ED 193 528 AUTHOR TITLE INSTITUTICP SPONS AGENCY PUB DATE CONTRACT NOTE AVAILABLE PROM DOCOBENT RESCUE CE 027 091 Kaswora, Carol Competency-Based Adult Education: A challenge of the 80s. Information Series No. 208. EPIC Clearinghouse on Adult, Career, and Vocational Education, Co3.11mbus, Ohio.: Ohio State Univ., Columbus. National Center for Research it Vocational Education. National Inst. of Education (DREW), Na.anington, D.C. 00 400-76-0122 61p. National Center Publications, The National Center for Research. in Vocational Education, The Chio State University, 1960 Kenny Rd.,, Columbus, CH 43210 ($3.80). EDPS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Adult Basic Education: *Adult Education: *Competency cased Education: *Educational. Research: *Educational Resources: High School Equivalency Programs: Learning Activities: Models: Nontraditional Education: *Program Administration: *Program Design: Program :evelopment: State of the Art 'Reviews: Teaching Methods IDENTIFIERS Information Analysis ABSTRACT This parer is a descriptive presentation of the state-of-the-art of coal :ency-based adult education (CBAE). Readers are provided first with a bra of history of the 'development of the concept and are preso:wed with basic terminology. Then, because CBAE is multi-dimensional, varied notion:, of functional adult education i are discussed and major strands of diversified program and . instructional processes are described. In addition, administrative I perspectives and current research issues are presented. Tne paper provides background for 'Anderstanding the current status and 1 direction o: several CBAE programs. It reflects the current base of lieited written resources and the supplementing of discussions with k f 1 personal communication. It presents an overviel of the nature of CBAE, tiie foundations of a CBAE process, the scope of CBAE systems, teaching/learning strategies, administrative trenas and issues, and 19 the current state of the research in this area. Tables illustrate (1) 4 current APL model of functional competency, examples of tasks, and (2) fivq-state comparison of adult alternative programs. Appended materials include a list of potential resources concerning programs, bibliographies and product listings, and suggested readings. (CT) 10.*****101011,1010******************************************************** Reproductions supplied by !DRS are the best that can be made * from the original document. * sipook******************************************************************
Transcript
ED 193 528
AUTHORTITLE
INSTITUTICP
SPONS AGENCY
PUB DATECONTRACTNOTEAVAILABLE PROM
DOCOBENT RESCUE
CE 027 091
Kaswora, CarolCompetency-Based Adult Education: A challenge of the80s. Information Series No. 208.EPIC Clearinghouse on Adult, Career, and VocationalEducation, Co3.11mbus, Ohio.: Ohio State Univ.,Columbus. National Center for Research it VocationalEducation.National Inst. of Education (DREW), Na.anington,D.C.00400-76-012261p.National Center Publications, The National Center forResearch. in Vocational Education, The Chio StateUniversity, 1960 Kenny Rd.,, Columbus, CH 43210($3.80).
cased Education: *Educational. Research: *EducationalResources: High School Equivalency Programs: LearningActivities: Models: Nontraditional Education:*Program Administration: *Program Design: Program:evelopment: State of the Art 'Reviews: TeachingMethods
IDENTIFIERS Information Analysis
ABSTRACTThis parer is a descriptive presentation of the
state-of-the-art of coal :ency-based adult education (CBAE). Readersare provided first with a bra of history of the 'development of theconcept and are preso:wed with basic terminology. Then, because CBAEis multi-dimensional, varied notion:, of functional adult education
i
are discussed and major strands of diversified program and .
instructional processes are described. In addition, administrativeI perspectives and current research issues are presented. Tne paper
provides background for 'Anderstanding the current status and
1
direction o: several CBAE programs. It reflects the current base oflieited written resources and the supplementing of discussions with
k
f 1 personal communication. It presents an overviel of the nature ofCBAE, tiie foundations of a CBAE process, the scope of CBAE systems,teaching/learning strategies, administrative trenas and issues, and
19 the current state of the research in this area. Tables illustrate (1)4
currentAPL model of functional competency, examples of tasks, and (2)fivq-state comparison of adult alternative programs. Appendedmaterials include a list of potential resources concerning programs,bibliographies and product listings, and suggested readings. (CT)
10.*****101011,1010********************************************************Reproductions supplied by !DRS are the best that can be made *
The ERIC Clearinghouse on Adult, Career, and Vocational Education
The National Center for Research in Vocational Educationt
The Ohio State University1960 Kenny Rd.
4.4..... Columbus, Ohio 43210IN
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THE NATIONAL CENTER MISSION STATEMENT
The National Center for Research in Vocational Education's mission isto increase the ability of diverse agencies, institutions, and organizationsto solve educational problems relating to individual career planning,preparation, and progression. The National Center fulfills its mission by;
Generating knowledge through research..
Developing educational programs and products
Evaluating individual program needs and outcomes
Providing info(matiri for national planning and policy
Installing educational programs a id products
Operating information systems and services
Conducting leadership development and training programs
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Project Title:
FUNDINGiNFORMATION
ERIC Clearinghouse on Adult, Career, and vocationalEducation
Contract Number: NIE-C-400-76-0122
Educational ActUnder Which theFunds wereAdministered:
Source ofContract:
Contractor:
ExecutiveDirector:
Project Director:
Disclaimer:
DiscriminatiolnProhibited:
41 USC 252 (15)and PL 92-318
U.S. Department of EducationNational Institute of EducationWashington, D.C.
. The National Center for Research in Vocational EducationThe Ohio State UniversityColumbus, Ohio
Pobert E. Taylor
Juliet V. Miller
This publicition was prepared pursuant to a contract withthe National nstitute of Education, U.S. Department ofEducation. Contractors undertaking such projects undergovernment sponsorship are enmaraged to freely expresstheir judgment in professional and technical matters.Points of view or opinions do not, therefore, necessarilyrepresent official National Institute of Educationposition or policy.
Title VI of the Civil Rights Act of 1964 states: "Noperson in the United States shall, on the ground of race,color, or national origin, be excluded from participationin, be denied the benefits of, or be subjected todiscrimination under any program or activity receivingfederal financial assistance."Title IX of the Education Amendments of 1972 states: "Noperson in the United States shall, on the basis of sex,be excluded from participation in, be denied the benefit.,of, or be subjected to discrimination under any educationprogram or activity receiving federal assistance." TheERIC Clearinghouse project, like every program or activityreceiving financial assistance from the U.S. Department ofLducation, must comply with these laws.
This-..pubbeition vosonvorod with funding from the Notional Norm* of
education, U.S. thoortiont of adveotoon. undo Content No. NII.C.404714172. The *potions overimal in On noondo net emotivity maxiMO position or poncho*, NOE a 10.- dopeetnont of telmation.
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FOREWORD
,
The Educational Resources Information Center on Adult, Career,
and Vocational Education (ERIC/ACVE) is one of sixteenclearinghouses in a nationwide information system that is
funded by the National Institute of Education. One of the
functions of the Clearinghouse is to interpret the literature
that is entered in the ERIC data base. This paper should be
of particular interest to adult basic education administrators
and teachers, state agency staff, graduate students, and
faculty in adult education.
The profession is indebted to Carol Karworm for ter scholarship
in the preparation of this paper. Recognition also is due
Travis shapo, Indiana University; Russell Wilson, AuburnUniversity; and nine Selz, The National Center for Research
in Vocational Education, for their critical review of tho
manuscript prior to its final revision and publication.
Robert D. Bhaerman, Assistant Director for Career Education at
the ERIC Clearinghouse on Adult, Career, and VocationalEducation, coordinated the publication's development.
Robert E. TaylorExecutive DirectorThe National Center for Research
in Vocational Education
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ABSTRACT
This paper is a dencriptive presentation of the state -of -the -artof competency-based adult education (CBAE) . Readers are
r provided first with a brief history of the development of theconcept and are presented with basic terminology. Then,
i because CBAE is multi-dimensional, varied notions of functionalL adult education arc: discussed and major strands of diversifiedI program and instructional processes are described. In addition,
administrative perepect!.ves and durrent research issues arepresented. The paper provides background for understanding'the current statue and direction of several CBAE programs.I" reflects the current base of limited written resources andthe supplementing of discussions with personal communication.It presents an overview cf the nature of CBAE, the foundationsof a CBAE process, the scope of CBAE systems, teaching/learningstrategies, adminiurrative trends and issues, and the currentstate of research in this area. Tables illustrate (1) APLmodel of functional competency; examples of tasks, and (2)five-state comparison of adult alternative programs. Appendedmaterials include 4 list of potential resources concerningprograms, bibliographies and product listings, and suggestedreadings. (CT)
^ *Educational Resources; Models; *Program Administration; 'ProgramDesign; Program Devoiopment; Teaching Methods State of theArt Reviews -......-
IDENt: Information Analysis
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CONTENTS
PREFACE xi
INTRODUCTION 1
THE NATURE OF COMPETENCY-BASED EDUCATION 4
PROGRAM COMPONENTS OF CBAE . 4
1
VROGkAM ORIENTATIONS OF CBAE 7
FJONDATIONS OF A COtPETENCY -BASED EDUCATION PROCESS 10
MODELS OF FUNCTIONAL COMPETENCY 10
LIMITATI,NS OF FUNCTIONAL COMPETENCY DEFINITIONS 13
THE SCOPE OF COMPETENCY-BASED rUCATION SYSTEMS 15
CREDENTIAL-ORIENTED SYSTEMS 16
LINKAGE CBAE SYSTEMS 21
ADAPTATION SYSTEMS.
22
TEACHING /LEARNING STRATEGIES 24
ASSESSMENT PROCEDURES-AND MATERIALS 24
CURRICULUM MATERIALS DEVELOPMENT 25
ALTERNATIVE LEARNING SYSTEMS 26
RECORD KEEPING AND DOCUMENTATION 26
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ADMINISTRATIVE TRENDS AND ISSUES IN COMPETENCY- BASED
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ADULT EDUCATION
STATE ACTIVITY INCBAE
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STAFF DEVELOPMENT FOCUS29
COSTS VERSUS BENEFITS OF CBAE 30
CURRENT STATE OF RESEARCH IN COMPETENCY-BASED ADULT
EDUCATION33
WHAT IS COMPETENCY? 33
MEASUREMENT OF COMPETENCY 34
IMPACT OF CBAE 35
SUMMARY36
APPENDIX38
REFERENCES45
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TABLES
1. API MODEL OF FUNCTIONAL COMPETENCY:'EXAMPLES OF TASKS 6
Z. FIVE-STATE COMPARISON OF ADULTALTERNATIVE' PROGRAMS
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PREFACE
Competency-Based Adult Education (CBAE) is becoming recognizedas & viable process and approach for adult literacy programs.However, because of recent developments in this field and itsdiverse, segmented activities, many practitioners and laypersons are unaware-of its potential program impact. Manypersons lack information concerning elements of a competency -based education strategy, in general, as well as the specificprogram structures of CPAE activities. This paper is designedto address these informational needs.
