Adult Basic Education

This paper was first drafted in 2001. It was set aside when I took on new responsibilities at the University of Cambridge. However, with renewed ministerial interest in prison education—and with policy-makers’ idealism yet to be tempered by experience—I have decided to put it into the public domain, if only as an historical document. With advances in our state of knowledge over the past fifteen years, much needs to be re-written, not least in the light of the review by Rice & Brooks (2004) and its long-awaited sequel by Elliott & Grigorenko (2014). However, it might be that some points remain valid. It is for readers to decide.

The number of the students who are studying at the universities has markedly increases while million students have been taking online courses.The interaction of the data has rapidly improved due to the Internet ecosystems:therefore,big data mining and management play important and crucial role in the sustainable growth, success, and quality assurance of the universities.By measuring the students’ achievement, knowing the credits and courses taken by the students, assessing the professors’ success and qualifications,and analyzing the attendance lists, the ability to empower and improve the quality of the higher education has significantly become possible and strategic.By knowing the expenses,by studying the investments on research, education, and administration, the strategic planning and the effective and efficient allocation of the financial power can be much better than ever before.The confluence of higher education institutions, mainly those in the best ranking lists, and big data management represents an extraordinary change and transformation in the innovative ecosystem in which students, academics, admins, and entire university network would benefit because of the systematic and strategic revolution.The impacts of big data mining and management on higher education institutions’ sustainable funding, financing, planning, success, research and development,and innovation were critically studied. By studying the perceptions and the experiences of the managers (23), the experienced academics (32) who were responsible about the data mining and management at two state and two private universities, why the higher education institution need critically, crucially, and strategically the big data mining and management is answered.The phenomenological analysis was preferred in this study, in which twenty-eight research questions were answered through the semi-structured interactive interviews.The collected data of this study, which were analyzed in data analysis software-program NVivo 10, showed clearly that a few number of the participants (28%), who were active in planning, funding, investing, and performing according to the big data mining results, had significantly much better results in using their financial investments. However,those (78%), who could not be so successful in using big data mining and management, lose their vision and long-term strategy in making good investments.As the participants (45%) had declared that the best big data management reports had opened new dimension for the administration in developing better classes in which better professors were chosen at the right time and at the right places where the students’ achievements and happiness had markedly improved. In conclusion, the effective and efficient structure had been analyzed in order to improve the efficiency of the students, as well as the faculty and the administrations.According to the participants (76%), since the big data mining and management had clearly and crucially showed the drawbacks and benefits, the higher education administration had significantly found more opportunities to make right investments and improvements. In this way, they could invest in the right research and development projects, which accelerate both their sustainable growth, success, and reputation.However, those, who could not control and give feedbacks by means of big data mining and management, did not have good results and consequences as the other higher institutions had done.

The K to 12 Basic Education program uses standards and a competency-based grading system. These are found in the curriculum guides. All grades will be based on the weighted raw score of the learners’ summative assessments. Senior High School Students have been graded on three categories the written work, performance tasks, and quarterly assessments. Technology plays a substantial role in helping teachers in the progress, communication, application, and grading of assessment tasks. The correlational aspect aims to establish the degree to which the variables of on the level of compliance of the developed application affects and influences the level of acceptance of the system as perceived by the respondents. From the level of acceptance of the system when it comes to its performance efficiency is directly affected by the level of compliance of the system in its compatibility and reliability. This means that changes on the identified variables may directly affect the variables on the l...

En el presente artículo se presentan los resultados, de manera resumida, y las recomendaciones obtenidas de la investigación realizada como trabajo especial de grado para optar al título de especialista en Gerencia Educacional, en la Universidad Pedagógica Experimental Libertador, núcleo Mérida (Venezuela).
Aborda la conjunción entre el sistema Educación y el sistema Gerencia, abordando su interacción como propuesta de trabajo en el Centro de Educación Básica de Adultos “Los Curos”, tanto para los docentes como para los directivos. El eje central de la aplicación se enfocó en estrategias orientadas al mejoramiento del liderazgo.

For almost seventy years, the only option available to adult students seeking a high school equivalency was the General Equivalency Development exam, the GED. Students who leave high school without a diploma or equivalent face an uphill battle in obtaining employment, entering the armed forces or entering college programs. The state of Iowa is interested in identifying options to earning this credential, outside of three tests currently available.
This literature review and state high school equivalency information covers every state, and is a tool to inform policy decisions considered by the state of Iowa. 
Federal funding for adult education is trending downward, and states must make difficult budget decisions.  At the same time, the need for increasing options for completion of high school equivalency is at an all-time high.  President Obama’s College Completion Agenda and workforce skills shortages are driving the push for more completers. For students enrolling in adult basic education, the decision to enter diploma programs is fraught with multiple obstacles.

