When college students were tested on different levels of literacy and mathematics in a fairly recent study, the results were startling. Over 50% of students attending a four year program and over 75% attending two year programs were not able to complete complex literacy tasks, such as summarizing the results of surveys on parental involvement in schools, as well as being unable to compare credit cards that had different interest rates and annual fees. As well, over 50% of the students who were close to graduation lacked the necessary skills to complete tasks such as understanding an editorial article in a newspaper.

The main areas of this particular study included analyzing stories in the news and other writings, comprehending documents and utilizing the math skills necessary for checkbooks and even restaurant tips. One of the researchers may have understated the feeling of most when he said that it was a “little disturbing” that at this level of higher education students could not perform basic tasks.

Most of the students attending four year programs at universities and community colleges did show some intermediate skills, which means they were able to complete moderately challenging jobs. Examples of this include identifying locations on maps, consulting reference guides in order to learn what foods contained certain vitamins and some college students were also able to calculate the cost of ordering office supplies.

There is a brighter side; the overall average literacy level of university students is actually higher than the average level of adult literacy nationwide. However, even though it sounds encouraging, experts claim it is not exactly surprising given the fact that the group of adults tested included those who had significantly less education.

When compared with like levels of education, the college students demonstrated superior skills when it came to searching for and using information gathered from documents and texts. But, is it adequate enough for a population that is highly educated and an economy that is based on knowledge? Most experts say no because in those studies students performed worst on problems involving mathematics. Almost 20% of the students who were studying for a four year degree possessed only the basic amount of quantitative skills. For instance, they were unable to estimate whether or not a car had adequate fuel to make it to a gas station, and about 30% of the students following the two year path possessed only the basic mathematical skills.

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Adult education is usually any type of learning that adults continue beyond the traditional years of schooling. However, sometimes it is also about teaching adult literacy, about helping adults learn to read even the simplest of texts. Organizations such as the Division of Adult Education and Literacy (DAEL) promote and support programs that assist American adults, by receiving the training they need in order to become productive family members, citizens and workers. The areas that are supported include English language acquisition, as well as adult basic and secondary education. These types of programs emphasize the basic skills of writing, reading and competency using the English language.

DAEL normally allots funds to the different states earmarked specifically for an adult education. The states will then distribute those funds to the local eligible programs that are designed to improve literacy skills in adults. DAEL also gives assistance to the different states in order to improve the quality of the program and its capacity that in turn helps additional adults.

Those entering the field of adult education may work teaching in public schools, as professors, lecturers or instructors in colleges and universities. Or they may possibly find themselves working for community agencies, in vocational schools or in training centers that specialize in assisting individuals in finding jobs. Of course the actual education requirements vary by position.

Generally, in order to teach in a public school system or in universities you will need to have a graduate degree and possibly need teacher certification and licensing as well. And, as a general rule, those who instruct adults in community or vocational schools will require a master’s degree. Finally, those who would like to become teachers of a self-enrichment type of literacy program may not need specific educational credentials but may need to show some type of portfolio of their work and demonstrate experience in the field.

With most of the adult programs, those teaching both basic and secondary education as well as literacy programs are required to take some type of classes or workshops on the best way to instruct adults. This is important, as instructors are dealing with people from many different cultures, economic backgrounds and education levels. All of the teachers, both volunteer and paid, need excellent communication skills and need to be able to motivate their students, while remaining respectful of their particular circumstances and concerns.

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In very general terms, literacy means having the ability to communicate and make meaning by using a variety of symbols that are considered socially contextual. Then you develop your ability to communicate by using what you know from your “pool” of experiences in speaking, listening, writing and reading in order to make yourself understood. A child’s language development has an important role when it comes to acquiring writing, as well as reading comprehension.

Experts tell us that a person’s past experiences or problems are unable to be separated from the acquisition of newer words in a literacy program. In other words, each person brings with them a new group of experiences that is based on their background, which influences their interpretation of texts. This information that they have already learned must be in some way connected with the new information in order for new learning to happen. Children from a different culture may not have the necessary prior knowledge needed in order to teach them new vocabulary meanings that are different from their own cultural contexts. For instance, a person raised in a more vegetarian culture is likely unable to understand terms such as rare, medium and well done as a reference to the cooking of meat.

Both examples and support is needed in order for children to learn to use and apply new literacy skills. Once the child starts using the new skills independently, a teacher will normally start to relinquish literacy control but should still be available to guide the child when necessary. This type of supportive interaction allows the child to become a more capable and confident user of these skills.

Teaching someone is much easier when you can show them how literacy will actually add value or meaning to their life. What a child brings to a learning experience does affect the outcome, so their enthusiasm, curiosity and desire to learn will help to improve reading skills and writing skills. For instance, the simple act of letter writing to a loved one will give the endeavor a more personal value, instead of just writing a generic letter in a friendly format. The connection between what they are being taught and its significance as being useful must be obvious to a child in order to ensure continued learning.

