[AAACE-NLA] AAACE-NLA Digest, Vol 46, Issue 2 contextualized education bridge guide
Julie Strawn
jstrawn at clasp.org
Fri Mar 2 13:27:19 EST 2007
The thread about FCE made me wonder if folks on this listserv have seen
the adult education to postsecondary education and training "bridge"
program guide put out in 2005 by Women Employed. I've found it a useful
resource with a number of examples of different types of bridge programs
and ways to go about creating them Here's the description of it and
links to the report (top link takes you to entire report, links below
take you to specific sections).
Bridges to Careers for Low-Skilled Adults: A Program Development Guide
(2005)
http://www.womenemployed.org/docs/BridgeGuideFinal.pdf
This 125-page guide provides concrete guidance on how to develop and
implement "bridge programs," which help adult students improve their
basic skills and succeed in college. The guide contains information and
interactive worksheets that program developers and managers can use to
help with program design, curriculum development, funding,
implementation, and evaluation. Download the entire guide above or
smaller sections below.
>>Table of Contents and Overview of Bridge Programs
http://www.womenemployed.org/docs/GuideSection1.pdf
>>Program Design, Partnerships, and Employer Relationships
http://www.womenemployed.org/docs/GuideSection2.pdf
>>Developing Program Curriculum, Student Services and Placement
http://www.womenemployed.org/docs/GuideSection3.pdf
>>Funding, Implementation, Evaluation, and State Support
http://www.womenemployed.org/docs/GuideSection4.pdf
>>Eleven Program Profiles
http://www.womenemployed.org/docs/GuideProgramProfiles.pdf
>>Glossary and Endnotes
http://www.womenemployed.org/docs/GuideGlossaryEndnotes.pdf
Hope you find it useful, Julie
Julie Strawn
Senior Policy Analyst
Center for Law and Social Policy
2240 Forest Street
Denver, Colorado 80207
720-941-1665
jstrawn at clasp.org
-----Original Message-----
From: Julie Strawn
Sent: Friday, March 02, 2007 1:12 PM
To: aaace-nla at lists.literacytent.org
Subject: RE: AAACE-NLA Digest, Vol 46, Issue 2 contextualized education
We are working on a paper to explore state and federal policy barriers
to transitions from adult ed/ESL to postsecondary education and job
training. I'm curious whether any of the examples mentioned below in NJ
and PA have encountered any policy barriers to integrating WIA Title I
and II services. Also, Debbie, another example you might be interested
in is the WA state I-BEST program--see below. And the guide to adult
education occupational bridge programs, put out last year by Women
Employed, might also be helpful to you. It's at this link:
http://www.womenemployed.org/docs/BridgeGuideFinal.pdf
WA State's I-BEST initiative
The Integrated Basic Education and Skills Training initiative (I-BEST)
in Washington State pairs adult education/ESL instructors with
vocational instructors to integrate contextualized remediation and
English language services with occupational training. I-BEST students
earned five times more college credits on average, and were 15 times
more likely to complete workforce training than other ABE/ESL students.
Further, ESL students in I-BEST classes made the same progress learning
English language skills as other ESL students did.
Here is a link to their current guidelines and application for colleges
applying for the enhanced FTE (1.75) for I-BEST programs:
http://www.sbctc.ctc.edu/docs/education/workforce/ibest_guidelines.pdf
and
http://www.sbctc.ctc.edu/docs/education/workforce/ibest_application.doc.
These offers some insights into how to think about chunking in ways that
gets people a decent wage (initial job must be at least $12 an hour in
I-BEST) and prepares them for the next educational step. FYI, this is a
list of the programs that qualified last fall for the first round of
enhanced funding:
http://www.sbctc.ctc.edu/docs/education/abe/ibest_program_summaries_1_23
_07.doc
And here is the research report on the initial pilots:
http://www.sbctc.ctc.edu/docs/education/workforce/ibest_report.pdf..
Hope this is helpful,
Julie
Julie Strawn
Senior Policy Analyst
Center for Law and Social Policy
2240 Forest Street
Denver, Colorado 80207
720-941-1665
jstrawn at clasp.org
-----Original Message-----
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Subject: AAACE-NLA Digest, Vol 46, Issue 2
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Today's Topics:
1. Update on speaking engagements (tsticht at znet.com)
2. FW: FCE and Workforce Development (David Collings)
3. Globe article. immigrant Spanish class, Andres, please read
(Andrea Wilder)
----------------------------------------------------------------------
Message: 1
Date: Wed, 28 Feb 2007 10:51:22 -0800
From: tsticht at znet.com
Subject: [AAACE-NLA] Update on speaking engagements
To: aaace-nla at lists.literacytent.org
Message-ID: <1172688681.45e5cf2a00622 at webmail.znet.net>
Content-Type: text/plain; charset=ISO-8859-1
Update on speaking engagements for 2007.
