Continued from previous page....
- There needs to be more sensitivity training and
awareness of the issues faced by low-literate adults among front-line
institutional and government workers.
- There has to be better provision of diagnostic services and
counselling for learning disabled adults. This is an important subgroup in the
target population. Specialized tutor-training will be necessary if tutorial
programs are to help these people. Learning disabled adults also require the
use of alternative instructional techniques and aids to help them learn in the
way best suited to their learning styles.
- Many low-literate adults are realistic. They know that it
will be a long haul to obtain any kind of credential. They also know that the
job opportunities are very limited in many of their communities. They need jobs
or trades training which do not demand inflated credentials. It takes an
extremely heroic, determined person to continue in ABE, given the current
circumstances.
- With the abolition of tuition costs for ABE in school
district programs, there may be surges of enrolment at the beginning of courses
with subsequent decline in numbers as the "curiosity-seekers" do not return.
Such activity can place added burdens on ABE personnel. A small registration
fee, as a demonstration of commitment was suggested by some learners and
practitioners.
- Many learners use community-based programs and school
district programs as bridges into college programs. As the former increase and
if a provincial recruitment thrust develops, there will likely be increased
pressure on college waitlists.
- Learners enjoy coming to ABE literacy programs. The
experience is often very different from what they had imagined. They enjoy
learning at their own pace, but some need extra help and others need more
stimulation in the self-paced classroom. Group and social interaction should
not be ignored. Learning assistants, aides, or tutors may be needed to help the
instructor. Some learners need longer than others to reach their goals.
Timetabling should be flexible to allow learners to take the time required in
order to succeed. Learners need to see that progress is being made.
- Follow-up of persons who withdraw from classes should be
conducted by someone on behalf of the program. The reasons for withdrawal are
then documented and the learner knows someone cares and is more motivated to
return when circumstances change.
- There needs to be more research on a range of issues related
to the adult low-literate population in British Columbia. There also needs to
be more discussion on the use of terms such as "success" and "attrition" in ABE
literacy programs. The fact that a "dropout" participated at all, could be seen
as a success and may hold hope for the future. Such messages need to be heeded
by administrators and decision makers.
|