Competercy-nased Adult Education: A Challenge of the 80s is adescriptive presentation.uf the state-of-the-ax.of competency-based adulL education. Readers are provided first with abrief history of tho development of the concept and arepresented with basic terminology. 'Then, because competency-based adult education is multi-dimensional, varied notions offunctional competency are discussed and major strands ofdiversified program and instructional processes are described.In addition, administrative perspectives and current researchissues are presented.
The paper provides background for understanding the currentstatu.i and direction of several competency-based adult educationprograms. However, as with any state-of-the-art discussion,certain limitations should be noted. Some limitations resultfrom an attempt to present a balanced overview of current practiceswhich are in process of pilot-testing, of refinement, and,often, major revision. Program and instructional developmentsare not s4atics they have been temporarily "captured at onepoint in time" for descriptive understanding. Consequently,some program information may not be comprehensive enough for
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in-depth analysis. As another limiting factor, practitioners whoare craating and implementing CBAt typically do not providesufficient written documentation, eval,ation, and niscussion oftheir efforts. Tile paper reflects the current base of limitedwritten resources and the supplemert;tv of discussions withpersonal communication with these projects and, when
sePPrePriAte, with other documentation.
Clan has been perceived by some adult educators as.a controversialaddition to adult education. Philosophies of instruction,operational emphases and program articulation, and learner andprogram outcomes continue to be discussed and debated. Adulteducators are continuing to examine critically the backgroundresearch, credibility, and impact of competency-based approaches.This paper will not attempt to present all of the philosophiesand emphases in depth nor compare the strengths and weaknessesof each. Additional authors should pursue these areas in thefuture. This paper will, however, present an overview o+ thenature of CBAE, the foundations of a CBAE process, the scope ofCBAE systems, teaching/learning strategies, administrativetrends and issues, and the current state of research in this'area,
Competency-based adult education can represent an excitingaddition to mastery learning, flexible program formats, andfunctional literacy concepts for adults. It offers great promisefor the articulation of program and learner outcomes throughmore systeaatic instruction. It can provide significantopportunities for educational programs to offer flexible andresponsive learning environments and experiences to adult learners.
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INTRODUCTION
"That one man should die ignorant who had the capacity to learn.this X call a tragedy." Thomas Carlyle.
"Why do we always get the thorny stem, rather than the flowerof the rose?" Student comment in an adult basic educationclass.
Adult literacy education has espoused Lhe mission of serving thedisadvantaged: However, often the v*.sion and the reality ofits efforts resided in far separate worlds. During the years ofthe 1970s, adult literacy education incorporated strongerfunding, new outreach efforts, innovative and (hopefully) moreeffective delivery systems and instructional stratsgies.
One key development duri:g these years was tte competency-based approach to adult education. This new perspective appearedto offer better saIntions for educational and programmaticoutreach in adult basic edudation. in the early 1970s, twoseparate, yet interactive dev:lopments focssec national intereston snd practit...oner support for, competency-based approaches toadult basic education. Attention was focused on the needs fora concept of literacy-approprinte to adults and a more flw:ible,accessible, and relevant process to service diverse adultilliterate learners.
The first development addressed a concept of literacy in relationto the life orier.acion of the adult. Driag tt.o 1900s,American society had undergone significant shifting ofresources and expectatior; towards.detining the high schooldiplom4 as the "benchmark of education literacy" (Hunter & Harmon,),979). This rising set of expectations was most dramatically
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shown through comparison of high school graduation rates of 12
percent
1900 to 78 percent in 1974 (Berg, 1971: Cook, 1977).
Within adult basic education, this similar rising expectation
of grade level completion and a possible educational credential
also was occurring.
In the 1900 census, an illiterate was
identified as any person ten years of age or older who was
unable to read cr write in nis or her'native language.
In
1959, the Bureau of Census conducted a specific population survey
on literacy and educational attainment, defining illiteracy as
the inability to rear and write a simple message in English
or in any other'language and designating a functioning level of
literacy an a fifth-grade level of skills (Cook, 1977).
New
adult education federal legislation in the 1970s expanded the
mandate of adult literacy education to encompass "at least the
completion of secondary school."
Thus,, through various federal
agency activities and mandates, the concept of literacy
expanded from a basic skills orientation to encompass grade level
compltionand, finally, to include the completion of a
secondary school education or its equivalent.
This changing focus toward defining literacy, Jr' terms of higher
levels of educational attainment and equating It with the
traditional secondary school curriculum seemed inappropriate in
its application to all populations. especially. the disadvantaged
adult population.
Should literacy requ:krements for adults be
different from literacy requirements for 'children?
Do
disadvantaged adults have a different set of needs which affect
the notion of literacy?
How can adult education assist
disadvantaged adultd to be employable, less dependent upon the
social welfare syntems,and more fully equipped to cope with
adult responsibilities?
Traditional adult literacy approaches
had not directly addressed these issues.
In August of 1970, the United States Office'of Educati
Aissued
'
a request for research prpjects that would establish a
systematic
definition of adult functional literacy.
The Adult Performance
Level (APL) Piaject at the University of Texas at Austin was
funded to conduct this research investigation.
This project
called national attention to the concept of "adult functioi41
literals'," as the ability to function effectively in today's
society.
In later research, this project created an estimated
64 million adults who were functionally illiterate (Adult
Performance Level Staff,'1977).
The development of nontraditional approaches to serve adult
learner needs was the second key impetus toward implementing
competency-based adult education.
The late 60s and early 70s
were high innovation years for educational institutions.
Relevancy, flexibility, and accessible learning were major
goals for the modification of educational structures and processes.
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Non-traditic aucation - education that rejects lockstepcurricula, ional graduated subject-level learning, andcampus-koun% .room activity - had gained significant support.Until the 1J tndereducated adults had only three majoralternatives :or gaining e secondary education - a traditionalevening high school program, a correspondence course of study,or a high school equivalency instruction/testing program.These options were insufficient.f.)r many adults who found theseprograms either irrelevant to their situation or inaccessibleto them. Some who went through these programs found that ahigh school equivalency diploma was not always an accep'ablesubstitute for the traditional/ high school diploma.
In 1973, the Policy Institute of the Syracuse Research Corporationpresented the Ford Foundatio!i with a proposal for an alterrotiveto a high school diploma. Wiith strong educator leadership anddirect input from representatives of adult basic education,labor, ousiness and the community, a developmentaa effort wasundertaken to establish content areas of adult competency andguidelines for granting an/external high school diploma. A NewYork State grant with federal backing was provided to develop theidea further and to establish a working model for an externalhigh school diploma program (Ntckse, 1979). The RegionalLearning Service inaugurated the New York External High Schooldiploma prograA oriented/ solely to adults. This. program had nooperational instructiondl classroom component. The core of thisexternal approach was a/defined set of competencies, assessmentmeasures, and resource /counseiins and advisement center.This was followed in 174 by the establishment of the experimentalMonmouth Adult Compression Adult Diploma Programinstituted by the New Jersey Department of Education (Niles, 1980.These nontraditional high school diplomL programs offered newfloxibilLty and releviance to adults. Utilizing competency-basedprocesses, they provided a new, acessiblc approach for adultswho desired both thelknow/edge and the credential.
/Since these early major efforts, numerous local, state, andfederal agencies alid educational groups have joinea in thecreation and refinement of competency-based adult education.This paper providez an overview of the elements of this innovation.The current state of CARE programs and processes, research andadministrative isues, and key perspectives on functionalcompetency and liarning strategies are presented. It is hopedthis paper will provide understanding and insights into thecurrent scope sr impact of competency-based adult education.
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THE NATURE OF COMPETENCY-BASED EDUCATION
Competency based adult education (CBAE) represents a diversityof forms, processes, and elements. AR a concept, it isdefined as "a performance-based process leading to demonstratedmastery of basic and life:skills necessary for.the individualto function proficiently in society" (Report of the USOEInvitational Workshop on Adult Competency Education, 1978,p. 1). In its ideal state, it has both see programcomponents - prescribed outcomes, preL-Ifid post»a'Xsessment,functional literacy content, and certification of mastery andspecific program orientations, variable instructional structuresor processes, and an adult learner orientation - whichdistinguish it as 4 unique educational program.
PROGRAM COMPONENTS OF CBAE
Identified and Stated Outcomes
All CBAE processes utilize prescribed objectives and outcomes.These objectives /outcome?, are the "competencies", i.e., keyinformation and skills that define the direction and scope cfan individual's learning. The stated competencies have abase in research and are validated through either local,regional, or national efforts. The competencies represent thepredetermined focus of instructional goals.
Preassessment and Postassessment
Entry and exit from a CBAE process occurs through a formalizedassessment system. Entry or preassessment provides a diagnosisof skills and knowledge that either may haie been previouslylearned or that must be.addressed through future learning
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activities. Postaesessment determines the student's presentlevel of skills and knowledge of the stated competencies of the
.program and certifies the student's final competence in theskills aadressed by the program.
Functional Literacy
CBAE structures are generally grounded in functional literacysubject matter, " basic and life skills necessary for theindividual to function proficiently in society." Thisintegration of both basic and life skills is a key componentof successful CBAE efforts.
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There are many variations in the specific mixture and content ofbasic and life coping skills and knowledge. All CBAE programsstress the development of basic skills (reading, computation,writing, problem-solving, listening/viewing/speaking). Certainprograms also incorporate competencies in interpersonal relations,cross-cultural relations (predominantly in English as a SecondLanguage programs), and humanistic concerns.
Life skills competencies tend to focus on life roles such asemployee, consumer,, citizen, family membur, healthy individual,and/or personal problem-solver. The nature of, these competenciesvaries based upon the structure.and results of the original,foundational research for the program, upon variations inregional lOcation (cultural, ethnic, rural/urban differences),upon clientele service orientation (e.g., state welfare clients,rehabilitation clients, or non-English-sp4.king participants),and upon the perceived goal certification fcr the learner(high school diploma, GED preparation, vocational).
The functional literacy approach assumes that basic skills arelearneJ through a focus in life- coping skil's. For example,the Adult Performance Level (APL) Project has defined functionalcompetency as a two-dimensional concept of an identified sct ofbasic skills as they apply to five general knowledge or contentareas. Table 1 outlines this concept and provides examplesof the interaction of haste skillend knowledge within afunctional literacy, life- coping orientation.