Tom Sticht
International Consultant in Adult Education
For those who have contacted me to find out if, when, and where I might
be
speaking in their area the following shows where I am presently
scheduled
to be in 2007.
1. [completed] January 21-28, 2007: Dublin, Ireland, four presentations
for
the National Adult Literacy Agency (NALA). Contact: Bnichinneide at nala.ie
2. March 4, 2007: Orlando, Florida. National Family Literacy Conference
featured speaker session. Contact: Shannon Baete (sbaete at famlit.org)
3. March 8, 2007: Springfield, Illinois. IACEA annual conference keynote
and
two breakout sessions. Contact: Laura Bercovitz
(lbercovitz at thecenterweb.org)
4. March 26, 2007: Philadelphia, Pennsylvania. COABE conference network
luncheon and a breakout session. Contact: www.coabe.org information on
the
2007 conference.
5. June 11 2007: Fayetteville, Arkansas - Keynote for the South Central
Literacy Action Conference.
Contact: Kerri Miles (kerri-woklearn at sbcglobal.net)
6. August 1-3, 2007: North Carolina Community College Basic Skills
Conference. Contact: Karen Brown (kbrown at nccommunitycolleges.edu)
7. December 11-13, 2007: Phoenix, Arizona, Arizona Adult Education State
Conference. Contact: James Roe (james.roe at az.ed.gov)
I always enjoy meeting folks from various discussion lists at these
presentations and have a chance to put faces with names. I look forward
to
seeing many of you at one or more of these sessions. Thanks for your
interest.
Thomas G. Sticht
International Consultant in Adult Education
2062 Valley View Blvd.
El Cajon, CA 92019-2059
Tel/fax: (619) 444-9133
Email: tsticht at aznet.net
------------------------------
Message: 2
Date: Fri, 2 Mar 2007 00:34:37 -0500
From: "David Collings" <david at collings.com>
Subject: [AAACE-NLA] FW: FCE and Workforce Development
To: "'National Literacy Advocacy List sponsored by AAACE'"
<aaace-nla at lists.literacytent.org>
Cc: Lansing.Davis at dol.state.nj.us
Message-ID: <20070302053443.27A67451F1 at nb-206.win.net>
Content-Type: text/plain; charset="us-ascii"
The following message is sent on behalf of Lansing Davis
(Lansing.Davis at dol.state.nj.us).
David C.
-----Original Message-----
From: Davis, Lansing [mailto:Lansing.Davis at dol.state.nj.us]
Subject: RE: [AAACE-NLA] FCE and Workforce Development
In NJ the adult education function Title II was transfer from Education
to
(Labor) the Department of Labor and Workforce Development. Labor also
has a
significant investment on workforce literacy skills development. They
have
established computer based learning centers (Workforce Learning Links)
within all of the State's comprehensive One-Stop Centers. Literacy
planning
is now coordinated thru the WIBs and Links and Title II must collaborate
with one another in areas such as testing, referrals, etc.
Lansing Davis
New Jersey State Employment and
Training Commission
609/633-0605
-----Original Message-----
From: aaace-nla-bounces at lists.literacytent.org
[mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of Sandy
Strunk
Sent: Monday, February 26, 2007 5:38 PM
To: yohogclc at earthlink.net,National Literacy Advocacy List sponsored by
AAACE
Subject: Re: [AAACE-NLA] FCE and Workforce Development
Debbie,
In Lancaster, PA, we're working with our local Workforce Investment
Board
and one-stop partners to offer ABE instruction, primarily reading and
math,
within the context of several career clusters. The first cluster we've
piloted is healthcare. We have a certified nurse aide (CNA) career path
with
instruction sequenced from ABE or high intermediate ESL through the CNA
course offered by our county Career and Technology Center. We use the
WIN
assessment (correlated with Work Keys) to place students into the ABE
class
or directly into the CNA program, if scores are high enough. We also
offer a
higher level ABE/GED course for our learners who want to enter an LPN or
RN
program at a local institution of higher education. Typically, they are
referred to us by the nursing school because they have failed the
Nursing
Entrance Exam or because they need a GED. Either way, we work with them
on
specific skills and then transition them into continuing higher
education.
Our partnerships with the private sector are in the beginning stages,
but
we're making progress. With the healthcare cluster, we're working with
local
hospitals and a consortium of long-term care providers. The key for us
is to
provide high quality instruction up-front so that the employer has some
assurance that those adults who complete our program will, most likely,
succeed in the workplace. We're currently exploring ways we can help our
learners develop a career-specific portfolio that not only looks at
their
academic accomplishments, but also speaks to their performance in soft
skill
areas during their training period. This is one of the things employers
tell
us they want.