This study aims to articulate the students' perception about cyber bullying, particularly on social media. Even though ICT technology provides a large number of benefits, particularly those who are young, as Campbell (2005) has pointed out that it has also a "dark side" (p. 68). Particularly after the intensive and extensive use of the social media, the impact of the cyberbullying has dramatically increased, but it is rarely discussed and prevented. Hence, in this study, the forty-five participants were selected from two different universities and by using phenomenological analysis (Moustakas, 1994), eight research questions were answered in the semi-structured interviews, which were approximately 45 minutes in length. By gathering theoriginal data were gathered from 'naive' descriptions the experiences related to cyber bullying were taken into account based on reflection and interpretation of the participant's different stories. The collected data were analyzed in Atlas.ti 6 in order to make depth study. Additionally, there were limitations in terms of selecting the participants since a few students wanted to share their personal experiences. As a result, the data showed that the students had inevitably affected by the cyber bullying in the social media in many ways. Among ali these students, the female students had been influenced to a greater degree comparing to male students. Most (96%) of the participants agreed that social relations had changed a lot and they had to have connections with their friends through the social media. The students— particularly females—viewed cyber bullying as a problem, but no one rarely discussed at the university. More importantly a large number (89%) felt loneliness and they did not know how to behave properly. Most (91%) students did not see any helpful resources when dealing with cyber bullying. Students (82%) were currently experiencing the majority of cyber bullying instances outside of the school day, but they had direct relationship with the events at the university. Students (84%) were not able to suggest some basic strategies in order to deal with cyber bullying. They (79%) agreed that they did not know how to respond to cyberbullying. Additionally, a large number of the (94%) participants agreed that the effects would be different on the elite environments comparing to the socially disadvantaged environments. They (96%) pointed out that the future of social media had been changing in terms of education and learning so that they did not have any chance to ignore the social media. Most (85%) of the participants clarified that the university social environment, centres and counselling offices would develop a better network and understanding in order to decrease cyber bullying. Most (88%) participants articulated that cyber bullying on the socail media would develop particuiar problems and would change the culture of social life. Most (81%) claim that social media are important not only for their social life but also for their Professional life so that they did not want to see their private photographs on the walls of their friends. These (61%) participants strongly pointed out that
privacy was remarkably important for the individuals but it was not controlled. Furthermore, most (92%) participants mentioned that the autonomy in the social media would make the individulas aggressive due to the fact that there was not any law and regulations to.

This article argues that we have lost the plot in South African reading education. To find it, we need to move beyond the predominant mode of reading as oral performance, where the emphasis is on accuracy and pronunciation, to reading as comprehension of meaning in text.
While reading research in South Africa has been conducted mainly in school contexts, this case study is of a school and Adult Basic Education and Training Centre in a rural KwaZulu-Natal
community near Pietermaritzburg. It found that an oratorical approach to reading dominated in both settings. It suggests that developing the way in which teachers understand the teaching of reading and transforming the teaching practices of those who teach as they were taught in
the education system of the apartheid era are key to improving the teaching of reading.

The paper presents the findings from current research on the impact that the Curriculum and Assessment Policy Statement (CAPS) curriculum subjects have on two South African Schools in Gauteng province in South Africa. The aim is to present the impact of the CAPs subjects in the school. The study did a critical evaluation of each subject to elaborate on the importance and challenges in implementing the subjects and using a qualitative research method to collect data on a group of teachers and students on their opinion on the impact of CAPs subjects. The findings suggest that even though the curriculum is effective, it needs to be improved to close the gap between public and private schools. Private schools are currently benefiting the most from the subjects and how the curriculum is structured.

For several decades now, the problem of empowering the Nigerian youths for self-reliance to checkmate unemployment has been a great concern to the nation. The poverty level and the inability of most parents to sponsor their wards in school have greatly contributed to youths drop out of school. Many of such youths are used as ad-hoc workers. In order to supplement and assist their parents’ efforts, some joined peers who were thugs, hawkers and sometimes criminals who pick pockets, and commit other crimes. Youths have also become tools in the hands of politicians for purposes of political campaigns and perpetration of heinous vices.

This study aims to contribute to the growing body of knowledge on the circumstances under which adult education, in particular adult basic education, can support and occasionally initiate participatory development, social action and the realisation of citizenship rights. It traces developments in adult basic education in South Africa, and more specifically literacy and language learning, over the years 1981 to 2001, with reference to specific multilingual contexts in the Northern and Western Cape.

