Abstract:
We examine the benefits of adult numeracy learning in the current Australian context by drawing on Schuller¿s framework for analysing the benefits of learning in terms of three capitals: human capital, social capital and identity capital. We argue that although the current adult education policy framework in Australia is biased towards the achievement of only one of the three capitals ¿ human capital, the practices of experienced adult educators help to extend the benefits of learning to encompass identity and social capital benefits. We take a case study of a numeracy workshop in an Adult Basic Education (ABE) program in Australia to show how one teacher exemplifies teaching practice that despite the policy gap, helps her learners reap a range of benefits from their numeracy learning.