Certification of Mastery
Ideally; CBAE processes/programs should provide certification,of mastery of competencies. Many CBAE programs have link4s,:.their efforts to an external or nontraditional high schooldiploma program. Thus, successful completion or mastery ofthe competencies certifies an adult for a high,school diploma.Certain programs link mastery of their competeiciee to entryinto other programs such as vocational traing, conventional
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TABLE 1APL MODEL OF FUNCTIONAL COMPETENCY:
General Knodledge and Content Areas:
Spooking,Listeniag,
t Viewing
11 Problem-Solving
/1, inter
: rersonalcelationa
read an ad fora sale
read a jobdescription
road firstaid directions
read a movieschedule
read about yourrights after arrest
fill in incometax fcrm
complete ajobapplication
write a menu complete anapplicationfor communityservice
write yourcongressman
auk questionof /RS
listen to anemployertalk abouta jo.,
listen to adoctor'sdirections
use thetelephone
describe anaecidet.:
decide whichhouse to rent
decide which decide when tojob suits call a doctoryou
use stampmachines inthe postoffice
decide which candidtto vote for
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relate to asalesclerk.
be successful, interact within a job hospitalinterview personnel
ask directions interact with policesuccessfully
.
compute salestax
calculate deice how manypaycheck times a day todeductions take a pill
calculate thetime it takesto travel 4distance
.
calculate the cost Ia speeding ticket
high school diploma, or OED instructional preparation. Otherprograms offer a certificate of accomplishment for attainment ofthe designated skills and knowledge.
PROGRAM ORIENTATIONS OF CDAE
Variable Instructional Structures or Processes
Most CBAE programs do not prescribe one instructional processor method for their students. When knowledge, skills, andattitudes outcomes are pzescribed and assessed throughcompetencies, students may elect learning strategies froma wide array of differing approaches with the advice and helpof teachers or assessors/counselors. Programs may utilizeinstructional modules, group presi:ntations and discussions,self-directed learning, student- initiated performanceactivities, teacher-with-student or student-witL studentteaching tutoring, and other uniquely suited learning strategieswhich best assist the studenu to gain competence. CertainCBAE programs have an established competence - oriented curriculumwith individualized instructional materials (e.g., APL system).Certain systems provide educational brokering services to directstudents to other community resources and courses for informationand/or instruction (e.g., New York External High School DiplomaProgram). Certain pzograms offer a learAing resource centerapproach which provides a variety of materials and mediaidentified to provide instructional support for basic skillsdevelopment (e.g., New Jersey MAECOM Adult Diploma Program).Lastly, a few programs offer small group and individualizedinstruction where students intxract on a regular lasis withteacher-student groupings..
The CBAE title of various instructional procesies representsphilosophical differences regarding program structure, adultlearning styles, available community learning resources, andthe outcomes of the program. The CDAE process strives tomake maximum use of alternative learning and instructionalprocesses in orderto bring about attainment of competenciesin the most effective-manner. Although the specific competenciesare prescribed, there is not a dominant instructional process,nor one specific instructional strategy for all students.
Adult Learner OrientaEion :
Because of the focus on the disadvantaged adult learner.CBAE programs have attempted to integrate key concepts ofeffective and effic.ent learning in relation to the adult. Forexample, adults have significant w:rk and family timecommitments which may make it impossible for them to maintain
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a regular claserocm schedule or learning pace. Most CBAEprograms attempt to present a flexible time orientation forstudent participation. Students may begin their learning atany time, progress in their learning of competencies at theirown pace, and have opportunities to return to inadequatelylearned concepts or skills until mastery.
Adult educators often have lamented the enforced use of gradelevel categories, group-paced learning, and prescribed contortwith mendated skill level teaching for adults in adult basiceducation. The CBAE process monitors the student's level ofknowledge and abilities in relation to the final competencylevel of the pro ;ram. Students enter the process at theirpresent assessed level. Certain students may have broughtsignificant prior life experiences and academic skills into theprogram. Thus they require only minimal time and a focusedlearning commitment. These students who have limited proficiencywill concentrate on a broader range and depth of competencies.However, in both cases, individuals are aware of the finiteobjectives and their current standing in relation to programcompletion. They all receive positive reinforcement andexperience success in accomplishment of competencies as theyprogress towards mastery of the objectives. Thus each student,in a sense, has a unique composition of learning experiences inrelation to his or her skill level. It is this relationshipbetween experiences and skills that can be used to guide thestudent towards mastery.
Many adult literdcy programs provide individualized instruction -learning experiences that allow foi self-pacing and regularcorrective feedback. Effective CBAE programs also attempt toprovide "personalized instruction." Personalized instructionnJt only focuses on the individualization of learning, butprovides learning experiences that arc presented in relation tothe learner's personal and immeditte goals and needs Hall &Jones, 1976). Capitalizing on the adult learner's need forrelevant and immediate life task problem-solving, personalizedinstruction assumes maximum flexibility by beginning with thoselife-coping competencies of immediate priority and concern tolearners at the level of their present skills.
The nature of CBAE in its ideal state is typified by the programcomponents - identified outcomes; assessment systems, functionalliteracy skills, and certification of mastery - and by theprogram orientaticns - variable instructional processes and adultlearner orientation. A few CBAE programs have most of theseelements in operation and are quickly incorporating the remainingelements to form a complete CBAE process. However, manyprograms are either in process of'adapting present programst, CBAE principles or have only partially committed their
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4 structure to a CRAB approach. Those prbgrams typically have
two or three of the.above stated elements. Lastly, some programs
focus upon outcome objectives or functional literacy skills, yet
they do not support or emulate the philosophy of CBAE. As
with any innovation, there are many levels and varieties of
,application of the concepts and structure of CDAE to local adult
education programs.
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FOUNDATIONS OF A COMPETENCYBASED EDUCATION PROCESS
CBAE programs are grounded in an explicit sett -f"-knowledge andskill outcomes known as functional compe mdles. Thesefunctional tompttencies are derived m varied researchefforts to identify the composit of "functional literacy"and represent the subject m tier for learning outcomes. Oneof the more heated deb within CBAE ranks concerns thedefinition of fun,..sti nal literacy, the various sets of functionalcompetencies Among programs,and which of these sets is themost suff ent, relevant, and valid for adult life requirementsin ou ocioty.
MODELS OF runcrromAL COMETENCY
There are, at present, three major variations of defined sets offunctional competencies with application to CBAE programs.These three variations are illustrated by the Adult PerformanceLevel (APL) Project, the New York External High School DiplomaProgram, and the California model.
The Adult Performance Level:Project specifies functionalcompetencies oriented to life-coping skills in toda/'s society.These competency objectives were developed through a literaturesearch, a survey of state and federal agencies and foundations,regional conferences on adult needs, and interviews Witaundereducated and underemployed adults. From this researh,functional competencies were defined as the integration ofskills and knot ledge, rather than cluster groupings of isolatedknowledge and ,.kill areas. APL functional competency is atwo-dimensional concept in which an identified set of skills -reading, writing, speaking, listening, viewing, computation,problem - solving, and interpersonal relations - are applied to
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five knowledge areas - consumer economies, occupational knowledge,health, community resources, and government and law (Sec Tahle 1).These forty-two competencies are utilized through the adultbasic, pre-GED, and the API. diploma program (Shelton, 1979).
The flew York State External High School Diploma Program is cal!caan applied performance assessment system specifically developedto provide a non-traditional process for earning a high schooldiploma. The prcgram-regards competency as specific skills orknowledge through which a candidate can demonstrate performancemastery. The program has identified sixty-four basic skills andgeneralized competencies in communication, computation, socialawareness, consumer awareness, scientific awareness, andoccupational preparedness as well as specialized competencies inindividualized occupationalor vocational skills, advancedacademic skills, and specified skills in areas such as art,music, and community organization. The generalized competenciesare combined with specialized competencies to compose the totalsystem of the diploma program.
The sixty-four basic competencies in this diploma program wereinitially defined by a task force of fourteen criteria - selectedindividuals. These were reviewed and refined by representativesof Various community, business, education, and social groups.In its capacity as school board for the program, a regionalcommittee of selected community leaders reviewed and. critiquedthe competencies for final approval (Nickse & McClure, in press%These competencies continue to be refined in their performancemastery application by educators working with disadvantagedadults in tne diploma program.
California conducted a statewide analysis to identify necessarycompetencies for functional economic ;.nd educational successin today's society. Specific competencies were evolved froma literature review= a listing of generalized competencies:the composition of an organization framework; specific statementsgenerated bran expert panel; and extensive review, rewriting,and editing (NOMOS, May, 1978. These five main categoriesinclude competencies in cultural, economic, health and safety,interpersonal, and social-political areas. Each category wasfurther divided into subcategories with specific competencystatements for each subcategory. The research incorpor.'ted workdone through a pilot-tested competency-based diploma programin the Los Angeles Unified School District. This program definedthirty competencies, judged by adult students, adult educationteachers and administrators, and community representatives tobe most vital to a functional competency curriculum (McCune, 1979).
The California State Department of Education views the relationship ''of fenctional.cempetency to adult education as a dynamic process
11
model. A competency at a particular level of performance isfunctional when it serves to meet a need of a person withparticular characteristics (gender, age, ethnic group) in aparticular set of circumstances (NOMOS, 1979), Within an,instructional context, the program utilizes the previouslyidentified competencies (skills and knowledges) and providesdialogues which teach clients to tailor the instrection andfinal competency outcomes to the learner's individual needs.In the CBAE high school diploma programs, all programs mustvalidate by mandated state law a student's ability to read,write, and compute for functioning effectively in society.Other competency requirements of the diploma program are locallydetermined by each.school board. In addition, each board isresponsible for establishing the standards, levels of performance,and means of assessment (Styles, 1980).
Specialized OrIntation to Functional Literacy
In addition to these three major projects, which have defined afinite set of functional competencies for a CBAE process, othergroups and-individuals have also looked at specificorientations in relation to functional competency concerns.Adkins identified specific social and psychological problemsof disadvantaged adults. Analysis of this research created thecategories of occupational and career problems, problems inliving in community, problems of personal growth and development,problems in relating to others, medical and health problems,marriage and family problems, and problems of being a parent.
-Ace:ording to Adkins, learning activities to deal with theseconcerns should evolve through a problem-solving process ratherthan a fixed, predetermined set of competency tasks.
A recent project in Utah identified values, knowledge, and skills'necessary to be a competent economic manager of family resources.The National Center for Research in Vocational Education iscurrently conducting a study to identify necessary competenciesin occupational knowledge and consumer economics. NorthwestRegional Educational Laboratery,is investigating situation-specific user of literary skills of adults in local communities(Fischer, 1979).
