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This volume is the sixth in a series established by the National Center for the Study of Adult Learning and Literacy (NCSALL) to present and analyse the research literature and best practice on key issues in the field of adult learning and literacy in the US. The series is intended to inform those concerned with improving the quality of adult basic education (ABE), adult English for speakers of other languages (ESOL), and adult secondary education (ASE) programs. The volume begins with a review of significant developments in the field during the year. The papers included are both theoretical and practical and cover a wide range of topics essential to the success of adult education and literacy services in the US. A concluding essay and bibliography examines adult learning theories. The papers are as follows: The year 2003 in review / Noreen Lopez (p. 1-18); Demographic change and low-literacy Americans / Brad Edmondson (p. 19-41); The role of vocabulary instruction in adult basic education / Mary E. Curtis (p. 43-69); Research in spelling: implications for adult basic education / Diane J. Sawyer, M. Tara Joyce (p. 71-112); Issues in teaching speaking skills to adult ESOL learning / Kathleen M. Bailey (p. 113-164); The preparation and stability of the ABE teaching workforce: current conditions and future prospects / M. Cecil Smith (p. 165-195); Overview of the adult literacy system in Ireland and current issues in its implementation / Inez Bailey (p. 197-240); Beyond single interests: broad-based organizing as a vehicle for promoting adult literacy / Michael A. Cowan (p. 241-263); Resources on community organizing / Michael A. Cowan (p. 265-275). Includes author and subject indexes.

This chapter provides an overview of the Irish adult literacy system, tracing the history of adult literacy in Ireland, including its more recent development as a government priority in response to Ireland's poor results in the International Adult Literacy Survey (IALS) of 1995. Since this date, many policy initiatives and government funding have enabled the adult literacy service to expand and improve through three components: a national policy on adult education, 'Learning for life'; the first national strategy on adult literacy; and the inclusion of an adult literacy target in the national anti-poverty strategy. The author describes these components, the learner population, the teaching workforce, and related organisations. Current issues include the challenge of maintaining learner-centredness as the size of the population served expands rapidly, the need for coordination among literacy services, the preparation and retention of teachers, accountability and funding.