Redefining literacy standards for American adult education

Competing in the global economy is now more than ever a necessity. American literacy standards are being called into question because of the inability of the American educational and workforces to keep up with the changing labor market and its demands for different types of literacy. Eunice Askov suggests a thorough reworking of the definition of literacy and the standards by which students and educators are judged. The definition of literacy itself must change if Americans are to improve their ability to compete and thrive.

Traditional assessment models have become sorely outmoded. Those traditional literacy models have helped define what literacy is, and hence, have impaired the ability of American students to compete and thrive in the global marketplace. Literacy must take into account student performance and progress, as well as the values endemic in the community. Issues related to diversity also play into the evolving definition of literacy in American adult education.

Adult education in particular needs to change its definition of literacy and also the whole model of education. Askov points out that many adults returning to the educational system after failing to meet its standards will not succeed in a system that is built upon the same ideals. Race, class, gender, and corresponding power structures also play into how educators approach adult learners. Adult education presents a host of challenges not present in elementary education, problems that refer to the very values upon which the society is formed. Research and theories in psychology and learning present multiple perspectives upon which educators and policy makers can build a more promising future for adult learners.