A child’s social location and cultural experience can include ethnic, gender, religious and the socioeconomic differences, all of which can influence interpretation of learning experiences. Shared writing and reading experiences, classroom discussions and similar activities support literacy development. A child constructs meaning from their every day language and experiences that they encounter, so a more stimulating interactive environment will enhance their learning. Encouraging conversation and collaboration among many diverse groups, as well as social learning context being created that allows for diverse views to become shared and explored, will help to further along their understanding of different cultural viewpoints. Children, and even their parents, need to feel empowered and realize the relevance of the education being received.

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The need for literacy programs in high school is obvious. The 2008 national testing exams indicated that 38% of graduating seniors were reading below the standard basic level. An international comparison of reading comprehension and performance showed that in the United States, students in grades 11 and 12 scored close to the bottom, trailing students in Brazil, Indonesia and other developing countries.

Many teachers were not surprised at these findings. They said it confirmed that even students who read well enough in the lower primary grades may encounter some trouble with reading later. In both middle schools and high schools, teachers usually consider themselves to be “content specialists” and believe that elementary school teachers are the ones who should be helping children to improve reading skills. One method of turning that around is to secure ongoing development by working with a literacy specialist who will coach the teachers on the best way of infusing literacy instruction while teaching.

There have been some steps taken to improve our educational system, including the NCLB, (No Child Left Behind Act) that was signed into law in 2002. This generally requires states to develop assessments to determine the level of literacy, which will be given to all students in certain grades if the school wishes to receive federal funding. In addition, there are several states that require high school students to pass an “exit exam” in order to graduate.

If you need further proof that a standardized literacy program is needed for students, then consider the fallout from poor writing and reading abilities in post secondary circles as well, as 73% of employers have rated the reading and writing abilities of recent graduates as “fair” or “poor.” Over a third of the undergraduates needed remedial writing and reading courses during the first year or two in college.

Gaining insights into the reading process helps students to read for recreation, as well as providing a way to help them with their problem solving abilities. After going over the current research that is available on the reading process, school officials decided that students were not being provided with enough tools to successfully complete their reading goals. In the high school literacy programs, the teachers are encouraged to make the reading portion of their lessons more interactive. To see if these programs have merit, all you have to do is read some of the personal testimonies that are given by both students and teachers.

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What makes a good teacher? If you are like many people, then you likely have a list of attributes or qualifications on what makes above average teachers. Good teachers not only have to motivate children to learn but they also have to show them the best ways to learn. Teachers with good communication skills are able to teach in ways that are relevant, meaningful and memorable. It is being passionate about their work and being able to pass that passion and drive on to their students; this is what separates mediocre teachers from stellar teachers.

Some instructors realize that you need to treat the students as “consumers of knowledge,” always being at the top of your game by using resources both inside and outside your particular area of education. But, it is not just about reading journals or manuals; it is more about leaving your comfort zone and immersing yourself in the entire community.

Questioning, being responsive, listening and remembering that each class and student is different are all skills needed to a good teacher. Eliciting responses and helping to develop the quieter students’ skills are equally important. You must be able to push the students to excel while still being human, remaining professional and always respecting each student’s individuality.

Keep in mind that good teaching is not necessarily about having a set agenda or being too rigid. Instead, teachers should remain flexible, not be afraid to experiment and be able to adjust to whatever the circumstances may be; remembering that while grades are important, many learning opportunities and experiences are not graded. You should be able to deviate from your scheduled lecture or other plans easily if there is a better way for students to learn.

Effective teachers realize that you do not have to lecture at the front of the class all day, or drone on and on while the students get bleary eyed from watching slide shows. A good teacher knows that the most effective ways of engaging students, either with problem solving, computer literacy or mathematics, can come from a little imagination. Imagine the class as an orchestra where each student plays a different instrument at different levels of proficiency and you are the conductor. Most choose this career, not for the money or because they have to, but because they couldn’t imagine doing anything else.

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The 1993, Improving Americas Schools Act was the largest federal government contribution to the educational system (grades K through 12) and it was created to ensure that all students in the United States would be given the opportunity to develop their knowledge and skills. They have offered support in the national effort to make these education goals a reality in all schools, but especially those that serve the more disadvantaged children living in poverty. By combining federal resources and high standards with accountability, professional development and an upgraded level of instruction, teachers are now able to help guide all students to a higher level of education.

The success or failure of this will make a world of difference. For the children it may mean the difference between finding doors open or closed to them as adults. For the nation it may affect economic prosperity, democracy and world leadership, or it might mean an overall decline in the US standard of living and influence around the world.

All of this has, of course, been mentioned and suggested before; however, experts are beginning to consider that perhaps it was not specific enough, that the resources have not been focused on implementing a good literacy program. So, ESEA (Elementary and Secondary Education Act) have broken it down into what they feel are the five most important educational areas.

The traditional add-on type programs are not powerful enough to succeed. Leadership and support for world literacy will help all communities to prosper; therefore, all families and schools must do everything they can to enable their children to reach higher levels of literacy standards.

According to the experts, the first educational area that needs improvement is standards, as higher standards need to be set for all children. Following this is ensuring that improved teaching methods and learning are a priority in every school. Thirdly, the government needs to offer flexibility in order to stimulate local initiatives that are partnered with responsibility for student performance. Students, parents and communities need to work together to meet the higher education goals. Many believe that more federal funds should go where it is needed the most, such as the poorer communities and schools.

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