ERIC ED424355: Alpha 97: Basic Education and Institutional Environments.

377 Pages·1997·3.7 MB·English

by  ERIC

DOCUMENT RESUME
ED 424 355 CE 077 150
Hautecoeur, Jean-Paul, Ed.
AUTHOR
Alpha 97: Basic Education and Institutional Environments.
TITLE
United Nations Educational, Scientific, and Cultural
INSTITUTION
Organization, Hamburg (Germany). Inst. for Education.;
Quebec Dept. of Education, Quebec.; National Literacy
Secretariat, Ottawa (Ontario) .; Canadian National Commission
(Ontario).; Hungarian National
for UNESCO, Ottawa,
Commission for UNESCO, Budapest.
ISBN-0-921472-30-7
ISBN
PUB DATE 1997-00-00
375p.; For earlier editions, see ED 333 164, ED 357 199, and
NOTE
ED 386 343. Prepared in collaboration with the Foundation
for Self-Reliance (Hungary), Hungarian Ministry of Education
and Culture, and Hungarian Office of National Minorities.
AVAILABLE FROM Culture Concepts, Publishers, 69 Ashmount Crescent, Toronto
M9R 1C9, Ontario, Canada.
Collected Works Reports
PUB TYPE
General (020) Research (143)
EDRS PRICE MF01/PC15 Plus Postage.
*Adult Basic Education; *Adult Literacy; *Community
DESCRIPTORS
Development; Economic Development; Educational Change;
Educational Policy; Foreign Countries; Government Role;
Literacy Education; *Nontraditional Education; Workplace
Literacy
ABSTRACT
This document was published by Alpha, a research program
specializing in alternative, experimental approaches to adult basic
education. It is an attempt to widen the field and examine the relationship
between the micro and macro levels, between the diversity of different
practices and the major policy orientations that foster or limit this
diversity. Section 1 contains "A Political Review of International Literacy
Meetings in Industrialized Countries, 1981-94" (Jean-Paul Hautecoeur).
Section 2 presents six contributions from Central and Eastern Europe: "The
Gypsy Minority in Bulgaria: Literacy Policy and Community Development
(1985-95)" (Elena Marushiakova, Vesselin Popov); "Basic Education in Romania"
(Florentina Anghel); "Adult Basic Education in Albania" (Andon Dede);
"Andragogic Summer School: Towards Improving Literacy and Local Development"
"Basic Education and Community Development in Poland"
(Dusana Findeisen) ;
(Ewa Solarczyk-Ambrokik); and "Adult Basic Education Environments from
Discursive Interplay among Legislature, Economics, and Institutions"
Section 3 consists of five contributions from the European
(Stanislav Hubik) .
Union: "Keeping Alive Alternative Visions" (Mary Hamilton); "The
Institutional Environment of the Struggle against Illiteracy in France"
(Pierre Freynet); "30 Years of Literacy Work in Belgium: Where Has It Got
Us?" (Catherine Stercq); "Skills, Schools, and Social Practices: Limits to
the Basic Skills Approach in Adult Basic Education in Flanders" (Nathalie
Druine, Danny Wildemeersch); and "Role of the State in Basic Adult Education:
Section 4 presents five
The Portuguese Example" (Maria Jose Bruno Esteves) .
chapters from North America: "Getting Clear about Where We Are Going:
Results-Oriented Accountability as a Tool for System Reform" (Sondra G.
'We Want to Go to School.' Institutional Social
Stein); "This is a School.
Responsibility and Worker Education" (Sheryl Greenwood Gowen); "Facing
+++++ ED424355 Has Multi-page SFR---Level=1 +++++
Training and Basic Education: One Unionized Workplace Experience" (Jorge
Garcia-Orgales); "Literacy, the Institutional Environment, and Democracy"
(Serge Wagner); and "Making Up for Lost Time: Rescuing the Basics of Adult
The final chapter in Section 5,
"Basic Education:
Education" (Enrique Pieck) .
Defending What Has Been Achieved and Opening Up Prospects" (Jean-Paul
Hautecoeur) is a synopsis of the main propositions presented in the document.
(YLB)
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*
from the original document.
