We document and disseminate various results, trainings, and resources from our research, programs, and projects.
We know that welfare recipients, the working poor, people of color, and immigrants are disproportionately represented in adult basic education (ABE) and English for speakers of other languages (ESOL). We also know that the majority of adults enrolled in literacy programs are women. Thus, as Deborah D’Amico writes on page 27, ABE/ESOL serve primarily those…
This Focus on Basics, slim as it may be, may be more useful than any of us imagined when we chose the subject for this issue. We start off with findings from NCSALL’s Persistence Research that highlight the role of what authors John Comings and Sondra Cuban call “sponsors”: those individuals who help learners get…
This issue of Focus on Basics explores some of the many ways in which literacy and health partnerships are enacted. They tend to fall into two categories: approaches that seek to empower students to navigate more easily the often overwhelming U,S. healthcare system, and approaches that seek to educate literacy students about and alleviate health…
As in most fields of research and theory, adult development has a variety of “camps”—different schools of thought on how adults develop—four of which are described by Lisa Baumgartner in the article that starts on page 29. Behavioristic / mechanistic; psychological / cognitive; contextual / sociocultural; and integrated, Lisa points out that our teaching choices…
The teachers writing in this issue of Focus on Basics do know a lot about teaching reading. Ashley Hagar, of Cambridge, Massachusetts; Gladys Geertz, of Anchorage, Alaska; and Anne Murr of Des Moines, Iowa, all bring immense skill to their classrooms and programs. They all have found that very structured classes, with direct instruction in…
Immigrants’ linguistic, economic, and civic integration is a complex issue that is best addressed by networks of organizations that align their efforts around this common goal. This publication features the work and lessons learned by five such local networks as they planned and implemented immigrant integration services and activities with adult education in a central…
World Education believes that it is youth themselves who offer the greatest potential for breaking the cycle of their own exclusion and disadvantage, if given the right tools, technologies, resources, skills and space to do so. From Australia and China to Brazil and France, ConnectEd has done just that. Since 2011, the program has seen…
Under World Education's ConnectEd program, Alcatel-Lucent employees have been important resources – utilizing their skills, background and passions to benefit some of society’s most disadvantaged youth. From co-facilitating classes and workshops and tutoring, to helping with computer training, mentoring youth, donation drives or taking youngsters on outings – Alcatel-Lucent employees have involved themselves with ConnectEd…
This baseline survey was conducted as a basis of comparison for future mid-line and end-line survey results, as part of the Youth on the Move project monitoring and evaluation plan. The surveys are intended to explore the extent to which the project achieves our expected long-term impact: Improved learning outcomes, life skills, knowledge about safe…
Literacy is fundamental to all education. Learning the basics–the mechanics–of reading is best addressed in early grades. World Education has developed programs that promote children's literacy for more than 50 years. This brochure highlights World Education's approaches to early grade reading at every level–from schools and communities, to teachers, administrators, and parents. Innovations and our…
World Education strives to build lasting relationships with partners across diverse geographic regions and technical sectors to produce better education outcomes for all.