The thesis is based on four individual studies, documenting an arc from grassroots work to national policy development and back. Study I, written in the early 1990s, critically examines approaches to teaching English to adults in South Africa at the time and proposes a participatory curriculum model for the additional language component of a future adult education policy. Study II is an account of attempts to implement this model and explores the implications of going to scale with such an approach.  Studies III and IV draw on a qualitative study of an educator development programme after the transition to democracy. Study III uses Bourdieu's theory of practice and the concept of reflexivity to illuminate some of  the connections between local discursive practices, self-formation, and broader relations of power. Study IV uses Iedema's (1999) concept of resemiotisation to trace the ways in which individuals re-shaped available representational resources to mobilise collective agency in community-based workshops.

The summary provides a framework for these studies by locating and critiquing each within shifts in the political economy of South Africa. It reflects on a history of research and practice, raising questions to do with voice, justice, power, agency, and desire. Overall, this thesis argues for a reconceptualisation of ABET that is more strongly aligned with development goals and promotes engagement with new forms of state/society/economy relations.

A visit to the St. Sophia of Istanbul is like a visit to the nearly 2000 year old history of the city itself. The church is one the finest & most famous examples of Byzantine architecture in the world. It is located in the heart of old Istanbul, next to the also famous Blue Mosque, in the Sultan Ahmet Square of Istanbul. The above photograph above shows the actual view of the Hagia Sophia Church Museum (Aya Sofya Muzesi) as it appears in Istanbul today. Four minarets have been added to Hagia Sophia, after the Ottomans captured Constantinople at 1453 and converted the building from a church into the mosque. Today, Saint Sophia is neither a Church nor a Mosque, but a museum that is open to the public. The Hagia Sophia was built as a Constantinian Church by the emperor Justinian I, between A.D. 532 and 537 and at the time, it was estimated to be the largest covered space in the world. Its architects were Isidore of Miletus and Anthemius of Tralles. It was built in only five years. On May 558, the dome of the church collapsed due to a December 557 earthquake, and though a new dome was quickly rebuilt afterwards.Hagia Sophia is a Greek phrase that means 'Holy Wisdom'. This ancient basilica was also called Saint Sophia. The Turks call it 'Aya Sofya Muzesi' (Hagia Sophia Museum) or in short, Ayasofya. After its construction ended, Hagia Sophia served as a Church for the following nine centuries, until  Constantinople was invaded and taken over by the Ottomans on the 29th of May, 1453. After this date, the Hagia Sophia was converted into a mosque.
Then in 1935, during the first years of the Republic of Turkey, the Mosque was secularized and made into a museum under the direction of Mustafa Kemal Ataturk, founder of the Turkish Republic.    It became a national museum, as it remains today.

After many previous failed attempts to reach illiterate adults, the award winning South African Kha Ri Gude mass literacy campaign, launched in 2008, undertook to ensure that learners seized the opportunity to learn – for many adults, this was a ‘‘last chance’’. Written from an insider perspective by the campaign’s founding Chief Executive Officer, this article outlines the features which contributed to its success despite the many challenges it initially faced. The author outlines the social and legislative backdrop, notably the South African National Qualifications Framework (NQF) providing the scaffold for the continuum of adult
learning and the assessment of learning outcomes, and examines the various components which influenced the design of the campaign. She focuses, in particular, on the learning outcomes measurement model tailored to the campaign’s specific context, namely a structured and standardised learner assessment portfolio (LAP). Designed as a tool to be administered universally for both formative and diagnostic purposes, the portfolio enables continuous assessment, forming an integral part of
the process of learning and teaching. After many initial challenges encountered in introducing this mode of learner assessment, it was eventually institutionalised and found to be a non-threatening way of assessing learning outcomes while also functioning as a tool for monitoring and ensuring accountability in the campaign.
This article gives an account of the development considerations and explains the role of the assessment process within the broader context of the campaign. It also refers to ways in which the mass-based assessments were administered under difficult campaign conditions with a view to assessing for learning.

For almost seventy years, the only option available to adult students seeking a high school equivalency was the General Equivalency Development exam, the GED. Students who leave high school without a diploma or equivalent face an uphill battle in obtaining employment, entering the armed forces or entering college programs. The state of Iowa is interested in identifying options to earning this credential, outside of three tests currently available.
This literature review and state high school equivalency information covers every state, and is a tool to inform policy decisions considered by the state of Iowa. 
Federal funding for adult education is trending downward, and states must make difficult budget decisions.  At the same time, the need for increasing options for completion of high school equivalency is at an all-time high.  President Obama’s College Completion Agenda and workforce skills shortages are driving the push for more completers. For students enrolling in adult basic education, the decision to enter diploma programs is fraught with multiple obstacles.

