Articles authored by Rogers, Alan

The main purpose of extension work is to assist and encourage learning, and current thinking on the way adults learn suggests that the social context in which the learning takes place and the attitudes of the target group are as integral to their learning capacity as effective communication. The importance of learners' capacity for engagement with the subject matter, and the ability to draw out this capacity, should be more prominent when training extension workers.

Literacy programmes conventionally focus solely on non-literates and use a 'learn first, do later' model that is ill-suited to adult learning. Programmes based on existing groups (whether function- or location-based), and which use a 'learn through doing' approach, are more likely to be successful both in achieving literacy and in reinforcing other development goals. This paper reviews the theory and practice of adult literacy programmes.

Based on the contemporary interest in developing new adult literacy learning programmes based on ‘literacy for livelihoods’, this paper examines some case studies from New Zealand, Bangladesh, and Egypt of literacy being used in livelihoods, and relates these to the kind of literacy being taught in many adult literacy programmes today. It points out that people often change their livelihoods and that each livelihood has literacy practices embedded within it.