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WORLD AIDS DAY
Translations available in: English (original) | French | Spanish | Italian | German | Portuguese | Swedish | Russian | Dutch | Arabic



WORLD AIDS DAY


People living with HIV AIDS are People like you that live a normal life like you do, please show them love, care for them, above all make them feel free.

The first and only complete HIV (Human Immunodeficiency Virus) regimen in one pill daily. ATRIPLA is a prescription medicine used alone as a complete regimen or with other medicines to treat HIV infection in adults.

*ATRIPLA is a combination of three HIV medicines: SUSTIVA® (efavirenz), EMTRIVA® (emtricitabine) and VIREAD® (tenofovir disoproxil fumarate).

INDICATION
ATRIPLA (efavirenz 600 mg/emtricitabine 200 mg/tenofovir disoproxil fumarate [DF] 300 mg) is a prescription medication used alone as a complete regimen or with other medicines to treat HIV-1 infection in adults.

ATRIPLA does not cure HIV-1 and has not been shown to prevent passing HIV-1 to others. See your healthcare provider regularly.

IMPORTANT SAFETY INFORMATION
Contact your healthcare provider right away if you experience any of the following side effects or conditions associated with ATRIPLA:
• Nausea, vomiting, unusual muscle pain, and/or weakness. These may be signs of a buildup of acid in the blood (lactic acidosis), which is a serious medical condition.
• Light colored stools, dark colored urine, and/or if your skin or the whites of your eyes turn yellow. These may be signs of serious liver problems.
• If you have HIV-1 and hepatitis B virus (HBV), your liver disease may suddenly get worse if you stop taking ATRIPLA. Do not stop taking ATRIPLA unless directed by your healthcare provider.
Do not take ATRIPLA if you are taking the following medicines because serious and life-threatening side effects may occur when taken together: Vascor® (bepridil), Propulsid® (cisapride), Versed® (midazolam), Orap® (pimozide), Halcion® (triazolam), or ergot medications (for example, Wigraine® and Cafergot®).

In addition, ATRIPLA should not be taken with: Combivir® (lamivudine/zidovudine), EMTRIVA® (emtricitabine), Epivir® or Epivir-HBV® (lamivudine), Epzicom® (abacavir sulfate/lamivudine), SUSTIVA® (efavirenz), Trizivir® (abacavir sulfate/lamivudine/zidovudine), TRUVADA® (emtricitabine/tenofovir DF), or VIREAD® (tenofovir DF), because they contain the same or similar active ingredients as ATRIPLA.

Vfend® (voriconazole) or REYATAZ® (atazanavir sulfate), with or without Norvir® (ritonavir), should not be taken with ATRIPLA since they may lose their effect and may also increase the chance of having side effects from ATRIPLA. Fortovase® or Invirase® (saquinavir) should not be used as the only protease inhibitor in combination with ATRIPLA.

Taking ATRIPLA with St. John's wort or products containing St. John's wort is not recommended as it may cause decreased levels of ATRIPLA, increased viral load, and possible resistance to ATRIPLA or cross-resistance to other anti-HIV drugs.

This list of medicines is not complete. Discuss with your healthcare provider all prescription and nonprescription medicines, vitamins, or herbal supplements you are taking or plan to take.