The states of Oregon and Michigan have utilized functionalcompetency concepts in defining curriculum areas with applicationto both the adult education clientele as well az the primaryand secondary educational community. In its development of acompetency-basud adult high 'school diploma program, the stateof Oregon incorporated recent state board of education graduationrequirements, These requirements focused on six broadly statedlife roles: individual, learner, producer, citizen, consumer,and family member (Nickse & McClure, in press). Michigan, in its
12 23
efforts to deine and develop a set of life role compr.tahciesthat, all students should attain by the conclusion of their highschool years, identified the major four areas of (1) employabilityand occupational skills, (2) personal and family management,J1) civic and social responsibilities, and (4) aesthetic andhumanistic appreciation (Michigan Life Role Competencies, 1977).
In adaition to tease applications of functional competencies,thirty-three status have taken some form of action to mandateminimum competency standards for elementary and secondary students.All of the remaining states either have legislation pending orlegislative or state board studies examining minimal competencyrequirements f.Pipho, 1978).. :eCaUSe of this major activity,many state adult education programs are being challenged toconform to (and develop) minimum competency standard requirementsfor high school graduation. Of equal importance, competency-based adult education programs are drawing in secondary educatorsand school districts who desire to investigate the feasibilityof incorporating competency-based adult education concepts intotraditional curriculum systems.
LIMITATIONS OF FUNCTIONAL COMPETE1CY DEFINITIONS
All of these comprehensive or specific efforts toward definingfunctional competency have their weaknesses. As noted by Fischer,"a specific competency is rarely applicable to all people.Geographic, location, sex, age, ethnic background, life stage,and other factors affect both the individual and socialperception of necessity" (Fischer 1979, p. 148).
As the most publicly visible and the only national research-basedstudy, the APL study has generated considerable controversyand thus heightened educator and researcher concerns for validationof functional competencies for specific regional or clientelegroups. Although most educators endorse the generic concept ofAPI, functional competency, several critics have questioned thespecific composition of objectives in the APL study, itsaoolication to disadvantaged adults, and its middle-class valuebias (Griffith and Cervero, 1977; Fischer, 1979; Cervero, 1980;Myer, 1579). For example, in research analyzing self-perceivedneeds of New Jersey adult basic education (ABE) students,Flaherty noted that students, on the average, wanted to learnabout 59.6 percent of the API, competencies. Students with thelowest reading levels expressed more interest in competencies thatinvolved basic reading skills. Occupational knowledge and consumereconomics knowledge areas were identified by students as havinghighest priority, whereas health and community resourcesknowledge areas generally held lesser interest for students(Flaherty 1978). Other functional competency models also suffer
13
4
from similar problems regarding their relevance to disadvantagedadults and their universal application.
In summary, CDAE programs are grounded in a specific set offunctional :..omptencies that define the content and focus ofthe learning process. 'However. the concept and application offuActional competencies differ among programs, amongclientele groups, and - potentially - among individual learners.These differences have a significant impact in judging the CBAEeffort. /
.
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THE SCOPE OF COMPETENCY-BASED EDUCATION SYSTEMS1
Competency-based adult education has been incorporated into adulteducation programs throughout the United States. TheDepartment of Education's Division of Adult Education indicatedthat in 1977-78 forty-throe states were sp6nsoring 153 separateC8AE-related special programs during the fiscal year with atotal investment .of approximately S8 million (Profile of theStates, 1978). During fiscal year 1979, Clearinghouse for AdultEducation and Lifelong Learning (ADELL) identified special adultfunctional competency projects in forty-seven states with atotal funding of approximately $7, million {Fiscal Year 1979Fundings for Adult Functional Competency Projects, 1900).Istc latter does not identify the traditionally-funded programsthat also have incorporated CSAE [into their outreach effortsbut are not now receiving special funding. For example, theydo not represent the twelve-APL pilot high school diplomaprogram sites in Texas or the Oregon CBAE Community CollegeHigh School Diploma Prowam. ,
Competency-based education encompasses a wide range of activitiesand programs. The scope of these, efforts can be categorizedby the functicnal characteristics of the CBAE pogram in relationto current adult basic education activities. In examining CBAEprograms, the three major systemsainclude" (1) credential-oriented systems, which have external and nontraditional highschool diploma programs; (2) linkage systems which may .
incorporate Adult Basic Education, English as a Second Language,prevocational and/or vocational education, pre-GED and/orGED programs, or job readiness programs, and (3) adaptationssystems, which focus the functional literacy CBAE approaches
.. to service speciAl populations. t
1.5
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CREDENTIAL-ORIENTED SYSTEMS
In November 1970, twenty-three states reported CEAE high schooldiploma programs in development or operation at ninety differentsites (Nicks°, in press/. Although there are significantvariations fmong these state and community/competency-basedadult education diploma programs, all programs follow one of
1i
. Focused assessment model i
three basic schematic models:
2. Combined assessment and curri ulum model3. Combined model of assessment, 1 alternative resource
learning, and Carnegie Unit 4rtification
Focused Assessbent Model
This model is created to assess - not to each - functionalcompetencic,s. As a basic premise, it is assumed that adults areable to select and utilize a variety of earning resources andappropriate learning styles to gain comp tency. This modelfurther assumes a variety of learning;re ources within thecommunity setting. Programs with this M del provide an appliedperformance assessment system with cound ling/educationalbrokerage services to both define curren level of competencyand diagnose area. for future mastery o competency. Asapproprioto, tney a::are resources and h 1p possible alternative
1 community/family aljuncies to gain knowl dge and skill. The finaltranscript and high school diploma show a verified demonstrationof competenbe as the sole criterion for the awarding of a highSchool diploma. There is no specified nstructional curriculumand no linkage with traditional Carnegi unit -based diplomaprograms.
This model is exemplified by the Now Yo k State External HighSchool Diploma Program. it awards the iploma based 'n thedemonstration of competency in sixty-fou basic skills plusdemonstration of (1) occupational skills (2) college readiness,or (3) special skills. Now located in ix sites, thisexternal diploma program is funded by the New York State EducationDepartment. Between March 1975 and June 979, 2,100 adultsreceived their high school credential. A of June 1979, over1,300 persons wore enrolled in the progra (Nickaes'in press).
Combined Assessment and Curriculum Model
This model was created as a.comprehensive process to both assessfunctional competencies and to provide a curriculum for masteryof competencies with final certification in the form of ahigh school diploma. Philosophically, this model has a defined
16
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s
, In addition to the APL high school diplcsa program, Californiais currently designing and implementing the California CompetencyBased Adult Diploma Program(CALCOA?). This project is creating
1
icompetency achievement pacts ;CAPs), which will assess andteach functional competencies in a total assessment and curriculum
model. Currently pilot tested in the Loa angeles Unified School
District. this -r,:: diploma model will he inf0:ept-reted into other;
1 adult educatio.N ,...:grams in California (Tibbetts and RestbyGibson,
1979).
//
structure of functional competencies, individualized and variedinstructional experiences in leveloped sets of learning resourcematerials, and a pre /post Aseessmtnt system. As with thefocused assessment models there is no linka:.e to Carnegie-unit
certification.
The model is exemplified by the Tex0e API. Competency Based
Diploma; Program. This program awards the high school credential
for demonstration of a satiefacterY score on each objective of
American College Testing Pvgram's APL Content Area Measurescuccessful demonstration of h series of life skills activities,and demonstration of (1) marketable job skills. (2) college or
vocational school readiness. or (7) demonstration of skills in
home management /maintenance. Within Texas. this program hasawarded over 1,000 diplomas and cnirently has approximately
1,300 candidates.(Shelton. 1979).
Combined Model of Assessment, Alternative Learning Resources. and
Carnegie Unit Certification
nigh school diploia programs in this modal are "hybrids."
drawing upon both traditional secondary education certification
and upon present learning resources in adult education programs,
while also incorporating innovative structures of functionalcompetencies, assessment..systems. and alternative learning
.
instructional modes. Several of the state and local district,programs in this model group have incorporated credit for prior
life and educational experiences in relation to program-defined
functional competencies. All of the programs in this modelhave translated the mastery of functional competencies intoacademic credit or Carnegie units.
There are three major' programs which. at present. characterizethis model - the Oregon Adult Diploma Program, the Massachusetts
New Redford Adult Diploma Program* and the MAECOM Adult Diploma
Program in new Jersey. Each of these three programs that was
cited above has incorporated the CBAE process in unique ways
while at the same time conforming to local educational
environments. Each program varies dramatically is its forms of
instruction (from formal required classes to mentor-facilitated
17
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ter, .AiiMMI
independent learning approaches) and in its assessment processes(from standardized basic skills tests to life experienceportfolio documentation). The three basic models characterizethe major variations in GIME credentialoriented programs.For further comparison of four of the above alternative adultdiploma programs, the following chart (Table 2) outlines eachprogram in relation to certification requirements, types ofinstructional modes, type of assessment activities, type ofdocumented prior learning, activities as applied to thecompetencies of the diploma program and other pertinent features.
\ ...
,
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PROGRAM
TABLE 2PIVE-STATE COMPARISON OP ADULT ALTERNATIVE PROGRAMS
MASSACHUSETTS 1. 16 Carnegie units including classes standardized tests: life skills
U.S. History (7 required, special tutoring , documentation of options inNew Bedford 9 elective) independent learning life skills in 11 areas (9Adult Diploma
2. High School level reading self-paced
chievement 4 cr.3. Math achievement - 2 cr.4. Writing and grammar
In addition to th'e major emphasis of recent CBAE activities in
alternative high school diploma programs, many CBAE concepts
and processes are also being incorporated into other adult
education program efforts.
Linkage CBAE,systems are programs
of Adult Basic Education, English as a Second Language,
prevocational/vocational education, and pre-GED/GED programs
that integrate traditional subject matter within a CBAE proqess
and framework.
Many of these programs were initially attracted
to CBAE because of, the potential infusion of functional literacy
concepts.
In a comparative six city research project of adult
basic education, it was observed that teachers had seldom
incorporated 1J2e skills into their instruction (Mezirow,
narkenwald, and Knox,- 1975).
In a focused research investigation
of adult basic education instructional practice, it was noted
that those teachers who do emphasize life skills with
disadvantaged adults have lower dropout rates'among their
students (Darkenwald, 1975).
In a Louisiana research study
of comparative groupings of traditional and APL instruction in
adult basic education, students in the APL instruction groupings
not only had greater test score changes in life coping
skills,
but also demonstrated a higher overall retention rate
Dauzat, 1978a, 1978121 Report of the USOZ Invitational
Workshop on Adult Competency Education, 1978.
This infusion of
life skills into adult education classrooms appears to offer a
more relevant and attractive learning experience with
possible
positive impact on student retention rates.
.
Adult basic education programs, those programs that traditionally
have provided instruction to the illiterate adult up through
the eighth grade level of skills and knowledge, have found
significant value in CBAE.
