TABLE OF CONTENTS
REPORT SUMMARY
Major Impacts
Essence Of The Impacts
A Conceptual Model and Hypothesis
Implications For Planning and Delivering ABE/Literacy Resources
INTRODUCTION
CHAPTER I LIVES BEFORE AND DURING ABE
Past Experiences
Why Participants Started ABE
The Experience Of Participating In ABE
CHAPTER II IMPACTS OF THE ABE EXPERIENCE
Those Who Were Well. Served By The ABE Experience
Learning About The World (Educational Impacts)
Discovering Themselves (Psychological and Social Impacts)
Acting in the World (Community and Economic Impacts)
Those Who Were Not Well Served By The ABE Experience
The Impacts As Expected By ABE Instructors
Educational and Functional Gains
Psychological and Social Changes
Community and Economic Participation
CHAPTER III DISCUSSION AND IMPLICATIONS OF THE FINDINGS
Summary And Comparative Review Of The Impacts
Educational Impacts
Psychological and Social Impacts
Community and Economic Impacts
A Comparison With Instructors' Expected Impacts
The Essence Of The ABE Impacts Set In A Learning to Learn Model
Learning to Learn: The Essence Of The ABE Impacts
Developing the Learning to Learn Model
A Context for Learning to Learn
Implications for Planning and Delivering ABE/Literacy Resources
Rethinking The Drop-out Label
Systemic Support For Life-long Learning
Connecting With Others
Contributing To The World
The Role Of Adult Basic Education In The Economy and Society
APPENDICES
APPENDIX A
Terms Of Reference
APPENDIX B
Research Methodology
APPENDIX C
Introduction of Interviewees
APPENDIX D
Definitions of Literacy
APPENDIX E
Release Form
APPENDIX F
Phyllis's Story
BIBLIOGRAPHY
ADULT BASIC EDUCATION ASSOCIATION OF BRITISH COLUMBIA / ABOUT THE AUTHORS
TABLES AND FIGURES
TABLE A
Process Themes Core Variable: Living Intentionally
TABLE B
ABE Experiences in Relation to the Living Intentionally Process
FIGURE I
The Interactive Nature of the Elements in the Learning to Learn Model of ABE Impacts
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