Contact your healthcare provider right away if you experience any of the following side effects or conditions:
• Severe depression, strange thoughts, or angry behavior have been reported by a small number of patients. Some patients have had thoughts of suicide and a few have actually committed suicide. These problems may occur more often in patients who have had mental illness.
• Dizziness, trouble sleeping or concentrating, drowsiness, unusual dreams, and/or hallucinations are common, and tend to go away after taking ATRIPLA (efavirenz 600 mg/emtricitabine 200 mg/tenofovir DF 300 mg) for a few weeks. Symptoms were severe in a few patients and some patients discontinued therapy. These symptoms may become more severe with the use of alcohol and/or mood-altering (street) drugs. If you are dizzy, have trouble concentrating, and/or are drowsy, avoid activities that may be dangerous, such as driving or operating machinery.
• Kidney or liver problems. If you have had kidney or liver problems, including hepatitis infection or take other medicines that may cause kidney or liver problems, your healthcare provider should do regular blood tests.
• Pregnancy: Women should not become pregnant while taking ATRIPLA and for 12 weeks after stopping ATRIPLA. Serious birth defects have been seen in children of women treated during pregnancy with one of the medicines in ATRIPLA. Therefore, women must use a reliable form of barrier contraception, such as a condom or diaphragm, even if they also use other methods of birth control.
• Breast-Feeding: Women with HIV-1 should not breast-feed because they can pass HIV-1 through their milk to the baby. Also, ATRIPLA may pass through breast milk and cause serious harm to the baby.
• Rash is a common side effect that usually goes away without treatment, but may be serious in a small number of patients.
• Seizures have occurred in patients taking a component of ATRIPLA, usually in those with a history of seizures. If you have ever had seizures, or take medicine for seizures, your healthcare provider may want to switch you to another medicine or monitor you.
• Bone changes. If you have had bone problems in the past, your healthcare provider may want to check your bones.
• If you have ever had mental illness or use illegal drugs or alcohol.
Changes in body fat have been seen in some people taking anti-HIV-1 medicines. The cause and long-term health effects are not known.

Other common side effects of ATRIPLA include tiredness, headache, upset stomach, vomiting, gas, and diarrhea. Skin discoloration (small spots or freckles) may also happen.

You should take ATRIPLA once daily on an empty stomach. Taking ATRIPLA at bedtime may make some side effects less bothersome.

Please click here for Full Prescribing Information on this website, including "What is the most important information I should know about ATRIPLA?" in the

December 2, 2008 | 10:23 AM Comments  0 comments
Tags:


THE IMPORTANCE OF ADULT EDUCATION IN NATIONAL DEVELOPMENT
About the book: "Things Fall Apart : A Novel"
Translations available in: English (original) | French | Spanish | Italian | German | Portuguese | Swedish | Russian | Dutch | Arabic

THE IMPORTANCE OF ADULT EDUCATION IN NATIONAL DEVELOPMENT

Abstract: The importance of eradicating adult illiteracy in developing countries as a part of promoting community participation in democracy and in accelerating the rate of national development is treated in the study of adult education in India. Attempts have been made to: link adult education to major developmental and productive activities through programs such as the Farmers Training and Functional Literacy Project to increase agricultural productivity; use mass media to communicate programs and agricultural information; develop library services; develop voluntary organizations to carry out pilot projects and encourage public concern; and initiate adult education in urban areas for industrial workers to promote trade union leadership and provide access to continual training and education. Youth involvement in adult education promotes participation in community development, and adult education in universities integrates both the formal and nonformal education approaches. The period of the Indian Fifth Plan (1974-1979), crucial to the development and reorientation of adult education, demands increased financial allocations, the integration of adult education in the educational system, the entry of nonformal education facilities at all levels of education, the emphasis of mass participation in programs, the development of urban programs, and new programs for the staffing and training of personnel. (JB)

Adult education can be traced back to biblical times. "Wisdom is the principal thing,
therefore get wisdom, and with all thy getting get understanding." (Proverbs)
Adult education addresses three distinct sets of needs and goals: the needs and goals, of
individuals, the needs and goals of the institution, and the needs and goals of society. Knowles
(1970) commented regarding people needs concerning social involvement. "Every society has
used adult education processes to continue the development of the kind of citizens visualized to
be required for the maintenance and progress of that society; and the perception of each kind of
adult required is different for each society.
Winston Churchill, one of the world 's
greatest leaders in the 20th century, stated it
best. "The future of the world is, left to
highly educated races who alone can handle
the scientific apparatus necessary for
prominence in peace or survival in war."
There is, little question adult education in this
country is only at the beginning of a period of
rapid growth. Adult education enrollment in
the public education system has indeed
continued to grow proportionately faster than
the general population.
OVERVIEW OF ADULT EDUCATION IN AGRICULTURE
Adult agriculture education started in the United States after the American Revolution
with the beginning of local and regional agricultural societies. In 1860, the United States
Agricultural Society reported that there were 941 agricultural organizations in existence at that
time.
The passage of the Smith-Hughes Act (1917) sanctioned public school system
involvement in the educational process for farmers. Specifically, the Smith-Hughes Act
endorsed public school educational programs for present and prospective farmers. Subsequent
vocational legislation has emphasized the importance of local adult vocational education
programs.
The adult education program in agriculture has reached a significant level of importance.
Local public school systems should accept responsibility for offering adult education programs
that meet the needs of the agriculture/agribusiness industry. Generation and application of
agricultural knowledge demand that agriculturists pursue education beyond high school. Local
adult agriculture programs can address that demand. Therefore, as provided, in federal
vocational legislation, special classes should be provided for adults.