These programs often are not total
systems with the ability to provide a form of certification
at the point of mastery of competencies, but rather linkage
on feeder systems that (ideally) provide
sufficient instruction
to bring the adult's knowledge and skill to the level
of
entry into a vocational, GED preparation, or high school
diploma
program.
Those programs, focused on basic skills development,
utilize functional life-coping skills an a point oforientation
and a set of designated competencies as a framework of
instruction (Royce, 1979)..-ABE-CBAE programs are extremely
variable in scope as can be demonstrated by the Lancaster-
Lebanon, Pennsylvania Program which welded together .a competoncy-
based adult education program using elements of CETP (the
Community Action Program (CAP)- Employment - Training Program), the
Adult Learning Resource Center model as practiced in a variety
of states, and the modified ABE program with life skills
instruction as taught in Louisiana and Worcester, Massachusetts.
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English as a second language (ESL) instruction is also makingsignificant headway in the CBAE area. Faced with culturaland language barriers, the clientele of these programs typicallylack basic literacy skills, an understanding of the Englisnlanguage, and functional competency. ESL-CBAE programshave combined the ESL orientation regarding development ofEnglish grammatical and speaking structures with instructionalfocus on functional _competency and life-coping skills(Keltner s Howard, 1979). As :sith ABE instructions, these programsattempt to integrate their efforti into a linkage system towardsan ABE, GED, vocational education, or high school diplomaprogram. Key examples of developing programs include theCalifornia-San Diego ESL program, the Illinois efforts in Schaumbergand Kiehwaukee, and the New Jersey program at Jersey CityCollege, Each of these projects has made significantcontribu.tions in reorienting curriculum, developing appropriatematerials, and redirecting instructional activities toward a.functional literacy,.CBAE effort.
Beyond ABE and ESL programs, other adult education areas arelinking functional literacy concepts and CBAE processes totheir instructional programs. Pre-GED and GED preparationinstructional programs are incorporating life-skills curriculumwith traditional skill and knowledge development. Vocationaleducation programs are also modifying their curriculum toCBAE processes, and several CBAE adult education programs arecombinin their focus with Comprehensive Employment TrainingAct/Work Incantife-(CETA/WIN)-PAO9rams and displacedhomemaker groupings (Kasworr and Lyle, 1979):-
ADAPTATION SYSTEMS
Beyond major program investments in CBAE, numerous pilot projectsare adapting the philosophy and concepts of functionalcompetency, competency-based approaches, and/or variations ofCEAE high school diploma programs to special population groups.For example, the APL curriculum has been successfully integratedinto the correctional education program at Windham-SchoolDistrict (the education program for the Texas Department ofCorrections). The Missouri State Corrections Systems and theIllincis State Corrections Program have also utilized APLapproaches in ABE/GED programs (Pierce, 1979). The Adkins LifeSkills Program, a competency-based program oriented toemployability life skills, has been utilized in a variety ofsettings with New York State welfare clients. Comprised often multimedia units, the Life Skills Program incorporatesaffective, cognitive, and behavioral components to assistdisadvantaged adults in selecting, locating, gaining, and
'22 35
retaining jobs (Seise at al" 1970.
Adult educators are initiating, designing, and implementing CBAEprograms, curriculum, and instructional components for ',tilergreatly underserved groups, such as the mentally retarded,occupationally or physically disabled, the learning disabled,the elderly, and the homebound or institution-bound adult.In addition, adaptations of curriculum and research into"culture- bound" fur.ctional competencies are also beingconsidered fox groups of Eskimos, Native Americans, and inner-city youth. These activities are in the beginning stages of' -rowth and hopefully, in future years, will offer excitingadditional components to the CSAE scene.
The scope of current CBAE activity is quite diversified. Itsapplication ranges trom total high school diploma programs,to linkage efforts with current educitional systems servingdisadvantaged adults, to special adaptation systems of pilotprojects oriented toward special-need populations. Althoughthere are a few major innovative programs that have created anew CBAE system in adult education, the majority of acrivity inthe field is focused on adapting or linking the concepts andprocesses of CBAE within current program efforts.
23
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1 EACHING/LEARNING STRATEGIES
1
With the development of competency-based adult education as aprocess and as a program structure, teaching and learningstrategies,in the adult education classroom have taken onnew d1mensions. Those areas that have experienced the mostproforma impact include (1) assessment procedures and materials,(2) curriculum materials development, (3) expansion ofalternative student learning systems, and (4) recordkeeping anddocumentation systems.
ASSESSMENT PROCEDURES AND MATERIALS
Although adult literacy education has always dealt with theneed for student entry assessment of abilities in relation toeducational goalsetting, CBAE places major emphasis onassessment. The quality and outcome of the educationalexperience is assumed to bedirectly identified by the natureand the scope of the assessment system. Competency-basedadult education is perceived to be a relatively lame notionwithout relevant and proper pre- and post-assessment procedureslinked to measurement of competency. .4
Many CBAE programs in their pre- and post-assessments combinetraditional skills tests, such as the TABS (Tests of AdultBasic Education) or the GED, in combination with otherexaminations of life skills competencies. Due to theresearch-based development of the APL curriculum andassessment project, programs that are grounded in the APL or..
APL-related curriculum or that desire a developed paper and.pencil assessment instrument predominantly use the AmericanCollege Testing Program APL Survey and Content Area Measu-en
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(Mann, 1979). CBAE programs that have drawn their focus froma non-APL research base regarding functional competencies havetypically developed their own written functional literacyassessment instrumentation. 0
Beyond these written forms of assessment, a few programs(e.g.., New York and New Jersey diploma programs) also haveintegrated life skill performance indicators. Philosophically,CBAE programs generally support the concept of relevant lifeskills in combination with an "action orientation." Performanceoutcomes are believed to be more credible and valid by theact of doing. If it were economical and feasible, severalCBAE programs would prefer final competency to be demonstrateday real-life or simulated application performance. Forexample, in the 'sew York State External High School DiplomaProgram, profic1. icy in the stated competencies is assessedthrough five major task assignments that require applicationand integration of skills to adult-relatee. activities, suchas selecting an appropriate apartment (hi:kse & McCluTt, in press).
CURRICULUM MATERIKLS DEVELOPMENT
The implementation-Of a CBAE system requires a reexamination 0current teaching-learning resources and, depending on theprogram, the development and/or adaptation of materials and /teaching aids. Many CBAE programs, in collaboration with /publishers, have created new materials that provide both bisicskills development and a life skills orientation within theframework of lesson units. These materials are becoming /sufficiently diversified to provide programs with alternAtiveselection of materials. For example, these materials include:Cambridge's Heading for Survival series, PAc's Label piffckets,Pitman Learning's Ablest Readers and Lifeline series, HarcourtBrace Jovanovich's The APL Series, McGraw-Hill's Lifeworks,and soon to be published by Pitman Learning, the Competency-BasedLife Ability Skills. (CLASS}.. project' modules producedIfrom theCALCOMP project in California. In addition to these newwritten materials, severe! programs have developed audiovisualresources. Key examples incldde a videotape series entitled"Just Around the Corner," developed by the Misisslppi Authorityfor Educational Television in cooperation W.chCambridgeBook Company; the Life Skills Sx.imulus Video Tapes and,Teacher's Guide from the New England Regional Life SkillsAdvisory boards slide-tape and cassette tape productions fromthe APL curriculums and numerous other filmstrips, slides,and tranaparencies developed from many 309/310 curriculum/materials development projects. Both the written and audiovisualresources offer CBAE programs functional literacy materialsoriented to the development of both basic and life coping skills.
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ALTERNATIVE LEARNING SYSTEMS
CBAE assumes a teaching-learning environment that not onlyaccommodates, but supports the notions of flexibility, open entry/open 'exit, and varied ioarner skill and knowledge levels.Individualized instruction can no longer be just a motto.CBAE places teachern.into the role of actually implementingindividtfalized instruction. This emphasis on individualized.personalized instruction is_directly related to the variety ofstrategies and materials available for learners. CBAE teachersassume a stronger facilitative role, with the ability to selectalternative methodology, processes, and materials for individualstudent needs. Further, CBAE programs attempt to developself-directed learning skills to allow the student to make greateruse of independent and mentor-facilitated learning systems.More traditional teacher-controlled modes of didacticinstruction are used much less often. Because of this orientation,the learning center concept has become one of the more desiredprogram structures for linking the philosophy of a CBAE processwith the reality of implementing it in a more holistic fashion(Adler, 1979). Although many CBAE efforts presently do notincorporate a learning center approach, steady growth in CBAEand additional instructional resources will provide thenecessary support and make this mode much more feasible. Inaddition, other varied instructional environments will beadapted for more personalized educational experience.
Because of the functional literacy orientation, many CBAE programsare experimenting with systematic usage of community resources inunderstanding and integrating basic and life skills concepts.CBAE programs are drawing upon the Community for various_printed, graphic illustrations of life skills applications in'addition to on -site demonstrations, field trips, and studentparticipation in learning-by-doing in the community. Theselinkava are providing disadvantaged adults with an understandingof life skills 19.4.1 are hoping them to apply these life skills ina rtlevant way their daily activities.
RECORD KEEPING MID DOCUMENTATION
Because of the significant role of assessment in the CBAEprocess/ record keeping and documentation are important programcomponents in the diagnosis, prescription, and validation ofcompetencies for students. CBAE programs, like traditionaladult education programs, have developed record file systems toguide teacher-student activity. A ME file typically includesdocumentation of the student's assessed level of basic skills in
26 39
.
. a
the areas of reading, writLna, language, and mathematics.These skill diagnostic statements describe either the student'scurrent level of need for further basic skill development or themastery of basic skills. In addition, the file also providesa composite breakdown of the present assessed level of eachfunctional competency and -.omponent objectives of the student.In APL-related programs, the file may also include a studentinterest form, which notes the priority of student interest ineach of the functional competencies. For example, a student mayhave noted a desire to learn first about counting money orhow to do comparison shopping. Information on (1) basic skillslevels, (2) functional competency skills levels, and (3)stutlent interest provides the key information for developmentof an individual program of study. The file is set up to notethe entry, level and 'the on-going progress of the student inboth paSie skills and functional competency areas. CertainCBAE.programs also provide a progress chart or life skillsportfolio for student use. This chart or file notes the totalnumber of completed functional competencies or individualdocumentation of accomplished life skills. Students check offor incorporate proof of completion as they progress in fulfillingeach competency or post-assessment measure.
