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Potentials and Limits of the New Adult Literacy Education
Journal of Lifelong Learning Society
Abbr :
JLLS
2015, 11(3), pp.59-84
Publisher : Institute of Distance Education
Research Area : Education
2015, 11(3), pp.59-84
Publisher : Institute of Distance Education
Research Area : Education
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This article explores the meaning and limits of the new educational policy that provides academic recognition to the results of adult literacy programs. A case study design is used to gain an in-depth understanding of experiences of adult enrolled in the new adult literacy program. Semi-structured interviews of nine adult learners enrolled in a lifelong learning center located in Seoul were conducted for the date collection. The results suggest that the experiences of th nine adult lieracy learners could be classified into four stages: ① entering into the new institutionalized program; ② participating in the structural program; ③ persisting in the program with the support of teachers; and ④ completing the program without opportunities available to continuing education. Theses experiences reveal the limits of the new literacy program. First, the program only gives official recognition of the results of adult literacy learning, but lacks the financial support needed to implement itself. Second, it reduces the learning burden of adult literacy learners, but fails to accommodate their learning style. Third, it strengthens the quality of adult literacy education by increasing the qualifications of teachers. It however fails to provide adult literacy learners with the learning support system. Finally, the program enhances the system of adult literacy education, but fails to provide continuous learning opportunities. To sum up, these findings suggest a huge gap between the needs of adult learners and the new adult literacy program. To reduce the gap, the government should examine whether the program not only increase educational opportunities for them, but also improve their learn fare.
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