101
MISSION
The mission of adult education in agriculture is two-fold, to provide the opportunity for
educating adults for entry into agricultural occupations and educating adults for the improvement
of job skills that empower them to be more productive and efficient in their current jobs or
entrepreneurial enterprises.

GOALS OF ADULT EDUCATION IN AGRICULTURE
The adult education in agriculture program provides individual and group organized
instruction to agriculturists and consumers in the local community to...
Become successfully established or to improve their current agricultural status.
Improve understanding and communication between the general public consumer and the
agricultural community regarding common concerns and issues.
Improve the managerial efficiency through sound decision making for those engaged in
production and non-production agriculture careers.
BENEFITS OF ADULT AGRICULTURE EDUCATIONAL PROGRAMS
Adult agriculture education programs are key in...
Promoting Your School
Identifying the school as the community education
center.
Maintaining closer communications between the
school and the local community.
Keeping the local agriculture education instructor
current with local agricultural practices.
Generating greater support for the in-school
agriculture program.
Creating a timely course of study for the in-school agriculture program using input from
the local agriculture community.
Improving utilization of school facilities and resources.
Enhancing Local Economies
$ Stimulating the local economy (research has indicated a return to the local economy of
$9.00 for each $1 .00 invested in adult agriculture programs.)
$ Developing communications between various agricultural agencies, and agricultural and
non-agricultural sectors of the community.
$ Improving local living conditions through service projects conducted by adults
additionally attracts both industry and people to the community.
102
$ Improving economic efficiency of operations (research has indicated a return of $3.00 to
the local farmer for each dollar invested in adult education) provides relatively less
expensive agricultural products.
Providing Students Opportunities to…..
Develop leadership ability.
Evaluate new ideas before adoption.
Stay up-to-date with latest developments.
Participate in farm family educational activities.
RESPONSIBILITIES OF LOCAL LEADERS, ADVISORS, & MEMBERS
The School Administration and School Board should assist in...
Developing program(s) with input from the agriculture education teacher(s), the
occupational advisory committee and its community.
Securing and allocating financial resources required facilities and equipment.
Providing an advisory council for establishing and continually advising the adult/young
farmer program.
Providing agriculture education teacher(s) with sufficient time to adequately serve the
adult/young farmer educational needs.
Promoting the adult/young farmer program.
Evaluating teachers and reviewing, at least annually, the progress and status of the
program with the teacher(s) and advisory committee.
Completing reports and records necessary for administering the program.
The Agriculture Education Teacher is responsible for...
Becoming familiar with the funding proposal for the adult/young farmer education
program.
Working cooperatively with the occupational advisory council in determining community
and individual needs and evaluating the program.
Organizing classes, providing instruction, or securing resource personnel for instruction.
Making follow-up visits to class members’ businesses or farms to assist them in applying
knowledge and skills through individualized instruction.
Maintaining records and submitting reports as needed.
Securing enrollments for the adult/young farmer education program, and assisting in
organizing, operating, and advising the local chapter.
Promoting and publicizing program activities, accomplishments, and individuals.
Local Members are responsible for...
Being involved in planning, conducting, and attending local activities.
Communicating the needs of the program with school board members and administrators.
Recruiting new members.
Affiliating with the state and national associations.