Bu araştırma, sürdürebilir okul kültürü ve ekosistemi için, okul yöneticilerinin ve öğretmenlerinin farkındalık ve üst bilişlerini artırmak üzere yapılmış Empati Projesi ile ilgili görüşleri almak için gerçekleştirilmiştir. Araştırma 2015 yılında İstanbul’da yer alan üç lisenin 6 yöneticisi ve 38 öğretmeninin gönüllü katılımı ile gerçekleştirilmiştir. Katılımcılar üç hafta boyunca 24 saatlik farkındalık ve üst biliş odaklı empati eğitimi aldıktan sonra Empati Projesinin kendilerine fayda sağlaması amacıyla 5 soruya cevap vermişlerdir. Nitel araştırma prensipleri çerçevesinde katılımcılardan veriler, açık uçlu anketler toplanmıştır. Daha sonra veriler NVivo kullanılarak ayrıştırılmış ve en fazla kullanılan temalar ve ikincil alt temalar çıkartılmıştır. Araştırmaya katılan okul yöneticileri ve öğretmenlerin görüşlerine göre  farkındalık ve üst biliş odaklı empati eğitiminin verimli ve etkili olabilmesi için öğrenci ve öğretmen işbirliğinin artırılmasının önemi ortaya konmuştur. Bu paralelde bu konu ile ilgili uygulamaların artırılmasının sağlanmasıdır. Farkındalık arttıkça okul içinde yer alan kişilerin olumlu anlamda değiştiğini göstermektedir. Kazanımlar ile ilgili olarak katılımcıların kişisel gelişimleri, deneyim ve beceri edinme imkanlarının arttığı tespit edilmiştir. Ayrıca yaşamlarının tamamını kapsayacak şekilde çatışma çözme becerileri, problem çözme becerileri, iletişim ve en önemlisi de farkındalık ve üst biliş odaklı empati becerilerini geliştirmeleridir. Asıl önemli olan bir diğer konu ise önyargılarla baş etme becerilerini artırırlarken yaratıcı düşünme becerilerini de geliştirmeleridir. Bu sayede  başarı ve mutluluk getiren  alışkanlıklar sağlamaktadır. Bu tür bir durumda sürdürebilir gelişim gösteren bir okul kültürü ve ekosisteminin oluşturulabileceğini mümkün kılmaktadır.

The article problematises the role Adult Basic and Secondary Education (ABSE) plays in response to global challenges, under the influence of global policy. Drawing on a three-year study that assumed a social realism perspective and employed situational analysis, it discusses three dimensions of policy making in adult education: the scales of political mobilisation, the environments for policy-making, and the meanings conveyed. In doing so, it argues that although the perceptions and reception of as well as influence on international policy vary across countries, ABSE has turned today into a school-recovery opportunity for the younger generations who failed in school and people whose educational achievements in a given country are not recognised when migrating to a new one. This calls into question both the way policy in ABSE sees the social problem at stake and how policy solutions in this area of public intervention impinge on broader issues of (in)equality in education. Keywords: adult education policy, adult basic education, adult secondary education, comparative study PROBLEMATIZIRANJE OSNOVNOŠOLSKEGA IN SREDNJEŠOLSKEGA IZOBRAŽEVANJA ODRASLIH V GLOBALIZIRANEM SVETU: Od druge možnosti do vnovičnega šolanja – POVZETEK Članek problematizira vlogo, ki jo ima osnovnošolsko in srednješolsko izobraževanje odraslih (OSIO) kot odgovor na globalne izzive pod vplivom globalne politike. Na podlagi triletne študije, ki je prevzela perspektivo socialnega realizma in uporabila situacijsko analizo, obravnava tri dimenzije oblikovanja politike izobraževanja odraslih: lestvice politične mobilizacije, okolja za oblikovanje politike in prenaša-nje pomenov. Pri tem dokazuje, da čeprav se dojemanje, vpliv in sprejemanje mednarodne politike med državami razlikujejo, se je OSIO danes spremenil v priložnost vnovičnega šolanja za mlajše generacije, ki jim je v šoli spodletelo, in za ljudi, katerih izobraževalni dosežki v neki državi niso priznani, ko migri-rajo v novo državo. To pa pod vprašaj postavlja tako način, kako politika v OSIO vidi rešitev socialnega

This paper investigates the impact of differing interpretation of federal education policy in three different states. The policy, the Workforce Investment Act Title II, has defined the services provided for adult English language learners (ELLs) enrolled in Adult Basic Education programs in the United States since it was passed in 1998. At the time the Act was legislated, ELL success in school and work did not depend on their capacity to use online technology; consequently, WIA II addressed neither limitations nor support for digital literacy instruction. This paper describes how over time this created a lack of fit between the policy and an increasingly technological reality. This misalignment resulted in de facto language policy that limited learner access to English language instruction differently in each of the states, at times negatively impacting ELL ability to prepare for full participation in civic and economic life in the US. The paper includes a discussion about key changes evident in new legislation, the Workforce Innovation and Opportunities Act passed in 2014, which supplants WIA II, and how it may mitigate the issue of inadequate digital literacy support for English language learners.