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CE-
ul Hautecoeur
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,
Basic
Education and
Institutional
Environments
OF EDUCATION
. DEPARTMENT
Improvement
of Educational Research and
Off
INFORMATION
CATIONAL RESOURCES
CENTER (ERIC)
reproduced as
This document has been
organization
received from the person or
originating it.
made to
0 Minor changes have been
improve reproduction quality.
in this
Points of view or opinions stated
represent
document do not necessarily
policy.
official OERI position or
AND
PERMISSION TO REPRODUCE
MATERIAL HAS
DISSEMINATE THIS
BEEN GRANTED BY
rtrAltv
U N ESCO
RESOURCES
119
HE EDUCATIONAL
(ERIC)
Institute for
INFORMATION CENTER
Education
Hamburg
ermany
ulture
oncepts
ublishers
Alpha 97
Basic
Education
Institutional
Environments
Edited by
Jean-Paul Hautecoeur
Prepared by the UNESCO Institute for Education
with the collaboration of
The Ministry of Education, Government of Québec
The National Literacy Secretariat, Government of Canada
The Foundation for Self Reliance, Hungary
The Ministry of Education & Culture, Government of Hungary
The Office of National Minorities, Government of Hungary
The National Commission for UNESCO, Hungary
The National Commission for UNESCO, Canada
CULTURE CONCEPTS
Publishers
TORONTO, CANADA
ALPHA 97© jointly by Culture Concepts Publishers & UNESCO In-
stitute for Education
Published in exclusive World English Translation by Culture Concepts Inc. by permission of
UNESCO Institute for Education. All rights reserved. No part of this publication may be re-
produced, stored in a retrieval system, or transmitted in any form or by any means electronic,
mechanical, photocopying, recording or otherwise, without the prior written permission of
Culture Concepts, Publishers.
UIE ISBN 92 829 1071 6
Culture Concepts ISBN 0-921472-30-7
The UNESCO Institute for Education, Hamburg, Germany, is a legally independent entity. While
the programs for the Institute are established along the lines laid down by The General Conference
of UNESCO, the publications of the Institute are issued under its sole responsibility. UNESCO is
not responsible for their contents. The points of view, selection of facts and opinions expressed are
those of the authors and do not necessarily coincide with the official positions of the UNESCO
Institute for Education, Hamburg. The designations employed and the presentation of the material
in this publication do not imply the expression of any opinion whatsoever on the part of the
UNESCO Secretariat concerning the legal status of any country or territory or its authorities, or
concerning the delimitations of the frontiers of any country or territory.
and points of view of the authors do not necessarily
The opinions expressed, facts selected,
represent those of the English language publisher, Culture Concepts. Nor does the publisher claim
any responsibility for the accuracy of references and sources provided by the authors. Since
chapters represent international authors, their expression has been preserved where possible, but
efforts toward consistency in English spelling and grammar has been made wherever feasible.
Canadian Cataloguing in Publication Data
Main entry under title:
Alpha 97: basic education & institutional environments
Translation from the French by Peter Sutton.
Includes bibliographical references.
ISBN 0-921472-30-7
II. Sutton, Peter.
1. Fundamental education. I. Hautecoeur, Jean-Paul, 1943-
.
III. Unesco Institute for Education. IV. Quebec (Province). Ministere de l'education.
C97-930974-3
374.012
LC5161. A5613 1997
Cover photograph:"Metropool", 1997 and Section Title Page Illustrations
By André Mathieu, sculptor
Translation from the French by Peter Sutton, Translator & Editor, UK.
Editor-in-Chief, Thelma Barer-Stein, Ph.D.
Typesetting by Accurate Typesetting Limited, Toronto.
This book is printed and bound in Canada.
Culture Concepts, Publishers
UNESCO Institute for Education
5 Darlingbrook Crescent
B.P. 131023
Toronto, Ontario, M9A 3H4
20110 Hamburg, Germany
Canada
IT AVAILABLE
BEST C
CONTENTS
Introduction
Jean-Paul Hautecoeur
Section One:
The International Discourse
Chapter One: A Political Review of International Literacy Meetings
In Industrialized Countries, 1981-1994
3
Jean-Paul Hautecoeur, UNESCO Institute for Education
Section Two
Central & Eastern Europe
Chapter Two: The Gypsy Minority in Bulgaria
37
Elena Marushiakova & Vesselin Popov, Bulgaria
Chapter Three: Basic Education in Romania
57
Florentina Anghel, Romania
Chapter Four: Adult Basic Education in Albania
75
Andon Dede, Albania
Chapter Five: Andragogic Summer School:
Towards Improving Literacy & Local Development
85
Dusana Findeisen, Slovenia
Chapter Six: Basic Education & Community Development in Poland
103
Ewa Solarczyk-Ambrozik, Poland
Chapter Seven: Adult Basic Education Environments from Discursive Interplay
among Legislature, Economics & Institutions
117
Stanislav Hubik, Czech Republic
Section Three
Western Europe
Chapter Eight: Keeping Alive Alternative Visions
131
Mary Hamilton, United Kingdom
Chapter Nine: The Institutional Environment
of the Struggle Against Illiteracy in France
151
Pierre Freynet, France
Chapter Ten: 30 Years of Literacy Work in Belgium: Where Has it Got Us?