In contrast to the traditional view, an approach to curriculum and learning called "constructivism" emerged in the mid-1980s and has excited considerable interest among researchers and educators (newman et al., 1989). While not developed from within the field of adult education, the tenents of constructivism seem to have important adult education applications. A constructivist view of learning suggests the following principles to guide the design of effective learning environments:
1. Learners bring prior knowledge and experience with them to class. Instructors do not "write on a blank slate." Rather, they structure learning situations in which learners can interact with new knowledge that is at an appropriate level of complexity and interest for learners to appropriate for their own use (called the "zone of proximal development"--ZPD--by the influential cognitive psychologist Vygotsky). This is the genesis of the term "constructivism," for it is the learners, not the instructors who construct the new knowledge, fashioning it to meet their own needs and capacities and integrating it into their own unique cognitive structures (sometimes called "schemata") (Berryman, 1989; Lave, 1988; Lave & Wenger, 1991; Newman et al., 1989; OTA, 1983; Vygotsky, 1978, 1986).
2. Knowledge is acquired from experience with complex, meaningful problems rather than from practicing subskills and learning isolated bits of knowledge. Human beings want to make sense of things, to put the puzzle together. Decontextualized instruction that presents "pieces" in one unvarying sequence fails to mobilize this powerful property of human beings to integrate input from diverse sources (Berryman, 1989; Lave, 1988; Lave & Wenger, 1991; Newman et al., 1989; OTA, 1983).
3. Skills and knowledge are best acquired in context. Previously it was thought that in order to make skills and knowledge more generalizable, most learning should be general and separated form the context of everyday life. Now, however, many researchers argue that context is critical for understanding and thus for learning, for context gives meaning to learning. The task for educators becomes to create multiple meaningful contexts for learning, so that learners can have the experience of applying knowledge in a variety of contexts, and to form their own means of transferring skills form one context to another (Berryman, 1989; Lave, 1988; Lave & Wenger, 1991; Newman et al., 1989; OTA, 1993, Vygotsky, 1978, 1986).
4. People do not easily or predictable transfer learning - either from school to "real life," from real life to classrooms, or from one subject to another. Educational experiences should help students transfer skills, concepts, and knowledge they have learned to new situations. This is particularly important for adults, because: (a) they are said to possess a unique, reflective capacity to look at themselves from outside themselves, called "metacognition," and (b) they are said to place particular importance as learners on realistic, rapid application of new knowledge to practical contexts and problems in their real lives (Knowles, 1984); Lave, 1988; Newman, 1989; OTA, 1993).
January 2002 4 Stateline

and adult literacy are not separate issues. As aresult, family literacy programs are spreadingacross the country. These initiatives address the needs of families as a whole, not just of individuals