This is a review of the levels of literacy amongst apprentices in Victoria, Australia in 1997. The topic is not an historical curiosity: the same issues exist today, as well as the same lack of political will to deal with them.

The context of the review was the pending introduction of the New Apprenticeship Scheme by Australian state governments at the time of writing. This reform was essentially politically driven, and designed to redistribute much apprentice training away from purpose built institutions (TAFEs) into workplaces. Since the scheme would inevitably place a greater burden on apprentices' personal learning resources, especially their literacy, it was important to analyze the existing situation.

It was noted that apprenticeship was a diverse category of skills studies that required varying levels of literacy. In heavily male dominated apprenticeship fields, the majority, there had always been severe weaknesses in general literacy. These weaknesses had been compensated by various stratagems, especially direct demonstration, which might not be easily available on many work sites. The newly favoured pedagogical approaches of CBT (competency based training) and "self paced learning", had translated in many TAFEs into tick-box answer booklets, rampant copying from classmates, and a severe degradation of integrated skills learning. These trends were likely to accelerate as students moved away from an environment where remedial assistance with literacy or trade skills was no longer easily available."

In the changing environment of the 21st century, universities should develop very innovative ecosystems by doing right investments on human capital, research and development, buildings, laboratories, dorms, and other facilities on the campus while decreasing their costs and expenses in order to increase scientific and technological oriented innovations and outputs. For that reason, most of them are looking toward Big Data Management (BDM), which is a very new and dynamic subject to conduct properly and to make right decisions at the universities.Data analytics and data mining have increased and attracted the attention of most of the leaders, managers, administrators, researchers, and even educators who try to make massive data-related investments and decisions. More importantly, since the funding of higher education has become important issues for most of the governments and higher education management, the importance of BDM will increase in higher education much more than ever before. However, not all the universities are so successful in managing their small or medium-sized data.In this research, how universities are investing by improving their data was analyzed in three different universities in Istanbul.More strategically, how data analytics and mining can make changes and transformation higher education institutions by investing right resources under the promise of Big Data Management was critically studied. In this study, the impacts of big data mining and management on higher education institutions’ sustainable funding, financing, planning, success, research and development, and innovation were critically studied. By taking into account the perceptions and the experiences of the experienced experts (6), faculty members (12), managers (4), and technical people (12), who were charged in using data analytics and mining at two state and one private universities, the investment of the universities had analyzed in order to understand critically the effects of the BDM. In the study, the phenomenological analysis was used by asking thirty-one research questions in the semi-structured interviews. While taking into account the observations of the researchers, the collected data of this study were systematically studied in data analysis software-program NVivo 10. The results showed that a few number of the investments had correctly done by using data mining and data analysis. As the participants had mentioned that the data would not have done anything if the higher education management had not taken into account and applied.So, according to the participants (75%), the university management understanding and policies should be changed in order to take in consideration the results of the big data.Even though a great amount of data had produced through the systems of the universities, the analysis, the segmentation, and the selected attention of the data had become dependent on the higher education management.The participants (28%), who were active in planning, funding, and investing, agreed that the investments done according to the results of the big data had better educational, financial, socio-economic, cultural, technological,environmental, and even individual benefits and outcomes. In conclusion, although a little data mining and analysis has properly used in making right investments, the universities are highly convinced on the positive effects of the BDM in their short-term and long-term investments in order to increase their impacts.

In 1994, an evaluation was made of the Adult Education for the Homeless (AEH) program in Ohio. Ohio currently has the third largest AEH project (of 32 states), with 40 sites spread over 12 locations. The evaluation was both formative and summative and was based on theoretical models of adult education (Teaching-Learning Exchange Theory and Bennett's Hierarchy). Research was conducted through site visits and data collection by teachers using a questionnaire developed for the project. The study found that the learners were evenly distributed across gender and African American and European American heritage. More than 75 percent of the learners were aged 20-40. Most were unmarried and about half had children. The majority had 10 or more years of schooling. About half of the respoldents participated in the education program for 10 hours or less for the month of November 1994, when the data were collected. Teachers felt the participants were above average in all areas and highest in general attitude. Learners said they participated to learn new life skills and new job skills and to improve mathematics and reading skills. Two-thirds of the participants who left *he program during the month indicated that they had met their goals. Teachers sometimes helped students with information and issues not directly related to curriculum. The predominant teacher style was "learning-community-centered" and students were more likely to get a job and improve life skills than were the students of more content-centered teachers. Programs that were conducted in shelters or other areas closest to learners were most likely to draw and retain participants. Program directors wanted inservice training in identification of learning disabilities, knowledge of homeless issues, and general curriculum development. (Three appendixes include the list of stakeholders, indicators of program quality, and the instruments used in the study.) (KC)

