| Curriculum is an ongoing process | | | Change is a consequence of learning. Our curriculum is open enough to accommodate the unforeseen needs and the new visions that surface as adult learning progresses. In this sense learning is a trigger for more learning — truly lifelong. | ||
| Reflection and critical thinking are key |
Adult learning materials and methods allow time and space for reflection — to assess the gains, identify the difficulties, and prepare for the next step. Thinking skills are central to every aspect of adult life, from deciding how to approach a supervisor about a suggestion for change to helping one's child deal with a bully at school. By being involved in directing their own learning, people have an opportunity to develop critical thinking skills. Program participants consider issues of concern first in terms of their own experience, then through gathering information, analysis, and discovery. They learn in this way to pose questions, identify problems, analyse information, decide what to do, and finally act on their decisions. |
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| Case studies show workplace variety | The case studies that follow introduce some of the differences in workplace basic skills education. They illustrate how different the role. of the basic skills educator is from one setting (sectoral training programs in the auto and construction industries) to another (a workplace learning centre). They also highlight unusual partnerships — competing companies join forces; peer trainers give equal weight to union and corporate views on industrial issues. Two rural programs show how small, scattered populations can be serviced. |
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