They are based on the premise that parents are their children’s first and most important teachers, and that a child’s scholastic success depends heavily on his or her parents’ especially the mother’s — skills and educational
achievement. In recent years, several states have passed legislation to create state-supported family literacy programs, in addition to the federally supported ones. In the Midwest, Illinois gives the most state money for family literacy. More than $3million a year is dedicated to three statesupported family literacy programs.A bill introduced in Michigan would give
school boards the authority to establish community assistance teams, which local
school officials could charge with creating parental involvement activities and promoting
family literacy. A proposal in Ohio would create a Parent-Child Home Program Fund,
through which grants would be awarded in order to establish home-based parenting and family literacy initiatives. The Ohio Board of Education would administer the
awarding of grants. Workforce literacy is another important component ofstate efforts — an area that will be a top priority for Watson in 2002. Illinois, like many other states,
already has several programs designed to help businesses train employees who lack certain skills. “We’re trying to continue to build awareness [of the programs] and build those communication bridges, so that businesses understand what resources are available from the state for the employees they have who have basic skill needs,”Watson says.“Employers are finding out they can’t just replace [employees with basic skills needs]. That readypool of employees isn’t necessarily out there. They have to invest some time and effort and resources
in providing some training for skills they weren’table to hire in.”
by Laura Clewett
In recent years, there has been much talk about the changes associated with the “new economy.”With the shift from an industrial, manufacturing-based economy to one based on services and technology, workers need a set of skills much different from what was required
in the past. Much of the recent rhetoric and debate regarding education
— both for
children and adults — has been couched within this framework. Along with most everything else in the new economy, the definition of literacy has become more complex. According to experts, literacy no longer means just being able to read, write and do math. The “basic skills” needed to survive and prosper in today’s increasingly complex, technological world now also include computer literacy, interpersonal skills, problem-solving abilities and the capacity to adapt to rapidly changing circumstances. Tom Ryder, an advocate for literacy programs during his 18-year tenure as a representative in the Illinois House of Representatives, argues that a literate citizenry is essential to meet the demands of today’s economy and that it continues to be a cornerstone of American democracy. “In order to have a well-functioning democracy, you need an educated population,” says Ryder, who recently left his legislative seat to take a job with the Illinois Community College Board. “Our founding fathers believed that education.
was a necessity for our country’s government to
exist. In addition to that, given the kinds of
requirements in our economy, folks who don’t
have those literacy skills are lost. They’re left
behind.”
Although there are many federally funded
literacy programs, and although services are
ultimately delivered at the local level, Ryder
believes state government involvement is crucial.
“I think the state is the major player,” he said.
“At least in Illinois, the state is the entity that is
providing both the governance and the structure
for literacy and adult education.”
In 1999, Republican Gov. George Ryan created
the Governor’s Office on Literacy and accompanying
Advisory Council on Literacy. As a result,
Ryan’s senior-level staff includes Sarah Watson,
the governor’s advisor on literacy. She helps
assess needs and coordinate programs relating to
all types of literacy, whether they deal with
children, families, adults or the workforce.
“Those of us who advocate for adult literacy are
still very much in an education process of
helping legislators and the general public
Changes in economy underscore importance of adult education
understand the impact of adult literacy on workforce issues, on the economy, on the growth of any given community, on bringing in new business,” says Watson, who adds that her position as a senior-level member of the governor’s staff is a unique one for state literacy advisors. In another notable change in Illinois, administration of adult education and literacy programs recently was transferred from the State Board of Education to the Community
College Board, a move that Watson believes will have a positive impact on state programs and services.” Our State Board of Education really is and should be focused on pre-K through 12 education. And while they administered adult education, they
were not advocating for it and they were not creating opportunities for growth,” says Watson, adding that members of the Community College Board are making “adult education and literacy an absolute priority, and they are providing the advocacy we’ve not had.” Recent action in Illinois reflects a growing emphasis on literacy nationwide, at both the state and federal levels. A variety of programs authorized under the new federal Elementary and
Secondary Education Act will support literacy efforts. According to Tony Peyton of the National Center for Family Literacy, the reauthorized federal legislation includes two programs important to President George Bush’s literacy agenda — Reading First and
Early Reading First. “These programs will direct nearly $1 billion a year toward preparing children to read by the end of the third grade,” Peyton says. The legislation also provides states with $1 billion in grants for the 21st Century Community Learning Centers Program.

August 14, 2008 | 8:51 AM Comments  0 comments
Tags:


THE IMPORTANCE OF ADULT EDUCATION IN NATIONAL DEVELOPMENT
About the book: "Things Fall Apart : A Novel"
Translations available in: English (original) | French | Spanish | Italian | German | Portuguese | Swedish | Russian | Dutch | Arabic


THE IMPORTANCE OF ADULT EDUCATION IN NATIONAL DEVELOPMENT

Abstract: The importance of eradicating adult illiteracy in developing countries as a part of promoting community participation in democracy and in accelerating the rate of national development is treated in the study of adult education in India. Attempts have been made to: link adult education to major developmental and productive activities through programs such as the Farmers Training and Functional Literacy Project to increase agricultural productivity; use mass media to communicate programs and agricultural information; develop library services; develop voluntary organizations to carry out pilot projects and encourage public concern; and initiate adult education in urban areas for industrial workers to promote trade union leadership and provide access to continual training and education. Youth involvement in adult education promotes participation in community development, and adult education in universities integrates both the formal and nonformal education approaches. The period of the Indian Fifth Plan (1974-1979), crucial to the development and reorientation of adult education, demands increased financial allocations, the integration of adult education in the educational system, the entry of nonformal education facilities at all levels of education, the emphasis of mass participation in programs, the development of urban programs, and new programs for the staffing and training of personnel. (JB)