According to the increasing rates of unemployment and poverty a significant share of the European population can be considered at-risk-of-social exclusion. In order to combat social exclusion adult education seemed to be a possible tool, which can increase social inclusion among adult learners. This study explores factors relating to training programs considered as adult and continuing education which enhance social inclusion for vulnerable adults and their life environment. The results indicate that after following the training programs as part of continuing learning, the participants show a significant increase in activation and internalisation as well as participation and connection (as processes of social inclusion). Moreover, non-parametric correlation analysis and logistical regression analysis shows that the training design feature transfer possibilities is significantly related to the increase of almost all social inclusion variables. Besides this direct surroundings and learning contents and activities only significantly relates to the increase of social inclusion variables of activation and internalisation and care to the social inclusion variables of participation and connection.

I decided to do this quantitative study when I came across a BLS report listing the occupation of “parking lot attendant” as having 1% PhDs (about 120,000).  I examined detailed occupation and educational attainment data from the USBLS to determine the occupations that are comprised of a majority of workers with no postsecondary attainment (NPSA), and identify subgroups for intervention strategies and further empirical studies. 
      The "parking lot attendant" statistical fact seemed to contradict the historical ideas of “white collar” and “blue collar” occupations, including the assumptions that “blue collar” workers are less educated and not likely to participate in adult education activities.  Crowther (2000) reported that from the 1960s through the present, studies looking at the relationship between education and occupation have used educational attainment as a marker of participation in adult education, with the lack of post-secondary educational attainment (PSA) considered evidence of the lack of participation in formal adult education and an indicator of lower literacy skills. However, I learned that there are no occupations comprised entirely of workers with no post-secondary attainment (NPSA).  I also learned that NPSA workers are declining within the occupations that do not require any post-secondary attainment.  The link between occupation and educational attainment may be broken, but a new link between employment and educational attainment seems to be taking its place.  That makes the link between the lack of PSA and participation in adult education even more critical. I learned that to remain competitive and employed in their traditional occupations, NPSA workers need to obtain post-secondary credentials and those with less than high school attainment need to achieve that level and continue beyond.  This research raised new questions for me about adult education access and employment opportunity.  Edwards (2013), Knipprath & De Rick (2013) and Schatzel, et al. (2011) combine to make the point that a critical component for the adult worker to make a participation decision is being made aware of opportunities at the point in time when the adult worker believes learning is both possible and beneficial. This strikes me as a big idea, a core concept. I wonder whether policymakers and administrators are aware of this information and whether there are intervention strategies that attempt to identify such at-risk NPSA workers at that critical juncture in time.

In today’s world where the information changes and improves at a great speed, societies need
individuals who can access more information, adapt themselves with this new kind of information and keep up with
the pace of changing world. In a sense, individuals need to renew themselves and have lifelong learning skills
beyond basic skills. In line with technological developments, what the limits of formal education institutions are and
whether they meet the needs of the society have been examined. The discussions about individuals’ reflecting their
education and learning processes into every aspect of their lives, acquiring basic skills regardless of age range and
then providing education opportunities at advanced levels have brought forward the practices of open and distance
education. Open and distance education opportunities enable the individuals to improve their information, abilities
and qualifications and to provide them with new opportunities within the frame of life-long learning process through
learning activities at every moment of life and prepare them for new experiences. One of the opportunities of open
education is “Open Elementary School”, which aims to develop and strengthen the society by providing the
elementary education to the individuals who are over compulsory education age and have not completed their
primary education yet. This can be done through advanced communication tools and technologies in line with the
general purpose and basic principles of Turkish National Education by Ministry of Education. Open Elementary
School also aims to provide opportunities to the students who could not have enough education opportunities to
eliminate their deficiencies, to create opportunities to prepare them for the next stage and make them to be able to
develop behaviors that will guide them to a profession through contemporary information technologies. In this study,
the reasons of their enrollment in Open Elementary School and the views of the students on Open Elementary
School Practices have been analyzed descriptively. The data of the study was collected from 207 voluntary students
who enrolled in Open Elementary School in Ankara. In the study, “Open Elementary School New registry/Reregistration
Evaluation Form developed by the researchers was used. Face-to-face interviews with the students
enrolled were conducted and the forms were completed during those interviews.