,,
A few alternative high school diploma programs have also establisheda documentation system of credit for prior life experiences orcredit for life experiential learning, the former oriented toactivities prior to entry into the program and the latter toactivities demonstrating current knowledge and competence.Programs that give credit for life experiences utilize traineddiploma ass-ssors as well as community professionals who'valuate the student's experiential learning in relation to thenumber of credits to be awarded for educational activity.This assessment occurs at key points in the student's program.Although record keeping is predominantly an instructionalmanagement concern, documentation of competency in relation toacademic or Carnegie unit credit is a significant instructionaldecision-making process. At the present time, both traditionaleducators and CBAE instructional staff are raising seriousqtestions regarding the validity and credibility of relatingconcepts of functional competency to academic or Carnegie unitsof educational credit.
These four designated areas - assessment, curriculum development,alternative learning systems, and record keeping/documentation-represent areas currently experiencing the most significantscrutiny and adaptation for the COAE process. A few of theseareas may appear to be peripheral to the core instructionalprocess. However, the very nature of the COAE instructionalprocess involves diversity oriented to the needs of studentsand features a more flexible entry/exit system. Control isprovided through appropriate assessment processes anddocumentation/record keeping systems.
27.
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ADMINISTRATIVE TRENDS AND ISSUESIN COPPETENCY-BASED ADULT EDUCATION
..
Competency based adult education has initially proven to be acomplex series of adaptations. In fact, most states +nd localadult education groups have given serious, long term examinationto the inclusion and development of CDAE components into theircurrent efforts. Change agentoleadership, modificationsof administrative structures and staffing patterns, adaptationof fiscal and reporting procedures, and infusion of.4nowledgeand skills into existing staff present the major challenges toadministrators.
A CBAE effort represents both a process and structure orientedto functional competency outcomes. Philosophically andprogrammatically, both the personnel and the instructionalsupports must reflect and support the focus. At Present,few programs have commigted their total efforts toward CS:tE.As a development of the last six years, most programs are in4 stage of initiation, creation, pilot-testing, and pre.imsnaryrefinement. Key trends have been observed in state-fundetdefforts, staff development, and dissemination projects in
/.CDAE. However, the accbptance and long-term inclusion ofCBAZ is being scrutinized carefully by decision-makers withregard to benefits and costs.
STATE ACTIVITY IN CBAE
.
Several states. have been strong advocates for development ofCDAE pilot programs and the adaptation of CBAE to their adult
.,
4.education programs. Major state and local leadership has comefrom New'York through its external high school diploma and lifeemployability skills progrUes. Cali.:ornia has developedseveral efforts including a state survey of basic
0
28 42
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el
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educational needs (California Adult Competency Survey),competency-based adult diploma program (CALCOMP) and relatedmaterials (CAPS), an information, collection, dissemination,and evaluation service (=DES) in curriculum materials, and aprocess model of staff development (California Adult CompetencyEducation Project). Texas has supported APL curriculumdevelopment, (MUSD (Competency Based High School DiplomaProgram) pilot site activities, and staff development projectsin CBAE and CETA/CBAE linkages. In, addition, New Jersey is
opresently in the preliminary stage of a state plan fordevelopment and implementation of CBAE. North Dakota has hadseveral noteworthy activities in an instructional materials;clearinghouse and homebound instruction. Louisiana hasprovided important research into the adaptation of APL foruse in traditional programs, and Illinois and Florida have bothevolved models for staff development in CBAE. Many otherstates have recently supported projects that have expanded theCBAE focus to special adult groupings, high school diplomaalternatives, instructional/staffing alternatives, and linkagewith CETA, Aid to Dependent Children, vocational-technicalprograms, and community colleges.
STAFF DEVELOPMENT FOCUS
Key emphasis in these new state and local endeavor:: has been thedevelopment of a program and a "people" commitment to theCBAE effort through staff development activi*ies. Untilpersonnel c..n both support and perform the CBAE process,administrative efforts towards CBAE will require enormousenergy with little positive outcome. Staff developmentactivities must incorporate the following elements:
1. AWARENESS '- Staff must have-both knowledgeand attitudes, that reflect the CBAE process.Most staff development programs have someform of presentation of key features of CBAE,differences between CBAE and traditionalapproaches, and discussions of current learnerneeds as they relate to functional skills.This level is primarily concerned with gainingunderstanding, positive attitude, and acommitment to learning about CBAE.
-2. KNOWLEDGE - This level is focused upon contentand skills sessions dealing with concepts offunctional literacy, competency-based processes,learner outcomes. individualization,personalization, assessment and counseling,
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key teacher and .asseesor behavior, andcompetency-based materials and curriculum.Teachers and administrators cannot easilycange their efforts without some form ofinformation and feedback, practice,. andreexamination of their efforts.
3. ACTION This third element is typically apilot program activity that provides demonstrationgroups for other staff. It eventually leaasto broad application into the mainstreamprograms. As with the focus on knowledge,the action/application area also reqhires arecycling effort to examine* teaching practices,instructional materials, and assessmentprocedures for greater refinement.
Many of the staff development p..ograms in CBAE not only presentthe idea of competency-based education, they also are structuredin a competency-based format. One example of this typo ofeffort is the Learning Modules for Adult Educators, developedby Texas AGM University. 16 addition, other states are alsoutilizing competency-based processes for professionalstaff develcpment (Gardner and Burrichter, 1979).
COSTS VERSUS BENEFITS OF CBAE
Administration concerns of a CBAE system always include questionsof program accountability, accreditation acceptance, andstaff/materials development. However, the most crucial of allthese issues.typically focusfts on the financing or cost ofa CBAE system. Of these issues, money constraints are oftenperceived to be the most pronounced barrier for major programinnovation. Many decision makers are wary of a CBAE effortbecause of unknown costs in human and financial resources for:equally unknown future outcomes.
As with any major innovation in a program of instruction, therewill bp certain new costs; These costs typically are soon "onthe front end" of the process. They include staff developmentefforts; the development, adaptation, or purchase -of--curriculum materials; establishment of an assessment syst-em-'(through teachers, counselors, or assessors); initialadministrative monitoring and research of activity outcomes;potential adaptation of physical site to accommodate a moreindividualized learning effort; and administrative time tocreate and implement this innovation into an ongoing programof instruction. In addition, human resources may also berequired to create or negotiate (as appropriate) a competency-based
30
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high school diploma model appropriate to state/localrequirements. Theml costs appear to be a sigraficant'investment.What is not apparent, however, is the positive impact ofCBAE in relation to the ongoing costs of 4 program. As will bepresented in the research section, several studies havedemonstrated that CBAE programa generally have a higherretention rate of students than traditional instructionalprograms have. The New. Yorkrxternal High School DiplomaProgram reported only a 19.5 percent dropout rate from completionof the diagnostic process through the award of the diploma. TheAPL project reported an 80 percent completion rate of itsdiploma program in'1975-76 and a 71 percent completion rate in1976-77 (Fischer, 1979). In addition tote higher retentionrates in these diploma programs, the Louisiana comparative studyof ABE students in traditional basic skills and life skillsinstructional settings reported a higher retention rate andgreater test scores on the CAT (basic skills) for the experimentallife skills instruction group (Pincher, 1979).
Although it is impossible to document differences statistically,the CBAE approach could cut down the time and-effort formerlyrequired in certain types of instructional activities. Thesesavings would be due in part to the focus on assessing currentstudent level in skill and content areas and providing a moreaccurate matching of curriculum with learner level. Also, the'.nstructional approadh provides opportunities for students tolearn from the community, friends, and family beyond theclassroom environment in a focused learning effort. Thuslearners can be more independent of the traditional instructionalclassroom actxvities. In addition, the CBAE system is a performanceoutcome system that can be easily communicated in publicrelations efforts, can be modularized to link with other programsserving disadvantaged adults, and can thus be incorporated intoother forms of services that rely Ion external funding, suchas BETA.
Other administrative c ncerns round the open entry/open exit,Individualized instruction, and competency assessment orientation.Those areas of CBAE do not fit into traditional practices ofadult basic education programs. For example, present datacollection procedures assume 4 grade level orientation. Stateand federal report forms require categorization of studentparticipation and their progress through grade skill-leveldescriptors. CBAE programs do not conform to these programmaticrequirements. Fiscal accountability is another difficult areato translate into a CBAE framework. When a local or stateprogram requires an ADA (average daily attendance) or quarterlyor yearly count of studert numbers, reporting difficultiesare bound to occur because the CHAT ; system does not holdtraditional classes of a certain duration. Thus, matching upfinancial support with documentation of instructional activity
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becomes a test of an administrator's ingenuity. Further,Cake processos place emphasis on assessment, an activity presentlynot recogn4zod by funding support.
In many roupocts, major administrative adaptations to a CD;Eprogram have as yet notbeen defined or created. As moreCARE programs evolve and state adult education programsromovo CnAE from a pilot status, more significant adaptationsand (hopefully) more creative responses will be seen in theCDAE administrative sector.
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CURRENT STATE OF RESEARCHIN COMPETENCYBASED ADULT EDUCATION
From the first definition of functional literacy and compe,tency-based programming to the development of the New York ExternalHigh School Diploma Program In 1973 and the official researchfindings-of the APL Project in 1975, adult educators have raiseda series of questions concerning C8AE. At this time, three majorquestions surround the nature of C8AE and its future .
implications for practice...
WHAT IS COMPFTENCY?
One key question focuses upon the nature of competency. Asnoted by Fischer (1979) in her discussion of approximatelysixteen studies, a variety of studies have examined both theAPL and alternative definitions of functional competenciesfor adults.' The outcome of these sixteen state and regionalstudies, though limited, brings no consensus on one specific,finite list of adult functional compct-ncies. Rather, itnotes some similarities among certain functional skills thoughtto be needed by adult population groups. Other studies notevarious differences in perceptions among teachers, stadents,and administrators in defining necessary fundtional competencies.These studies also note student differences in priorityranking of competency needs and the relationship betweenbasic skills and life skill's. This variability is welldescribed by studies'In, New Jersey (Flaherty, 1977, 1978),Pennsylvania (Lindsay and Reid, 1977; Lindsay, n.d.), and theSoutheast (Fisher, 1978). Each study rrquestod the participatinggroups to rank the five APL knowledge areas. The Pennsylvaniastudy of students and staff noted a general agreement thatoccupational knowledge was of greatest importances consumereconomics was rated next in importance. The Flaherty study
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found that occupational knowledge and government and law(in that order) were the two knowledge areas chosen by thehighest percentage of students as areas they wanted to learnand believed it necessary to learn. The Southeast study notedthat administrators ranked consumer economics and governmentand law. as the first and second most important content areas,whereas teachers and students ranked.health and consumereconomics as first and second in importance. These studies.in combination with other research, point to continuedvariations in perceived need and definitionz) orientation tofunctional skills; (Fischer, 1979; Flaherty, 1977).