Adult education can be traced back to biblical times. "Wisdom is the principal thing,
therefore get wisdom, and with all thy getting get understanding." (Proverbs)
Adult education addresses three distinct sets of needs and goals: the needs and goals, of
individuals, the needs and goals of the institution, and the needs and goals of society. Knowles
(1970) commented regarding people needs concerning social involvement. "Every society has
used adult education processes to continue the development of the kind of citizens visualized to
be required for the maintenance and progress of that society; and the perception of each kind of
adult required is different for each society.
Winston Churchill, one of the world 's
greatest leaders in the 20th century, stated it
best. "The future of the world is, left to
highly educated races who alone can handle
the scientific apparatus necessary for
prominence in peace or survival in war."
There is, little question adult education in this
country is only at the beginning of a period of
rapid growth. Adult education enrollment in
the public education system has indeed
continued to grow proportionately faster than
the general population.
OVERVIEW OF ADULT EDUCATION IN AGRICULTURE
Adult agriculture education started in the United States after the American Revolution
with the beginning of local and regional agricultural societies. In 1860, the United States
Agricultural Society reported that there were 941 agricultural organizations in existence at that
time.
The passage of the Smith-Hughes Act (1917) sanctioned public school system
involvement in the educational process for farmers. Specifically, the Smith-Hughes Act
endorsed public school educational programs for present and prospective farmers. Subsequent
vocational legislation has emphasized the importance of local adult vocational education
programs.
The adult education program in agriculture has reached a significant level of importance.
Local public school systems should accept responsibility for offering adult education programs
that meet the needs of the agriculture/agribusiness industry. Generation and application of
agricultural knowledge demand that agriculturists pursue education beyond high school. Local
adult agriculture programs can address that demand. Therefore, as provided, in federal
vocational legislation, special classes should be provided for adults.

101
MISSION
The mission of adult education in agriculture is two-fold, to provide the opportunity for
educating adults for entry into agricultural occupations and educating adults for the improvement
of job skills that empower them to be more productive and efficient in their current jobs or
entrepreneurial enterprises.

GOALS OF ADULT EDUCATION IN AGRICULTURE
The adult education in agriculture program provides individual and group organized
instruction to agriculturists and consumers in the local community to...
Become successfully established or to improve their current agricultural status.
Improve understanding and communication between the general public consumer and the
agricultural community regarding common concerns and issues.
Improve the managerial efficiency through sound decision making for those engaged in
production and non-production agriculture careers.
BENEFITS OF ADULT AGRICULTURE EDUCATIONAL PROGRAMS
Adult agriculture education programs are key in...
Promoting Your School
Identifying the school as the community education
center.
Maintaining closer communications between the
school and the local community.
Keeping the local agriculture education instructor
current with local agricultural practices.
Generating greater support for the in-school
agriculture program.
Creating a timely course of study for the in-school agriculture program using input from
the local agriculture community.
Improving utilization of school facilities and resources.
Enhancing Local Economies
$ Stimulating the local economy (research has indicated a return to the local economy of
$9.00 for each $1 .00 invested in adult agriculture programs.)
$ Developing communications between various agricultural agencies, and agricultural and
non-agricultural sectors of the community.
$ Improving local living conditions through service projects conducted by adults
additionally attracts both industry and people to the community.
102
$ Improving economic efficiency of operations (research has indicated a return of $3.00 to
the local farmer for each dollar invested in adult education) provides relatively less
expensive agricultural products.
Providing Students Opportunities to…..
Develop leadership ability.
Evaluate new ideas before adoption.
Stay up-to-date with latest developments.
Participate in farm family educational activities.
RESPONSIBILITIES OF LOCAL LEADERS, ADVISORS, & MEMBERS
The School Administration and School Board should assist in...
Developing program(s) with input from the agriculture education teacher(s), the
occupational advisory committee and its community.
Securing and allocating financial resources required facilities and equipment.
Providing an advisory council for establishing and continually advising the adult/young
farmer program.
Providing agriculture education teacher(s) with sufficient time to adequately serve the
adult/young farmer educational needs.
Promoting the adult/young farmer program.
Evaluating teachers and reviewing, at least annually, the progress and status of the
program with the teacher(s) and advisory committee.
Completing reports and records necessary for administering the program.
The Agriculture Education Teacher is responsible for...
Becoming familiar with the funding proposal for the adult/young farmer education
program.
Working cooperatively with the occupational advisory council in determining community
and individual needs and evaluating the program.
Organizing classes, providing instruction, or securing resource personnel for instruction.
Making follow-up visits to class members’ businesses or farms to assist them in applying
knowledge and skills through individualized instruction.
Maintaining records and submitting reports as needed.
Securing enrollments for the adult/young farmer education program, and assisting in
organizing, operating, and advising the local chapter.
Promoting and publicizing program activities, accomplishments, and individuals.
Local Members are responsible for...
Being involved in planning, conducting, and attending local activities.
Communicating the needs of the program with school board members and administrators.
Recruiting new members.
Affiliating with the state and national associations.



