Revision with unchanged content. Agencies that offer literacy education have sought to introduce program innovations that more closely reflect learners everyday lives. A growing number of research studies have documented the situated nature of literacy practices and implications for program design. The concept of learning, however, has remained at the periphery. This study examines the perspectives on learning of key stakeholders - staff members, learners, and facilitators of one integrated literacy, livelihoods, and savings and credit program, as the concept has been understood and its understanding has evolved. The powerful role of aspirations; the meaning of education; learning as change; and the life-long, long-term, and life-wide nature of learning are four salient themes in this case study of the Women s Economic Empowerment and Literacy Program in Nepal. Education and development are interlinked with issues of the women s social identity; gender and caste; concepts of modernization; and the women s hopes for the future. This study describes strategies with potential to bridge insights in literacy and adult learning as a way to strengthen programmatic responsiveness to learners lives. This study is for adult literacy education and other development professionals and researchers in adult learning, literacy, and microfinance.

Autorentext

Ed.D.:Institutional Development Advisor for theLearning for Community EmpowermentProgram, UN-HABITAT/Afghanistan.