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It supports teaching practices informed by three strands: social theories of literacy, social-constructivist learning theory, and principles of adult learning. The framework outlines how five key factors build on existing learner knowledge, set relevant learning objectives, and provide a practical basis for evaluating learning progress.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-cabes-clare-adult-basic-education-service-framework-bridging-theory-and-practice-in-adult-learning/588640/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-cabes-clare-adult-basic-education-service-framework-bridging-theory-and-practice-in-adult-learning/588640.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"How does the framework support evaluation of learning?","Question",{"text":112,"@type":113},"It provides a means of evaluating learning by establishing objectives built on learners’ existing knowledge and tracking learning outcomes through assessment.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},588640,1792171766,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":36,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The CABES (Clare Adult Basic Education Service) framework as a tool for teaching and learning  \nmoira greene, limerick and clare education and  \ntraining board  \nAbstract  \nThis article describes a Framework that can be used to help bridge the gap between theory and practice in adult learning. The Framework promotes practice informed by three strands important to adult literacy work: social theories of literacy, socialconstructivist learning theory and principles of adult learning. The Framework shows how five key factors can be utilised to establish existing learner knowledge onto which new learning can be built, identify relevant and effective learning objectives, and provide a means of evaluating learning.  \nKeywords: (assessment, constructivist learning, learning difference, social practice)  \nIntroduction  \nClare Adult Basic Education Service (CABES) is a multi-stranded adult basic skills programme located in County Clare, a predominantly rural country, in the west of Ireland. Almost twenty years ago, the service developed the CABES Framework as a tool for teaching and learning in order to promote an expanded view of literacy that was underpinned by key research in the fields of language, literacy and learning. The Framework is currently used across the service in a range of formal and informal, one-to-one and group classes to help plan, design and assess learning.  \nIn the early eighties, County Clare Vocational Education Committee (VEC) along with other VECs in Ireland, set up a volunteer adult literacy scheme (later transformed into the Clare Adult Basic Education Service) as part of its developing adult education service. Tuition was provided by a small group of volunteers on a one-to-one basis. Some volunteers were motivated by a charitable  \nconcern to help the less fortunate or a desire to ‘share the gift of reading’. Others were deeply aware that economic, social and educational inequalities were disproportionately evident in the population of adults presenting with literacy difficulties (Kelleghan et al, 1995; Smyth, 1999). They believed that literacy was asocial justice issue, akinto education as a basic human right (NALA, 2011). Very few had any experience of adult education or adult literacy tuition. Often their only experience was their own memories of learning.  \nIn the basic training provided by the service, tutors were given an introduction to adult education principles and a number of recommendations for teaching literacy skills. Tutors were encouraged to actively involve the learner in setting relevant concrete learning goals and planning their own learning. For example, for planning, tutors were advised to use a goal-oriented approach derived from the Adult Literacy Basic Service Unit (ALBSU) Progress Profile used in the United Kingdom. Key planning questions included: Where do I want togo? What do I need to learn? How am I going to get there? (ALBSU, nd) (This goal-oriented ‘backwards planning’ model was later adopted in the CABES Framework) . Examples of practical and relevant learning goals identified by learners included reading the local newspaper, helping children with homework, filling forms, writing cheques and composing letters.  \nWhile in adult literacy work today, an understanding that literacy involves more than skills is broadly accepted (NALA, 2005; PIAAC, 2009, DES, 2013), at the time literacy was understood as a discrete set of skills which once learned could be applied universally. In the basic training, a big emphasis was placed on word recognition, with methodologies including oral reading, building word attack skills using e.g. phonics, Dolch list, social sight words, developing a personally relevant vocabulary. Work on spelling skills, dictionary skills, basic grammar and punctuation was also stressed. Tutors were encouraged to build these skills using either real life materials (often simplified) familiar to and reflecting the interests ofthe learner or personal texts developed fro","cbCaisTH3zA33DUS","https://ap.wps.com/l/cbCaisTH3zA33DUS","pdf",111306,16,"English","# Introduction\n## Background and origins of CABES\n## Tutor training and goal-oriented planning\n## Literacy as skills versus literacy as social practice\n## New Literacy Studies and multi-literacies","[{\"question\":\"How does the framework support evaluation of learning?\",\"answer\":\"It provides a means of evaluating learning by establishing objectives built on learners’ existing knowledge and tracking learning outcomes through assessment.\"}]","The CABES (Clare Adult Basic Education Service) Framework - Bridging Theory and Practice in Adult Learning | PDF",1792065657]