In contrast to the traditional view, an approach to curriculum and learning called "constructivism" emerged in the mid-1980s and has excited considerable interest among researchers and educators (newman et al., 1989). While not developed from within the field of adult education, the tenents of constructivism seem to have important adult education applications. A constructivist view of learning suggests the following principles to guide the design of effective learning environments:
1. Learners bring prior knowledge and experience with them to class. Instructors do not "write on a blank slate." Rather, they structure learning situations in which learners can interact with new knowledge that is at an appropriate level of complexity and interest for learners to appropriate for their own use (called the "zone of proximal development"--ZPD--by the influential cognitive psychologist Vygotsky). This is the genesis of the term "constructivism," for it is the learners, not the instructors who construct the new knowledge, fashioning it to meet their own needs and capacities and integrating it into their own unique cognitive structures (sometimes called "schemata") (Berryman, 1989; Lave, 1988; Lave & Wenger, 1991; Newman et al., 1989; OTA, 1983; Vygotsky, 1978, 1986).
2. Knowledge is acquired from experience with complex, meaningful problems rather than from practicing subskills and learning isolated bits of knowledge. Human beings want to make sense of things, to put the puzzle together. Decontextualized instruction that presents "pieces" in one unvarying sequence fails to mobilize this powerful property of human beings to integrate input from diverse sources (Berryman, 1989; Lave, 1988; Lave & Wenger, 1991; Newman et al., 1989; OTA, 1983).
3. Skills and knowledge are best acquired in context. Previously it was thought that in order to make skills and knowledge more generalizable, most learning should be general and separated form the context of everyday life. Now, however, many researchers argue that context is critical for understanding and thus for learning, for context gives meaning to learning. The task for educators becomes to create multiple meaningful contexts for learning, so that learners can have the experience of applying knowledge in a variety of contexts, and to form their own means of transferring skills form one context to another (Berryman, 1989; Lave, 1988; Lave & Wenger, 1991; Newman et al., 1989; OTA, 1993, Vygotsky, 1978, 1986).
4. People do not easily or predictable transfer learning - either from school to "real life," from real life to classrooms, or from one subject to another. Educational experiences should help students transfer skills, concepts, and knowledge they have learned to new situations. This is particularly important for adults, because: (a) they are said to possess a unique, reflective capacity to look at themselves from outside themselves, called "metacognition," and (b) they are said to place particular importance as learners on realistic, rapid application of new knowledge to practical contexts and problems in their real lives (Knowles, 1984); Lave, 1988; Newman, 1989; OTA, 1993).
January 2002 4 Stateline

and adult literacy are not separate issues. As aresult, family literacy programs are spreadingacross the country. These initiatives address the needs of families as a whole, not just of individuals