The second cluster we're working on is manufacturing. Again, using WIN
and/or Work Keys as a universal assessment at our one-stop center, we
provide instruction to adults who lack the work-based foundation skills
to
transition into a family-sustaining position in manufacturing.
It's our belief that once we can build high quality instruction in one
cluster, the underlying reading and math skills are fundamentally the
same
for others.
In Lebanon County, which is much smaller than Lancaster and has the
lowest
unemployment rate in the state, we're taking a slightly different
approach.
Working in collaboration with another Workforce Investment Board and one
stop center, we've developed a basic skills assessment and soft skills
training program for a consortium of manufacturers. Clients are referred
by
the one stop center because they're interested in working for one of the
consortium members. These are primarily unskilled positions; however,
employers have voiced an urgent need for pre-employment soft skills
training. As part of the soft skills training program, we assess the
client's basic skills in reading and math and, if appropriate, refer
them to
one of our community-based evening ABE/GED/ESL classes where they will
be
able to obtain the work-based foundation skills they need to progress to
higher level employment.
Sandy Strunk
Program Director for Community Education Lancaster-Lebanon IU 13 1020
New
Holland Avenue Lancaster, PA 17601
(717) 606-1873
Fax-(717) 606-1905
On 2/26/07 3:50 PM, "Debbie Yoho" <yohogclc at earthlink.net> wrote:
> I am convinced of the power of FCE and appreciate Tom Sticht's essay
> offered on this list. But at least in the US, a great deal of adult
> illiteracy has been addressed not by the public systems, but by
secular
> non-profits and churches. Indeed, here in SC the adult ed system as
well
> as the technical college system usually refer the lowest-level adult
> learners who need beginning reading skills to the non-profit literacy
> programs, and we have no relationship with vocational education.
> Question: what programs in the US or elsewhere have integrated the
private
> sector into full partnership with public adult vocational education
> programs for service delivery? I'm looking for a model and someone I
can
> talk to who goes beyond just making reading instruction relevant to
the
> learner's work life. Presently, we conduct "workforce development
> programs" for employers, but do not use an FCE curriculum; the classes
are
> just reading instruction at the work site. The content we study is
> work-related, but does not advance specific marketable vocational
skills.
> Thanks, Debbie Yoho
>
>
>> [Original Message]
>> From: <tsticht at znet.com>
>> To: <aaace-nla at lists.literacytent.org>
>> Date: 2/24/2007 2:47:17 PM
>> Subject: [AAACE-NLA] FCE and Workforce Development
>>
>> February 16, 2007
>>
>> Functional Context Education for Workforce Development
>>
>> Tom Sticht
>> International Consultant in Adult Education
>>
>> In the hills and hollows of rural Kentucky in 1911 there were no
lights
>> to help the night-time traveler find the way to a distant school. So
the
>> schools operated only on nights when the moon was out. For this
reason
>> they became known as the Moonlight schools of Kentucky.
>>
>> Started by Cora Wilson Stewart, Superintendent of Schools in Rowan
>> County, the Moonlight schools aimed at teaching literacy to the
>> illiterate adults in the county. However there were no readers in
print
>> for teaching adult illiterates, and Stewart thought it inappropriate
to
>> use the same readers and texts for adults as were used for children
in
>> the day school. So she developed the Rowan County Messenger as a
>> newspaper which could be used to teach reading and writing using news
>> about which the adults were interested.
>>
>> Later Stewart wrote a series of texts for adult literacy learners
called
>> the Country Life Readers. In these texts she once again placed the
>> teaching of reading and writing within content areas of interest to
the
>> rural populations of Kentucky such as farm improvement, good roads,
>> horticulture, sanitation and so forth. She said, "...each lesson
>> accomplished a double purpose, the primary one of teaching the pupil
to
>> read, and at the same time that of imparting instruction in the
things
>> that vitally affected him in his daily life" (Stewart, 1922, p. 71).
>>
>> Jumping ahead almost a century, today in the industrialized nations
of
>> the world there is an urgent concern for up-skilling the literacy,
>> language and numeracy (LLN) and vocational skills of under-skilled
>> workforces.
>> International adult literacy surveys showing one- to two-fifths of a
>> nation's workforce with lower than expected LLN skills and an
emergent
>> globalization of work with jobs being sent to lower wage nations have
>> heightened the need for effective and efficient ways to help adults
>> up-skill, re-skill and cross-train as jobs shift globally and
>> technologically.
>>
>> Fortunately, since Cora Wilson Stewart's pioneering work showing how
to
>> accomplish "a double purpose" in literacy education, there have been
a
>> number of studies that have demonstrated how to apply the same
approach
>> to integrate basic skills with vocational skills training. A review
of
>> 50 years of research in the U. S. Department of Defense on how to
>> re-design both vocational programs and literacy programs to
accommodate
>> less skilled personnel and provide them with job-related knowledge,
>> skills, and literacy was conducted by Sticht, et al. (1987). They
found
>> one project showing that in an integrated basic skills and job
knowledge
>> program, students made as much or more gain in "general" literacy as
was
>> made in general literacy programs that were not job-related.
