Adult basic education and literacy in El Salvador: A case study

This research was designed to examine an adult basic education and literacy program in El Salvador, the Instiluto Dalva para la Educacion de Adultos (IDEA), [Dalva Institute for Adult Education], a school which offers primary education to adults from rural communities. Specifically, this case study seeks to identify features contributing to IDEA's reported success and to describe the definition of success at IDEA and in El Salvador. Qualitative research methods were used to collect data in El Salvador over a four-year period. Observations of classroom and related activities were carried out at IDEA and at other adult education programs. Semistructured interviews were conducted with students, teachers, and administrators at IDEA and other educational institutions. Documents and textbooks were reviewed. Valuable insight into Salvadoran culture, history, and education was provided by key informants. Information was gathered to capture essential features of IDEA's culture and its institutional and social structures; to discover IDEA's place in the formal education sector; to learn about its students and teachers; to determine the curriculum, approach, and method used; to look at daily interactions; and to learn about the history and development of the school. Throughout fieldwork, data were recorded in notebooks and on audiotape. They included descriptions and perceptions of the sites, conversations, and events as well as preliminary analyses and interpretations. Data were continuously analyzed for recurring categories relevant to the study's questions, leading to the development of tentative conclusions later confirmed by data gathered on subsequent field visits. Findings revealed four salient features contributing to IDEA'S success: community spirit, shared leadership, a safe environment, and a convenient school schedule. Results also showed that the choice of curriculum and teaching method may not significantly affect program success. Various indicators of success were found, including good attendance records, program longevity, and the usefulness and applicability of skills and knowledge learned. Providing an example of what works offers a significant contribution to adult learning theory and practice. The implications of this research should encourage educators and program administrators to create ways of incorporating these features of success into their own strategies for adult basic education and literacy programs.