173
Catharine Stercq, Belgium (Wallonie)
Chapter Eleven: Skills, Schools & Social Practices:
Limits to the Basic Skills Approach in Adult Basic Education in Flanders
199
Nathalie Druine & Danny Wildemeersch, Belgium (Flanders)
Chapter Twelve: The Role of the State in Basic Adult Education:
The Portuguese Example
217
Maria José Bruno Esteves, Portugal
Section Four
North America
Chapter Thirteen: Getting Clear About Where We Are Going:
Results-Oriented Accountability as a Tool For System Reform 237
Sondra G. Stein, United States
Chapter Fourteen: This is a School. "We Want to Go to School"
257
Institutional Responsibility & Worker Education
Sheryl Greenwood Gowen, United States
Chapter Fifteen: Facing Training & Basic Education
273
One Unionized Workplace Experience
Jorge Garcia-Orgales, Ontario Canada
Chapter Sixteen: Literacy, the Institutional Environment & Democracy
297
Serge.Wagner, Quebec, Canada
Chapter Seventeen: Making Up for Lost Time:
323
Rescuing the Basics of Adult Education
Enrique Pieck, Toluca, Mexico
Section Five
From Alternative Visions to Politics
Chapter Eighteen: Basic Education:
349
Defending What Has Been Achieved & Opening Up Prospects
Jean-Paul Hautecoeur, UNESCO Institute for Education
Previous titles in this collection:
ALPHA 90: Current Research in Literacy
ALPHA 92: Literacy Strategies in the Community Movement
ALPHA 94: Llteracy & Cultural Development Strategies in Rural Areas
ALPHA 96: Basic Education & Work
Orders may be sent to:
UNESCO Publishing, Commercial Services
7 Place de Fontenoy
75352 Paris, France
BEST COPY AVAIIABLE
INTRODUCTION
Jean-Paul Hautecoeur
UNESCO Institute for Education
WIDENING THE FIELD
Alpha 97 looks back at three preceding publications in the series: Alpha 92
on the voluntary sector movement in literacy, Alpha 94 on cultural
development in rural areas, and Alpha 96 on basic education in working
environments. While the approach adopted in these investigations was
largely a collection of monographs focusing on the micro level and the
experience of local actors, Alpha 97 is different. Here there is an attempt
to widen the field and examine the relationship between the micro and
macro levels, between what happens and the structure that makes it
happen, between the diversity of different practices and the major policy
orientations that foster or limit this diversity. An ambitious task!
Alpha is a research program of the UNESCO Institute for Education
specializing in alternative, experimental approaches to adult basic edu-
cation. For once, it has been asked to take part in a larger forum, to share
(perhaps to lose) its illusion of being unique, to change its scale and to
risk exchanging ideas. We had no choice. After all, since we like to see
ourselves as a "cooperative research" network, especially between East-
ern and Western Europe; it would have been small-minded to refuse to
widen the spectrum of cooperation. For a long time we have maintained
that we are engaged in action-research; so it would have been illogical not
to explore the means of making the action more effective for a larger
number of people. As researchers, our intellectual strategy is that of
opening up new pathways rather than closing them, of reporting on their
fertility and of trying to spread their results.
Widening the field means looking at all the actors involved in basic
education: participants, education and training agencies and their part-
ners, sponsors, intermediaries, public authorities, policies, etc. It also
means examining the range of activities and contexts where they take
place; breaking down administrative, and professional and semantic
divisions. It means going beyond policies and directives and looking at
the values and social ethics underlying them, and at their purpose over a
longer period than the short term of politics. It means taking an interest
in the in-between, the hidden and the unsuspected, the unlawful, and
what remains unsaid in ideological statements. It means taking inspira-
tion from new ideas and new social practices outside the narrow field of
training programs, and discovering possible forms, alternative education,
and ways of offering political resistance to the order of things.
This in turn means having a better grasp and understanding of the
complexity of reality, being in a better position to evaluate the results of
local activities in overall terms and, most importantly, devising and
proposing more useful, fairer and perhaps more effective plans of
action.
The title of the present publication
Basic Education and Institutional
also belongs to this movement of widening the field of
Environment
vi
ALPHA 97
adult education. It might have been simpler to give it the title "Literacy
Policies in Industrialized Countries". However, we don't deal mainly with
literacy in the ordinary sense, that is linguistic or educational. Neither do
we deal with "politics" in the traditional sense, as if the political platform
had to be high and distant from the practitioners and their practices. On
the contrary, we conceive the "politics" of basic education as a negotia-
tion between the people who initiate local projects and the institutions
whose main function should be to facilitate the realization of these
projects. The institutional environment means all the marks of a State on
a social space, where people are once in a while customers of public
services.