Importantly
>> however, the integrated program made over three to five times the
amount
>> of gain in job-related reading as achieved by the general literacy
>> program.
>>
>> The foregoing review lead to the formulation of Functional Context
>> Education with several principles for creating integrated vocational
>> and basic skills courses that facilitate learning on entry into the
>> course, learning throughout the course, and transfer into the
contexts
>> for which the learning is meant to apply. To accomplish these
>> objectives, courses should be developed that:
>>
>> oExplain what the students are to learn and why in such a way that
they
>> can always understand both the immediate and long term usefulness of
the
>> course content (facilitates entry into the course; motivates
learning).
>>
>> oConsider the old knowledge that students bring with them to the
course,
>> and build new knowledge on the basis of this old knowledge
(facilitates
>> entry
>> learning)
>>
>> oSequence each new lesson so that it builds on prior knowledge gained
in
>> the previous lessons (facilitates in-course learning).
>>
>> oIntegrate instruction in reading, writing, arithmetic, and problem
>> solving into vocational or technical training programs as the content
of
>> the course poses requirements for these skills that many potential
>> students may not possess; avoid decontextualized basic skills
"remedial"
>> programs (facilitates in-course learning; motivates basic skills
>> learning; reduces instruction time; develops "learning to learn"
ability
>> ).
>>
>> oDerive objectives from careful analysis of the explicit and tacit
>> knowledge and skill needed in the technical training, or employment
>> context for which the learner is preparing (facilitates transfer).
>>
>> oUse, to the extent possible, learning contexts, tasks, materials,
and
>> procedures taken from the future situation in which the learner will
be
>> functioning (facilitates transfer).
>>
>> Since the appearance of the review describing the research basis for
>> Functional Context Education (FCE), large-scale efforts to develop
FCE
>> courses that integrate vocational and LLN (variously referred to as
>> integrated, embedded, or contextualized programs) have taken place in
>> Australia, Canada, Ireland, New Zealand, the United Kingdom, and the
>> United States. In the UK, FCE integrating vocational and LLN is
referred
>> to as embedded LLN. Recent research in the UK has shown that the
>> greater the extent of embedding of literacy into vocational training,
>> the greater the completion rates, achievements of qualifications, and
>> other important outcomes for both literacy and vocational
qualifications
>> (Casey, et. al, 2006).
>>
>> Numerous documents for developing integrated LLN and vocational
>> education are now available on the internet in the industrialized
>> nations identified above. For information about many of these various
>> FCE reports go to www.nald.ca/fulltext/fce/cover.htm and see
Functional
>> Context Education:
>> Making Learning Relevant in the 21st Century. Chapter 2 in this
report
>> provides information about the FCE programs in the nations identified
>> above.
>>
>> The many projects integrating vocational and LLN demonstrate that it
is
>> not necessary that adults with low basic skills first raise these
skills
>> to a level thought necessary to succeed in a vocational course.
Instead,
>> by integrating the vocational and LLN education, it is possible to
>> achieve what Cora Wilson Stewart called "a double purpose", adults
can
>> improve their basic skills while also acquiring much-needed
vocational
>> education.
>>
>> References
>>
>> Casey, H. et. al (2006, November). "You wouldn't expect a maths
teacher
>> to teach plastering..." online at www.nrdc.org.uk.
>>
>> Stewart, C. (1922). Moonlight schools. NY: E. P. Dutton & Co.
>>
>> Sticht, T. et. al (1987). Cast-off youth: policies and training
methods
>> from the military experience. NY: Praeger.
>>
>> Thomas G. Sticht
>> International Consultant in Adult Education
>> 2062 Valley View Blvd.
>> El Cajon, CA 92019-2059
>> Tel/fax: (619) 444-9133
>> Email: tsticht at aznet.net
>>
>>
>> _______________________________________________
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>> http://literacytent.org
>
>
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------------------------------
Message: 3
Date: Fri, 2 Mar 2007 09:03:23 -0500
From: Andrea Wilder <andreawilder at comcast.net>
Subject: [AAACE-NLA] Globe article. immigrant Spanish class, Andres,
please read
To: National Literacy Advocacy List sponsored by AAACE
<aaace-nla at lists.literacytent.org>
Message-ID: <862bc888e17fbe263edd30466142200e at comcast.net>
Content-Type: text/plain; charset=US-ASCII; format=flowed
Try the Boston Globe for today, March 2, for article: "For Hispanic
laborers, literacy is opportunity."
Andres--I remember you mentioned that you thought it was a better
strategy to teach Hispanic students in Spanish, to be literate. Am I
remembering correctly?
Andrea
------------------------------
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