It is important to ensure and extend that education has modern, rational, scientific and democratic attributes at every level. An education programme has been developed in order to support personal, social and academic development of teachers and students in high schools. The programme had been carried out in Ümraniye and Gaziosmanpaşa districts of Istanbul by the Ministry of Education during 2011-2012 education term. The programme consists of series of education, seminar, workshop, culture and art activities for supporting personal, social and academic development of teachers. This study reveals if the programme caused any change on teachers. The aim of the study is to measure the effectiveness of the programme that has been carried on the teachers of two different districts and to assess the social, emotional and intellectual changes in teachers caused by the programme. According to the results of the study, emotional intelligence of teachers increased from 47% to 56% in Ümraniye and from 50% to 54% in Gaziosmanpaşa and leadership skills increased from 53% to 57% in Ümraniye and from 53% to 54% in Gaziosmanpaşa.

UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADOR
INSTITUTO DE MEJORAMIENTO PROFESIONAL DEL MAGISTERIO
Especialización en Educación
Mención Gerencia Educacional

ESTRATEGIAS GERENCIALES PARA EL MEJORAMIENTO DEL LIDERAZGO DIRECTIVO Y DOCENTE EN EL CENTRO DE EDUCACIÓN BÁSICA DE ADULTOS (CEBA) “LOS CUROS”.
Autor: Julio Alexander Parra Maldonado
Tutor: Blanca de Superlano
Fecha: Septiembre de 2009
RESUMEN
El Centro de Educación Básica de Adultos “Los Curos” está dedicado a la alfabetización y escolarización formal de jóvenes y adultos excluidos o desertores del sistema educativo. El objetivo del presente trabajo fue aplicar un plan de estrategias gerenciales para el mejoramiento del liderazgo en el CEBA “Los Curos”. La investigación fue de campo enmarcada en un modelo cualitativo, bajo la metodología de investigación acción, con el enfoque del eje de aplicación. Se diagnóstico, planificó, ejecutó, evaluó y sistematizó un plan de mejora, basado en cuatro estrategias de liderazgo de servicio: Conversatorios, Asesoría técnica educativa, Reuniones de trabajo y Folleto institucional. Se logró la integración de representantes comunitarios en la revisión de la función social y gestión del centro, dinamizar la actividad docente, sistematizar la acción del Coordinador, proyectar la institución, realizar acciones de extensión a la comunidad, la memoria institucional en un folleto, realzar la autoestima de los participantes, incorporó elementos gerenciales y procesos innovadores de planificación y ejecución de proyectos. Se concluye con la necesidad e importancia de integrar la gerencia y educación en la escuela, dado que si se pueden mejorar integralmente la institución y la condición de las personas que allí se encuentran, basándose en el desarrollo de planes con gestión estratégica y táctica en los aspectos administrativos internos y la proyección social externa.

Palabras claves: Estrategias gerenciales, Liderazgo, CEBA, Educación Básica de Adultos, Cultura Gerencial, Gerencia educacional

Extensive reading is an approach to teaching reading that has been utilized with English as a Second Language (ESL) learners, but not widely used in the adult literacy classroom. This article investigates whether this approach can be utilized in a classroom for adults who have ...

The number of the students who are studying at the universities has markedly increases while million students have been taking online courses.The interaction of the data has rapidly improved due to the Internet ecosystems:therefore,big data mining and management play important and crucial role in the sustainable growth, success, and quality assurance of the universities.By measuring the students’ achievement, knowing the credits and courses taken by the students, assessing the professors’ success and qualifications,and analyzing the attendance lists, the ability to empower and improve the quality of the higher education has significantly become possible and strategic.By knowing the expenses,by studying the investments on research, education, and administration, the strategic planning and the effective and efficient allocation of the financial power can be much better than ever before.The confluence of higher education institutions, mainly those in the best ranking lists, and big data management represents an extraordinary change and transformation in the innovative ecosystem in which students, academics, admins, and entire university network would benefit because of the systematic and strategic revolution.The impacts of big data mining and management on higher education institutions’ sustainable funding, financing, planning, success, research and development,and innovation were critically studied. By studying the perceptions and the experiences of the managers (23), the experienced academics (32) who were responsible about the data mining and management at two state and two private universities, why the higher education institution need critically, crucially, and strategically the big data mining and management is answered.The phenomenological analysis was preferred in this study, in which twenty-eight research questions were answered through the semi-structured interactive interviews.The collected data of this study, which were analyzed in data analysis software-program NVivo 10, showed clearly that a few number of the participants (28%), who were active in planning, funding, investing, and performing according to the big data mining results, had significantly much better results in using their financial investments. However,those (78%), who could not be so successful in using big data mining and management, lose their vision and long-term strategy in making good investments.As the participants (45%) had declared that the best big data management reports had opened new dimension for the administration in developing better classes in which better professors were chosen at the right time and at the right places where the students’ achievements and happiness had markedly improved. In conclusion, the effective and efficient structure had been analyzed in order to improve the efficiency of the students, as well as the faculty and the administrations.According to the participants (76%), since the big data mining and management had clearly and crucially showed the drawbacks and benefits, the higher education administration had significantly found more opportunities to make right investments and improvements. In this way, they could invest in the right research and development projects, which accelerate both their sustainable growth, success, and reputation.However, those, who could not control and give feedbacks by means of big data mining and management, did not have good results and consequences as the other higher institutions had done.

