policies and funding determine practice in that programs usually adjust to the funds available. In the evaluation process developed, this has been turned around: we have tried to give programs indicators of what is currently considered the ideal in good practice and let the programs target what they would like to improve for the next year. When priorities have been decided upon, the decisions could then become the basis for program proposals to funding sources and thus, practice could help determine funding provisions.

Rationale

In the last two decades, adult literacy has emerged as a field of practice in its own right. The origins of many currently existing adult literacy programs in Canada can be traced back to the 1970s. However, as various events, reports and efforts in public awareness increased in the 1980s, so did the program offerings. Volunteers have been an essential part of adult literacy services in order to provide the individual attention and encouragement which so many adult learners need.

If adult literacy programs are to succeed with the learners, then programs have to put learners' concerns foremost. These concerns should carry over into program planning and provision. The British have used the term "good practice" for several years now in attempts to define the operational parameters for the adult literacy field. The U.S. Department of Education's Division of Adult Education has developed a set of "Quality Standards for Adult Education Programs" which have been applied to Adult Basic Education (ABE) programs. In addition, there is a growing body of research and literature on what constitutes effective adult literacy programs.