But what we see, now, at the dawn of the 21st century , is the extraordinary picture of millions of citizens with less formal education actively seeking and engaging in educational opportunities. This is illustrated by the fact that during the five year period from 1992 through 1996 over 15.5 million adults with less than a 12th grade education enrolled in the national adult education and literacy system. About a third of these adults enrolled in studies of English as a second language to improve their English language skills. A little over a third enrolled in adult basic education courses to improve their communication and thinking skills and to obtain knowledge for various life activities, including progression toward secondary credentials. Over a quarter pursued education leading to a high school diploma or its equivalency.

The Growing Value of the Adult Education and Literacy System (AELS) in the New Millennium

The fact that millions of adults are seeking adult education and literacy development is a testimony to their recognition of the growing value of knowledge and skills in the new information age. Many of them have had their eyes opened to the demands for education and literacy in the wake of massive technological and organizational changes in our nation's workplaces. Indeed, the Organization for Economic Co-operation and Development (OECD) reported in 1992 that in many industrialized nations, including the United States, the formal educational system for children was not as effective as it should be in producing adults with the literacy skills needed to meet the demands of contemporary society, particularly the new world of work. Many of the young adults entering the workforce were considered lacking in basic reading, writing, and mathematics skills. According to the OECD, "functional illiteracy" was a growing problem in the workforces of many industrialized nations.¹ (p. 10)

The OECD considered that in many cases the problem was not one of failing to meet literacy standards upon entrance into the workforce, but rather one in which the literacy demands of jobs in particular workplaces had changed. In this case, previously qualified workers faced new literacy demands for which they were no longer qualified.¹(p. 13)

While acknowledging the paucity of trustworthy data, the OECD estimated that about one-third of workers could do their jobs better if they were more literate. In one survey, about one-third of Canadian firms reported serious difficulties in introducing new technology and increasing productivity because of the poor skills of their workers. In Britain, a survey suggested that "Britain's general 'under-education' would create serious economic problems when competition with more highly-skilled nations intensified in the single European market" (The Daily Telegraph, September 30, 1992). Studies in the U. S. indicated that more highly literate personnel who used their literacy skills while performing job tasks such as automobile repair or supply clerks' jobs, showed productivity increases of as much as ten to fifteen percent.²(pp. 17-18)