It has been suggested that no ono universal listing of functionalcompetency is appropriate. Variations in conceptualizingand defining functional competency are in part linked to thelearner's sex, ethnic group, educational level, andgeographic location. In addition, functional literacy may not bejust a two - dimensional concept (skills and knowledge); someresearchers are suggesting that it is-a multi-dimensional modelthat incorporates learner characteristics, life orientations, andcohort representation. Thus, if a CDAE process is as valid asits functional competencies, educatozs must accept thelimitations of any definition of functional competency and itsbroad application to diverse adult learners.
MEASUREMENT OF COMPETENCY
The second key question in current CDAE research is focused onthe ability to measure competency adequately. At present,most assessments of functional competency are paper-and-pencilobjective tests. The most widely used form, APL Survey &Content Area Manures, developed by American College TestingProgram, offers an efficient and objective instrument forfunctional competency meas4eement. However, the measures andtheir reliance upon the original API. research have drawqcriticism from Griffith and Carver() (1979), Flahery (1977),and Cervero (1900),,regarding their relation to reading Skills,to educational attainment, and to family income/wage earner'sincome.
Many CRAE educators such as Fischer (1979) note the imporitanceof applied performance tests in demonstrating mastery offunctional competency. However, at this time there is nopublished set of performance indicators, and research regarding
. the relationship of test scores on objective tests to actualor simulated performance levels.is lacking.
This particular concern of measurement of competency raises themost significant questions for the reliability and validity of
344,-74 i
a competency -based instructional effort. Until major researchfunding Is directed toward examining alternatives of competencyassessment and4their-relative impact and value in a CRAEinstructional effort, these serious dilemmas will continue.
IMPACT OF CBAE
The impact or effect of CBAE instruction is the third majorconcern for researchers and for adult education practitioners.Due to CBAEs new status, there are obvious concerns for theHawthorne effect in evaluating-CBAE instructional effectiveness.However, as reported by Fischer (1978, 1979),, programs inLouisiana, New England, Illinois, Alabama, and New Hampshireeach reported positive and-significant gains in student APLSurvey performance after CBAE instruction.. Louisiana reportedthat the gains on both basic skills and the AM life copingskills were significantly higher for those students t'eceivingAPL instruction as opposed to a control group receivingtraditional ABE instruction (Fischer, 1979b). Fischer alsonotes key qualitative data in CBAE instructional efforts.
. Students reported they "felt more capable and confident in,-handling various life situations" (Fischer, 1979). Furtheras reported by Louisiana, New York, Tpxas, and Iowa, )students inlife skills instruction had a higher rate of retention thandid those in general basic skills tracks.
These three basic questiohs facing CBAE rese rch speak to thecurrent state of the art. CBAE has only b en in existencefor six years, and much of the present a ivity is relativelyrecent. While there is preiiminary evidence to support thevalue of functional competency and relevance in a COREapproach, these three serious questions will have strong,significant effects on the future of CBAE'as an efficient andeffective total instructional proess.
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SUMMARY
Competency-based adult education (CBAE), a.a a relatively neweducational process in adult basic education, can be identifiedby a number of elements. These elements in an ideal CBAE stateinclude identified outcomes, pre- and post-assessment,functional literacy content, certification of mastery, variableinstructional processes, and an adult learner orientation.The foundation of this CBAE process is bases upon a definitionof functional competency for the adult. This specificationof competency determines the scope and depth of prescribedcompetency outcomes for the CBAE process. Currently, thereare three major models of practice and a variety of specializedfunctional competency research efforts. Each of the variedstructures and processes of a CBAE program are significantlyinfluenced by the specific definition and concommitantapplication of functional competency concepts.
The majority of state adult4education divisions support and fundsome form of CBAE activity. These activities include eithermajor programmatic efforts in alternative high schoolcredential programs; linkage programs that incorporate CBAEwith ABE, ESL, pre-GED/GED and prevocational/vocationaleducations or adaptation programs in which functional literacyCBAE approaches are focused on special populations.
A number of instructional encl/administrative concerns havebeen generated in adapting adult basic education programs toCBAE. Those instructional areas that have experienced the mostprofound impact include assessment systems, curriculummaterials development, alternative learning systems, anddocumentation/record keeping systems. Within theadministrative area, there have been major efforts providingleadership in the instructional program, in staff developmentfor dissemination, as well as serious examination of thefinancial investments and necessary modifications for effective
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administrative and instructional practices to support a CBAEfunction.
Because of ito relatively new status, research has examined thenature, scope, and impact of CBAt to only a limited degree. -
Most of the studies have attempted to define and specifyfunctional competencies or have examined the impact ofCBAE on student skills and retention. At this time, only ageneralized vet of commonly perceived functional competenciesexists along with a wide variety of other specialized competenciesunique to the learnex, geographic region, or research focus.Studies investigating CBAE impact have generally notedsignificant positive gains on life coping skills tests and higherretention rates than those achieved by students in basic skillsinstruction.
Competency-based adult education presents a range of new andenriched opportunities in adult basic education programs. Themany facets of CBAE processes and structure will require thedevelopment of a practitioner - researcher partnership. The nextten years should witness the implementation of innovative andeffective instructional strategies for adult learners.
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APPENDIX
To assist in further exploration of competency-based adulteducation, the--following is a beginning list of potentialresources:I,'
PROGRAMMATIC RESOURCES
Contact Persons Sor Further Information
National Overview
Hr. Jim ParkerDivision of Adult EducationU.S. Department of EducationWashington, D.C.202-.245 -9751
Competency-Based High School Diploma Programs
MAECOM - Monmouth Adult Education CommissionMr. Thomas Niles, COordinator1 Main StreetEatontown, New Jersey 07724201.-542»3224
The Adult Performance Level (APL) Com7etency-based HighSchool Diploma Program
Ms. Elaine SheltonDivision of Continuing EducationEducation Annex S-21University of Texas at AustinAustin, Texas 78712512-471-4623
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. New Bedford Adult Diploma ProgramMr. John Borowicz, Directors181 Hillman StreetNew Bedford, MA 02740617-999-3012
Competency Based Adult Diploma ProgramMs. Colleen OwingsChemeketa Community CollegeP.O. Box 14007Salem, Oregon 97309503-399-5093
New York External High School Diploma ProgramMs. Judy AlampresRegional Learning Service of New York405 Oak StreetSyracuse, NY 13202312-425-5252
,BAE -ABE Programs
Dr. Sherry Royce1110 Enterprise RoadEast Petersberg, PA 17520717-569-17331
Worcester Adult Learning Center014 Worcester CenterWorcester, MA 01608617-752-7700
Helen BorqueSaco Adult Learning Center35 Spring StreetSaco, Maine 04072
Mary Jo WestwoodColumbia Public School Adult Learning Center310 Providence Road-Columbia, MO 65201314-449-8421
CBAE-ESL Programs
Ms. Rutumn'Keltner-- _
ABE/ESL ProgramsAdult and Continuing EducationSan Diego Community College District5350 University AvenueSan Diego. CA 92105714-280-7 61 0
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Ms. Helen GaultPiedmont TechDrawer 1208Greenwood, SC 29646803-223-8357
Ms. Lucy Stromquist.St. Vrain Va:ley Public SchoolSchool District RE-1J395 S. Pratt ParkwayLongmont, CO 80501303-772-6161
Robert RyanEditor, APL/ESL NewsletterAdult Basic Education ProgramKishwaukee CollegeMalta, Illinois 60150
Adult Education Resource CenterJersey City College2039 Kennedy BoulevardJersey City, New Jersey 97305
Research and Issues in BE
Dr. Norvell NorthcuttDirect.,r of ResearchSouthwest Education'al Development Laboratory211 East 7th StreetAustin, TX 78701
Dr. Joan FischerInstitute of Community SeivicesWorcester State College18 Chicopee StreetWorcester, MA 01602617-752-7700
Dr. Paul TaylorC CNY
School of Education, Klepper Hall 109133 St. and Convent AvenueNew York, NY 10031212-690-6741
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Dr. Ruth NickseS8 Monmouth StreetBrookline, MA 02146
Dr. Carol KasworaDepartment of Curriculum and InstructionUniversity of TexasAustin, Texas 78712(512)-47174285
B. Competency -Basco Adult Education Bibliographies or ProductsListings
1. Division of Adult EducationU.S. Department of EducationWashington, D.C. 20202(Resource:, for Adult Functional Competency)
2. National Adult Education ClearinghouseNational Multimedia CenterMontclair State CollegeUpper Montclair, NJ 07043(CBAE Bibliography- -both background and curricularmaterials)(The CB Reader - A Guide to-Understanding the Competency-Based Adult Education Movement. Price $7.00, including$1.00 handling)
3. Adult Education CenterSch"ool of Continuing EducationIndiana University of PennsylvaniaIndiana, Pennsylvania 15705.Bibliography of Adult Performance Level (APL) Resources)
4. Clearinghouse for Applied Performance TestingNorthwest Regional Educational Laboratories710 SW Second AvenuePortland, Oregon 97204(Annotated Bibliography of Applied Performance Testingand an Annotated Bibliography on Minimum Competency testing)
5. I.C.E.D.S. Project535O University AvenueSan Diego, CA 92105(Competency-based curriculum materials - HEARTBEATnewletter, scurcobook on functional competency materials)
te
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a
6. narbara Korpi014kinteon Public School DistrictDIcktneon, North Dakota 58601(API. /AOE Materials for teaching functional literacy inorth Dakota Programs)
7. lbwrhwest Regional Educational Laboratories/10 5W Second AvenueMrtland, OR 97204('p'nnral overview - Competency Based Education Sourcebook.Aloe avxilable: Functional Literacy Bibliography -uoutact Or. Beverly L. Anderson, Director, at aboveaddress, or at telephone number 503-248-6940).
O. Adult Competency Education Profileduff:au of Occupational and Adult Education,Weohington, D.C.April 19771:1; 141,593 - ERIC Document.Numffer(A compilation of abstracts c.f 1976-77 Adult Performancebrvel (APL) and Adult Competency Education (ACE)fof.erally supported'projects.)
9. Adult Competency Education ResourcesOuroau of Occupational and Adult Education
on) )41 592 - ERIC Document Number(I comgilatior. of brief descriptions of 1976-771.nources for Adult Performance Level (APL) andAdult Competency Education (ACE) programs.)
10. "Tba CO Connection," Recourses for Your Competency-BasedAdult Education Programby James ParkerNAPCAE Exchange
In this one page article the following are noted:(I) AnCts in APL resource book, an annotated41b1Lography (230 pages, $5.00). Contact: TheAdult Performance Level Project, University ofTogas, S-21, Education Annex, Austin, Texas 78712/(2) !APE adult coping skills reading modules byho Alabama Department of Education. Two volumepot for $6.00 from the Adult Education Department,203 Petrie Hall, Auburn University, Auburn,Alabama 36E301 (3) LoAs4Ing for Living instructionalmodules. Contact: The i'dult Education Center,Momphis State Universii., Mamphis, Tennessee 38152.Phone (901) 454 -2136, (4) The Clovis APL-basedinptructional modules. Contact: Elna Dimock,
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4=M1117=MIIIMI
$.