They are based on the premise that parents are their children’s first and most important teachers, and that a child’s scholastic success depends heavily on his or her parents’ especially the mother’s — skills and educational
achievement. In recent years, several states have passed legislation to create state-supported family literacy programs, in addition to the federally supported ones. In the Midwest, Illinois gives the most state money for family literacy. More than $3million a year is dedicated to three statesupported family literacy programs.A bill introduced in Michigan would give
school boards the authority to establish community assistance teams, which local
school officials could charge with creating parental involvement activities and promoting
family literacy. A proposal in Ohio would create a Parent-Child Home Program Fund,
through which grants would be awarded in order to establish home-based parenting and family literacy initiatives. The Ohio Board of Education would administer the
awarding of grants. Workforce literacy is another important component ofstate efforts — an area that will be a top priority for Watson in 2002. Illinois, like many other states,
already has several programs designed to help businesses train employees who lack certain skills. “We’re trying to continue to build awareness [of the programs] and build those communication bridges, so that businesses understand what resources are available from the state for the employees they have who have basic skill needs,”Watson says.“Employers are finding out they can’t just replace [employees with basic skills needs]. That readypool of employees isn’t necessarily out there. They have to invest some time and effort and resources
in providing some training for skills they weren’table to hire in.”
by Laura Clewett
In recent years, there has been much talk about the changes associated with the “new economy.”With the shift from an industrial, manufacturing-based economy to one based on services and technology, workers need a set of skills much different from what was required
in the past. Much of the recent rhetoric and debate regarding education
— both for
children and adults — has been couched within this framework. Along with most everything else in the new economy, the definition of literacy has become more complex. According to experts, literacy no longer means just being able to read, write and do math. The “basic skills” needed to survive and prosper in today’s increasingly complex, technological world now also include computer literacy, interpersonal skills, problem-solving abilities and the capacity to adapt to rapidly changing circumstances. Tom Ryder, an advocate for literacy programs during his 18-year tenure as a representative in the Illinois House of Representatives, argues that a literate citizenry is essential to meet the demands of today’s economy and that it continues to be a cornerstone of American democracy. “In order to have a well-functioning democracy, you need an educated population,” says Ryder, who recently left his legislative seat to take a job with the Illinois Community College Board. “Our founding fathers believed that education.
was a necessity for our country’s government to
exist. In addition to that, given the kinds of
requirements in our economy, folks who don’t
have those literacy skills are lost. They’re left
behind.”
Although there are many federally funded
literacy programs, and although services are
ultimately delivered at the local level, Ryder
believes state government involvement is crucial.
“I think the state is the major player,” he said.
“At least in Illinois, the state is the entity that is
providing both the governance and the structure
for literacy and adult education.”
In 1999, Republican Gov. George Ryan created
the Governor’s Office on Literacy and accompanying
Advisory Council on Literacy. As a result,
Ryan’s senior-level staff includes Sarah Watson,
the governor’s advisor on literacy. She helps
assess needs and coordinate programs relating to
all types of literacy, whether they deal with
children, families, adults or the workforce.
“Those of us who advocate for adult literacy are
still very much in an education process of
helping legislators and the general public
Changes in economy underscore importance of adult education
understand the impact of adult literacy on workforce issues, on the economy, on the growth of any given community, on bringing in new business,” says Watson, who adds that her position as a senior-level member of the governor’s staff is a unique one for state literacy advisors. In another notable change in Illinois, administration of adult education and literacy programs recently was transferred from the State Board of Education to the Community
College Board, a move that Watson believes will have a positive impact on state programs and services.” Our State Board of Education really is and should be focused on pre-K through 12 education. And while they administered adult education, they
were not advocating for it and they were not creating opportunities for growth,” says Watson, adding that members of the Community College Board are making “adult education and literacy an absolute priority, and they are providing the advocacy we’ve not had.” Recent action in Illinois reflects a growing emphasis on literacy nationwide, at both the state and federal levels. A variety of programs authorized under the new federal Elementary and
Secondary Education Act will support literacy efforts. According to Tony Peyton of the National Center for Family Literacy, the reauthorized federal legislation includes two programs important to President George Bush’s literacy agenda — Reading First and
Early Reading First. “These programs will direct nearly $1 billion a year toward preparing children to read by the end of the third grade,” Peyton says. The legislation also provides states with $1 billion in grants for the 21st Century Community Learning Centers Program.