A recent report on literacy activities in Canada (1) supports this view. Fewer than 50% of the instructors interviewed knew of training opportunities in Canada outside their own organization; while slightly more than 50% had received training from within the own organization. Those training opportunities mentioned were: at the Ontario Institute for Studies in Education which offers a certificate program as well as graduate degrees; training as a life skills coach; and training as a teacher at the elementary or secondary level. Teachers who work for boards of education or community colleges receive a certain number of days each year for professional development. In some cases these days are used for in-service training activities most often conducted by other staff members. In other cases individual teachers can attend a workshop or conference of their choice. Many chose to attend reading conferences or TESL workshops. Most training events are from 2 to 4 days and offer little opportunities for future continuity or follow-up.

The instructors interviewed in this study expressed a need for training primarily in interpersonal skills, in curriculum development and in supervised field experiences. The report suggests that interpersonal skills are required so that instructors can help not only their students but also their own peers. One instructor commented that: "The teachers know the material but cannot communicate with the students". Other instructors felt they needed help to identify and cope with learning disabilities and perceptual problems among adults.

The report on the recent literacy campaign in Britain suggests that the major problems encountered in training tutors were: that courses were too short; that in-service training was almost impossible; that the relationship between specific literacy training and general training for teaching adults was unclear; and that there were divided views on whether qualified school teachers (of children) needed retraining for working with adults (2).

The report from Britain goes on to state that other problems were:

  • adult learning and teaching principles had little reality for tutors until each had some experience in working with an adult learner. This suggests that while some preparatory training is useful, in-service training and supervision is more important.

  • preparatory training tends to have a general applicability which leaves the tutors unprepared for the specific problems of individual learners. Preparatory training which focuses on curriculum development, resource selection, and general planning and problem solving principles was seen as most useful.

Basic problems

1.

Teachers in adult basic education programs are, in many cases, untrained to work with

undereducated adults at this educational level. They are unfamiliar with adult basic education techniques and principles and with the learning resources which would be most useful in their classes. Furthermore, most teachers of adults (at all levels) are untrained to work effectively with women.
 
2.

There are very few training opportunities in Canada which focus on the practical application

of adult basic education processes, which are accessible and affordable, or which provide both preparatory training and ongoing in-service training and supervision.
 
3.

Training which is available tends to be highly specialized and, therefore, only useful to an

experienced teacher of adults.
 
4.

Training opportunities are required in interpersonal and group management skills, in

curriculum and resource development, and in the principles of working with an adult learner.

(1). A. M. Thomas, Adult basic education and literacy activities in Canada, 1975 - 76 Toronto: World Literacy of Canada, 1976

(2). H. A. Jones and A. H. Charley, Adult Literacy: A study of its impact Leicester: National Institute of Adult Education, 1978, p. 37


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