Clovis Adult. School, 914 Fourth Street, Clovis, A93612; (5).APL-ACT Survey instruments and contentarea measures. Contact: The American College TottingProgram, APL Department, P.O. Box 168, Iowa City,1,Iowa 52240.
2. Parker. J. and Taylor, P. (Eds.) The CBAE Reader:A Guide to Underntandinq Competency-Based AduitEducation, February, 1900. (Eleven articles onCBAE what it in and how to do it.) Order from ,-
Adult Education ClearinghouseNational Center for Adult Continuing EducationMontclair State CollegeUpper Montclair, NJ 07043
3. Issues of Adult Literacy and Basic Education (203 PetrieHall? Auburn University, Auburn, AL 36830).Key Issue: Fall, 1979, Volume 3, No. 3: ten articleson various programs, research and application of MAE.Past issues have had excellent articles on APL and itsappli.gations.
4.
4. Boulmetis, John. Competency-Based Adult Vocation41'7" Instruction: What Is It ?' California: Fcaron-Pitman,
1980.
5. Kasworm, Carol B. & Duddy, R. Lyle. Proceedings of aNational Invitational Workshop on Competency-nastdAdult Education. Austin, Texas: University of TUX40,1.97$.. (Overview discussion of component programs inCDAE, Administrative, Research, and Overview issuen)
6. Nickse, Ruth S. Assessing Competence: The ExternalHigh School Diploma. California: Fearon-Pitman,in press.
07. Nickse, Ruth and McCiure, Larry (eds.). soulLtast-Based Education: nnyond Minimum Competency Tenting.New York: Teacher's College Press, in press.
43
8. Parker, James T.,.and.Taylor, Paul G. ThieDel.S11rvet.Belmont, California: Fearon-Pitman, 1980. (Overviewof C8AE and a presentation of the. Delphi study onissues in CBAE. Excellent bibliography of backgroundmaterials regarding both competency-based education,and various project reports-ou aspects of CBAE).
9. Reducing Functional Illiteracy: A National Guide toFacilities and Services. ED 170 511.
10. U.S. Office of Education. Report of the USOEInvitation Workshop on Adult Competency Education.Washington, D.C. 1978. (Exoell'ent key articles fromJ. Fischer, "A Review of Competency-Based AdultEducation," and P. Taylor, "Selected Issues inCompetency-Based Adult Education: A Delphi Study.")ED 013 371
11. Information focused on CBAE Vocational Education:a) "Identification and Analysis of Competency-Based
Adult Vocational Education Programs. FinalReport." January,v1978. ED 153 051
b) "ProcOodings of the National Workshop on CompetencyBased Adult Vocational Instruction," August 2-5, 1977.January, 1978. ED 153 052
c) National Directory of Selected Competency-BasedAdult Vocational Education Programs. January, 1978.ED '153 049
12. Adult Student Assessment Resource Guide. Adult Competencyeased Diploma Project, Los Angeles Unified School District,California, 1979. ED 179 582. Quick reference to chooseappropriate assessment instruments for use with adultlearners. The instruments are categorized as appliedperformance tests, norm referenced tests, and criterionreferenced tests, and are applicable for adult basiceG.E.D., high school completion, and English as a SecondLanguage-aasessme"nr. It also reports findings of astatewide assessment survey and provides suggestedmanagement techniques for the administration of large andsmall group"testing.
44SP,
REFERENCES
Adkins, W.P. Where They Hurt: A Study of the Life CopingProblems of Unemployed Adults. New York, New York: ColumbiaUniversity Press, 1977.
Adler, L. "Designing Competency-Based Learning Centers." AdultLiteracy and Basic Education. 3(Spring, 1979): 179-184.
Berg, I. Education and Jobs: The Great Training Robbery.Boston, Massachusetts: Beacon Press, 1971.
Bureau of Adult, Continuing and Community Education of New Jersey.'Competency Based Adult Education: An Or anized Approach toEffective Programming in New Jersey. Upper Montclair, NewJersey: State Department of Education, Resource DisseminationCenter, Montclair State College, n.d.
Cook, W. Adult Literacy Education in the United States. Newaxk,Delaware: International Reading Association, 1977.
Darkenwald, G.C. "Some Effects of the 'Obvious Variable':Teacher's Race and Holding Power with Black Adult Students."Sociolc9y of Education. 48(Fall, 1975): 420-431. (EJ 136 888)
Dauzat, S.V. Adult Performance Level Research and CurriculumDesign. Ruston: Louisiana Tech University, College ofEducation, I978a. (CD 162 110)
. Louisiana Adult Performance Level Pilot study: A-----Comparative Study of APL Competency-Based InstructionalI)rogramn. Final Report. Ruston: Louisiana Tech University,College of Education, 1978b. (ED 154 129)
Fiscal Year 1979 Fundings for Adult Functional CompetencyProjects. Washington, D.C.: U.S. Office of Education,Division of Adult Programs, n.d.
Fischer, J.K. "A Review of Competency-Based Adult Education."Report of the USOE invitation Workshop on Adult CompetencyEducation. Washington, D.C.: M.S. Government Printing Office,1978. (ED 013 371)
45
58
-.141,*
4.
: "The Current Status of CBAE Research." Proceedings of aNational Invitational Workshop on Competency-based AdultEducation. edited by C. Kasworm and B. Lyle. Austin:University of Texas, 1979.
Flaherty, J. A Multivariate Analysis of Self-Perceived LearningNeeds of Undereducated Adults. ph.D. dissertation, NewBrunswick: Rutgers - The State ,University of New Jersey. 1970.
A Study of Functional Education Needs of New Jersey AdultBasic education Students. Adult Functional Competency ProjectFinal Report. New Brunswick: Rutgers r The State Universityof New Jersey, Center for Adult Development, 1977.
Gardener, D.L. and Burrichter, A.M. "The CBAE Process: AnImperative for Professional Development." proceedings of aNational Invitational Workshop on Competency-Based AdultEducation. Edited by C. Kasworm and B. Lyle. Austin:University of Texas 1979.
Grant, G.S. Associates. On Com _petence. San Francisco, California:JosseyBas3, 1979.
Griffith. W.S. and Cervero, R.M. "The Adult Performance LevelProgram: A Serious and Deliberate Examination." Adulteducation. 27(SuMmer, 1977) : 209-224.
Hall, G.E. and Jones, H.L. Competency-Based Education: AProcess for the Improvement of Education. Englewood Cliffs,Hew Jersey: Prentice -Hall, Inc.. 1976.
Hickok. D.S. and Moore, C.S. "ABE, APL and IndividualizedInstruction." Adult Literacy and Basic Education. .(Winter.1970: 37-45.
Hunter, C.S. and Harmon, D. llelte,UnitedStates. New York. New York: McGraw-Hill, 1979.
Kasworm, C.E. and Lyle, B.R., eds. Proceedings of a nationalInvitationai WorkthmonSoE221ency-Based Adult Education.Austin: University of Texas, 1979.
Keltner, A.A. and Hooard, L.B. "The Integration of Competency-Based Education into an Adult English as a Second LanguageProgram." Proceedings of a National Invitational Workshop onCompetency-Based Adult education. Edited by C. Kasworm and B.Lyle. Aufrilis University of Texas. 1979.
Lindsay, C. 1975-1976 Pennsylvania Adult Basic education Assess-or Project. An Examination of the AOL Construct and Mezirow's4 Pro ram Evaluation Model as a Basis for Program Improvement.
University Park: The Pennsylvania State University. 1976.
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and Nead. B.M. "APL and ABE in Pennsylvania: PerformanceAcceptability and Promise." Notes on Adult Education.UniversityPark: The Pennsylvania State University, 1977.
Mann. T.W. Competency-Based Education bin the APL FunctionalCompetency Measure to Aid the Adult Learner. /owe City. Iowa:American College Testing Program. 1979.
McCune. D.A. "The California Adult Computency Survey: A Previewand Analysis of National /mplinations." Adult Literacy andBasic Education. 3(Fall, 1979): 211-216.
Messick. S. and Associates. Individuality in Learning. SanFrancisco, California: Jossey-Bass Publishers. 1976.
Mezirow. J. et al. Last Gamble on Education: Dynamics of AdultBasic Education. Washington. D.C.: Adult Education Associationof the U.S.A., 1975.
Michigan Life Role Competencies. East Lansing: MichiganDepartment of Education, 1977.
National Advisory Council on Adult Education. A Target Populationin Adult Education. Washington. D.C., 1974.
and McClure, L.. eds. Competenst;hased Education: BeyondMinimum Competency Testing. New York, New York: Teacher'sCollege Press, 1979.
Niles. T. Personal communication with the author. February 28.1980.
NOMOg institute. Adult Competencies: Categories and SpecificStatements. Berkeley, California, 1970.
. California Adult Competency Survey. Final Report.Berkeley, California, 1979.
Nye'', L. "Researcn Issues in Competency Based Adult Education."Proceedings of a National Invitational Workshop on Copetency-Based Adult Education. Austin: University of Texas. 1979.
Pierce, R.B. "Competency-Based Adult Education in Correctionalinstitutions: State of the Scene." Adult Literacy and BasicEducation. 3(Fall. 1979): 229-233.
Pipho, C. "Minimum Competency Testing in 1978: A Look at State
Profile of the Staten. Special Programs for the Development ofCompetency-Based Adult Education. Washington, D.C.: U.S.Office of Education, Division of Adult Programs, 1978.
Raise, M. et al. Lice Skills/Employability Skills for Adults.Presentation at thu USOE Workshop on Adult Competency Education,New Orleans, Louisiana, February, 1978.
Report of the USOE Invitational Workshop on Adult CompetencyEducation. Washington, D.C.: U.S. Government Printing Office,1978. (ED 162 147)
Royce, S. "Adult Basic Education and CBAE: The Lancaster Plan."Proceedings of a National Invitational Workshop on Competency-Based Adult Education. Edited by C. Kasworm and B. Lylo.Austin: University of Texas, 1979.
Shelton, E. °Competency-Based High School Diploma Programs forAdults: A Look at Three Models." Proceedings of a NationalInvitational Work:shop on Competency-Based Adult Education.Edited by C. Kasworm and B. Lyle. Austin: University ofTexas, 1979.
Styles, D. Personal Communication with the author. June 19, 1980.
Tibbetts, J.W. and Woatby- Gibson, D. "Process Approaches to CBAEStaff and Program Development: The California Experience."Adult Literacy and Hanic Education. 3(Fall, 1979) : 201-210.
