Some of the major findings of the project are:
- A recruitment thrust with a single message is unlikely to
reach the bulk of nonparticipants any more than a single program delivery
approach or any one instructional strategy can be applied to all adult
participants.
- People in this target population have often experienced
chaotic lives. It is only when everything falls in place and the necessary
supports are available that there is a reasonable chance of adults succeeding
in their goals. If supports are not in place, the less motivated and
curiosity-seekers soon drop out.
- The main means of hearing about ABE literacy programs is
word-of-mouth. Door-to-door advertising and brochures for children to take home
from school have worked with school district programs.
- Wide-scale recruitment is useless unless it is accompanied by
the provision of a wide range of programs offering flexible schedules in
accessible locations.
- Many adults require bridging opportunities such as one-to-one
tutoring or work in a learning centre with individual help before enrolling in
regular college ABE classes. These programs show adults that they can learn and
can build up their self-esteem and confidence. In college settings, programs
with a strong life skills component combined with the academic skills are often
necessary before a person can go on to academic literacy classes or vocational
training.
- Adult learners stressed the importance of peer counselling
and tutoring and requested more help with the transitions from one program to
another. Such strategies are important in both recruitment and retention of
learners. Some short training programs may be required and need to be developed
for such peer helpers.
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