The National LINCS Equipped for the Future Special Collection - Standards
EFF Content Standards for Adult Literacy and
Lifelong Learning

Communication Skills | Decision-Making Skills | Interpersonal Skills | Lifelong Learning Skills

EFF Standards include four fundamental categories of skills that adults need to draw from to carry out the key activities that are central to their primary roles:

EFF Communication Skills 
  • Determine the reading purpose;
  • select reading strategies appropriate to the purpose;
  • monitor comprehension and adjust reading strategies;
  • analyze the information and reflect on its underlying meaning;
  • integrate it with prior knowledge to address reading purpose.
Ideas In
  • Determine the purpose for communicating;
  • organize and present information to serve the purpose, context, and audience;
  • pay attention to conventions of English language usage, including grammar, spelling, and sentence structure, to minimize barriers to reader's comprehension;
  • seek feedback and revise to enhance the effectiveness of the communication.
So Others
Can Understand
  • Determine the purpose for communicating;
  • organize and relay information to effectively serve the purpose, context, and listener;
  • pay attention to conventions of oral English communication, including grammar, word choice, register, pace, and gesture in order to minimize barriers to listener's comprehension;
  • use multiple strategies to monitor the effectiveness of the communication.
  • Attend to oral information;
  • clarify purpose for listening and use listening strategies appropriate to that purpose;
  • monitor comprehension, adjusting listening strategies to overcome barriers to comprehension;
  • integrate information from listening with prior knowledge to address listening purpose.
  • Attend to visual sources of information, including television and other media;
  • determine the purpose for observation and use strategies appropriate to the purpose;
  • monitor comprehension and adjust strategies;
  • analyze the accuracy, bias, and usefulness of the information;
  • integrate it with prior knowledge to address viewing purpose.

EFF Decision-Making Skills
Use Math to Solve Problems and
  • Understand, interpret, and work with pictures, numbers, and symbolic information;
  • apply knowledge of mathematical concepts and procedures to figure out how to answer a question, solve a problem, make a prediction, or carry out a task that has a mathematical dimension;
  • define and select data to be used in solving the problem;
  • determine the degree of precision required by the situation;
  • solve problem using appropriate quantitative procedures and verify that the results are reasonable;
  • communicate results using a variety of mathematical representations, including graphs, charts, tables, and algebraic models.
  • Anticipate or identify problems;
  • use information from diverse sources to arrive at a clearer understanding of the problem and its root causes;
  • generate alternative solutions;
  • evaluate strengths and weaknesses of alternatives, including potential risks and benefits and short- and long-term consequences;
  • select alternative that is most appropriate to goal, context, and available resources;
  • establish criteria for evaluating effectiveness of solution or decision.
  • Set and prioritize goals;
  • develop an organized approach of activities and objectives;
  • actively carry out the plan;
  • monitor the plan's progress while considering any need to adjust the plan;
  • evaluate its effectiveness in achieving the goals.

EFF Interpersonal Skills
  • Interact with others in ways that are friendly, courteous, and tactful, and that demonstrate respect for others' ideas, opinions, and contributions;
  • seek input from others in order understand their actions and reactions;
  • offer clear input on own interests and attitudes so others can understand one's actions and reactions;
  • try to adjust one's actions to take into account the needs of others and/or the task to be accomplished.
  • Define what one is trying to achieve;
  • assess interests, resources, and the potential for success;
  • gather facts and supporting information to build a case that takes into account the interests and attitudes of others;
  • present a clear case, using a strategy that takes into account purpose and audience;
  • revise, as necessary, in response to feedback.
  • Acknowledge that there is a conflict;
  • identify areas of agreement and disagreement;
  • generate options for resolving conflict that have a "win/win" potential;
  • engage parties in trying to reach agreement on a course of action that can satisfy the needs and interests of all;
  • evaluate results of efforts and revise approach as necessary.
  • Assess the needs of others and one's own ability to assist;
  • use strategies for providing guidance that take into account the goals, task, context, and learning styles of others;
  • arrange opportunities for learning that build on learner's strengths,
  • seek feedback on the usefulness and results of the assistance.
EFF Lifelong Learning Skills
for Learning
  • Establish learning goals that are based on an understanding of one's own current and future learning needs;
  • identify own strengths and weaknesses as a learner and seek out opportunities for learning that help build self-concept as a learner;
  • become familiar with a range of learning strategies to acquire or retain knowledge;
  • identify and use strategies appropriate to goals, task, context, and the resources available for learning;
  • monitor progress toward goals and modify strategies or other features of the learning situation as necessary to achieve goals;
  • test out new learning in real-life applications.
  • Take stock of where one is: assess what one knows already and the relevance of that knowledge;
  • make inferences, predictions, or judgments based on one's reflections.
  • Pose a question to be answered or make a prediction about objects or events;
  • use multiple lines of inquiry to collect information;
  • organize, evaluate, analyze, and interpret findings.
Information and
  • Use computers and other electronic tools to acquire, process, and manage information;
  • use electronic tools to learn and practice skills;
  • use the Internet to explore topics and gather information.

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