The purpose of this study was to assess the role that phonological, orthographic, and contextual sources of information play in a group of adults who were learning to read compared to adult skilled readers. Participants read short paragraphs that contained a correct homophone, an incorrect homophone, or a spelling control. Target words were orthographically similar or dissimilar, and they appeared

The processor architecture designers face major challenges to improve the processor's performance. To measure the performance of the processor there are many parameter like performance of cache, TLB, IO operations, bus speed etc. different companies launch series of processors with same base configuration and a little change of variations base on cache size, cache levels, share and separate cache and many other parameters like that. There are many simulators available to measure processor's performance theoretically with several parameters. We simulate some models of Intel Pentium 4 and UltraSPARC II processors and analyze the performance of the processors regarding cache and TLB.

Globally and across the African continent, the past decade has seen an increase in the commitment to reducing adult illiteracy, inspired among other things by the Education for All (EFA) drive to halve the incidence of illiteracy among adults and youth by 2015. While literacy campaigns were less common during the 1990s, the last decade saw a new impetus for mass adult literacy campaigns as a way of improving national literacy levels. This paper examines the South African endeavour to meet its EFA target through the implementation of the South African Kha Ri Gude Mass Literacy Campaign, which was launched by the South African government in 2008 with the aim of enliterating 4,7 million adults who had little or no education as a result of the apartheid legacy. The Campaign was deemed successful receiving a number of South African awards for best practice and its work in rural and impoverished communities including the international UNESCO Confucius Prize for Literacy (UNESCO 2016). This article focuses on how the campaign utilised action-oriented processes, specifically the methods of participatory action research (PAR), to enhance the achievement of its goals. The methods of PAR were embedded in the campaign structure, comprising clusters of communities of practice (COPs) which provided fora for educators to voice and address challenges. Moreover, since the Campaign was implemented in post-apartheid South Africa, the article shows how the Campaign operations were guided by the ethos of ubuntu as necessary for redress and empowerment.

Sardis has been the name of the settlement here for more than 3,000 years. The oldest occupation levels excavated at Sardis date back to the late Bronze Age, around 1400 B.C. But much older artifacts, going way back to the Early Bronze Age and Neolithic Period of the 3rd-7th millennia B.C., have also been recovered at the site. At later times, Sardis was the capital of the Kingdom of Lydia that spanned over half of Anatolia (modern Asian part of Turkey). Due to its successful trade and commerce, Sardis remained the center of fame and wealth for many centuries. It featured a grand Roman bath and a gymnasium complex and a Jewish synagogue (third largest in the world). Later, some artifacts of the Temple of Artemis (one of the Seven Wonders of the Ancient World) were also brought to the city. As the early Lydian kingdom developed industrial arts and manufacture, skillful craftsmen of Sardis discovered the secret of producing silver and gold of an unknown purity to the date. This discovery made Sardis famous for being the very place where modern currency was invented. Sardis was a major urban settlement of the Persian Empire, and the seat of the Roman Empire’s Proconsul. One of the Seven Churches of Asia mentioned by St. John in the Bible was there, as it was an important center of Early Christianity. Eventually, Sardis was neglected and fell under the Ghazi’s control, handed over to them by treaty in 1306. The decline went on until the are was taken by Mongols in 1402. By the 19th century, Sardis was in ruins. The first excavation campaign of 1910 was halted by World War I until it was resumed by Cornell University in 1958. From 1976 until 2007, new excavations were directed by archaeologists of the University of California, Berkeley. Nowadays, although some artifacts can be found in to the collection of the Metropolitan Museum of Art in New York, Turkey ensures that all artifacts of value remain in the country.