EDUCATION AND INSTITUTIONS
What do wel mean by basic education? In Alpha 96, we stated our position
relative to literacy and basic education:
Our critical approach obliged us to look for different words to observe,
reveal and name experimental and marginal social practices that are,
willingly or not, dissociated from dominant practice. Amid the often
unbearable problems of everyday life for the groups and individuals who
are discussed in this volume, there is rarely any thought of literacy.
Literacy is a term used by professionals, politicians and pressure groups,
and has not become part of the vocabulary of the citizens to whom it is
applied. As for literacy provision, in reality this only covers an infinitesi-
mal proportion of the population...
We understood basic education in the anthropological sense, analogous to
basic personality: a structure for assembling and transmitting knowledge, a
generative grammar of total exchange. And as a skill particular to a group
that was structuring its identity and transforming itself through chance
events, encounters with other cultures, and a number of individual wills.2
We prefer to use the term literacy in the literal rather than the meta-
phorical sense, to restrict it to the linguistic register of learning and
using the written word in communications. This is also the most common
meaning. In our societies, adult literacy generally only concerns a small
minority of the population. It is generally seen as an appendix to
elementary school and as a first level of formal adult education.
Besides initiation into the written word, specific skills are expected in
the various registers and contexts of written communication. They are
coded, or normative to a greater or lesser degree. There are institutions
that certify qualifications and people's order of attainment by means of
examinations, tests, statistical surveys, interviews, etc. There is above all
the force of ideology that imposes "normal" levels of qualification in
present-day life, regardless of how useful or relevant they are. In the last
ten years, the offensive to persuade the public of the need for functional
literacy has been particularly sustained.3
Functional literacy is the term often used to mean the variable levels of
skill that largely go beyond the linguistic register. In French, the equiv-
alent term littératie has now been used for a while, obviously under the
influence of English, but also to distinguish a contemporary phe-
vii
Introduction
nomenon in the North from the former UNESCO slogan associated with
literacy and development campaigns in the South.4 We only refer to these
terms from a critical stance, as they are so heavily loaded ideologically.
Our approach to basic education derives from the desire not to be shut
in, either in the linguistic register of the written word, or in the institu-
tional world of schools or labour force training. People, groups and
communities have a heritage of knowledge (or cultural capital) that is the
basis of their interpretation of the world. They express and transmit their
knowledge in specific situations and in accordance with procedures that
they recognize. Education and training of various types
there are so
begin there, in people's lives, among their
many different contexts
peers, with their own style of language, their customs, decisions and
utopian ideals. Any educational enterprise must start by discovering and
recognizing this vernacular education.
We work with people who are outcasts. That is another, fearsomely
contemporary meaning of basic education. The goal of education in these
circumstances is at least not to worsen their situation. At the best, it
consists in recreating links that have been destroyed, rebuilding condi-
or
tions for equal exchange, and establishing the means of existence
that suit partners' needs and aspirations. Restructuring work
survival
on this basis, which has little chance of external standardization, relying
more on the ingenuity of the educators and their acolytes than on
recognized skills. There is a shift from literacy using standardized codes
to solidarity in communication; vocational training is transformed into
appropriate self-help; on the fringes of the single market, new parallel
networks for production and exchange of services are opened up
a
giant jumble sale.5
Basic education goes in a different direction from the systemic educa-
tion and training that follows the laws of the single market. It consists, in
fact, in creating intermediate cultures, relationships, work and liveli-
hoods for all those who have been expropriated by market forces and
legal forces of a similar nature to the point where they lose their
elementary rights of citizenship. The current practices of this popular
education, which swims against the tide, are then in danger of running
up against centralized training programs and sectoral policies dealing
with unemployment, deviance and exclusion.6 They are thereby exposed
to boycotts and sanctions.
On the positive side, basic education initiatives provide new directions
for the planning of social policies and local applications. They encourage
unconventional institutional relationships that bring resources together
rather than separating them, adding to the spirit of democracy. Com-
munity education is more easily adapted to the requirements and imme-
diate needs of the milieu. It can make use of mutual assistance networks
and donated services. It may be tied in with intermediary professional
organizations that have broken away from the laws of the market. Such
networks need to be linked institutional networks. More and more often,
the two are mixed.
This leads to the inevitable question of the relationship between the
institutional environment and basic education activities that are on the
fringes of formal education policies and adult vocational training. A