 | Assist providers in challenging stereotypes about
under-educated adults-both their own assumptions and those of others in
their communities. |
| Support structured professional development for all
instructors and volunteers that emphasizes:
 | understanding how adults learn (as opposed to
children), |
| creating locally-based teaching and learning tools (as
opposed to teaching to the test), and |
| recognizing diverse learning styles and learning
disabilities. |
|
| Help providers make best use of local resources and make
connections with community services such as welfare reform and employment
programs. |
| Support initiatives in which providers work with other
community organizations (churches, non-profit groups, business
organizations, and post-secondary institutions) to define alternative
credentials to the GED. |
