[NLA] Discussion: AELS and Higher Ed

[Kathy Lively]

Isn't it interesting how diverse the experiences of those of us in the
adult eduation field are within our various states?  I have been an
adult education director for 10 years and have been part of very intense
discussions concrning the governance of adult education. We adult
educators seem to be very intense about the needs of our learners, don't
we?  In Illinois, the adult ed dollars now flow through the community
college system and we have experienced none of the obstacles mentioned
concerning access or lack of interest in the non-college bound student.
Our learners do not realize there has been a change. In adult ed
programs, even ones at community college sites, learners are never
charged tuition, nor does it negatively impact their Pell grant.
Thirtyone people are presently working on a funding task force to insure
that all provider types and learner needs throughout the state will
continue to be served. The task force includes, in addition to adult
education directors of all provider types, community college presidents
and trustees. The community college board seems to understand adult
learning theory and practice.  It is not our community college board who
seem focused on our learners "getting a job," the Workfroce Investment
Act seems to drive that particluar goal.  Could this situation change in
a few years, possibly.  However, those of us who serve the most in need
with little political clout will always have to be vigilant about
protecting our learners' needs, regardless of the governing agency.
Thank you for this opportunity to read wonderful discussions about
concerns and challenges facing the adult education field.  

-----Original Message-----
From: nla-admin at lists.literacytent.org
[mailto:nla-admin at lists.literacytent.org] On Behalf Of LVAready at aol.com
Sent: Wednesday, December 04, 2002 4:09 PM
To: nla at lists.literacytent.org
Subject: Re: [NLA] Discussion: AELS and Higher Ed


NLA Colleagues:

I have directed an adult literacy program in southwestern Montana for 12

years. We became a recognized (read--partially funded) part of the AELS
about 
four years ago. Note that we always served a broad range of students
from 
those who could not read at all to those who were seeking their high
school 
equivalency diploma. In Montana, statute restricts the distribution of
state 
matching dollars to school districts, community colleges, and tribal 
colleges. Federal Adult Education and Family Literacy Act (AEFLA)
dollars go 
to a much broader list of eligible providers, solely because the federal
law 
specifies the list of eligible providers.

The primary reason that oversight for the AELS should not be through
Higher 
Ed is that these funds are to help adults gain K-12 skills. In the
higher ed 
system, if a student needs catch-up work in basic skills, the student is

charged for credits that do not count toward graduation, AND do not
count for 
meeting the requirement of full-time attendance for financial
assistance.  As 
a result, students in higher ed that do not have all of the necessary 
foundation skills are heavily penalized by paying high rates for credits
that 
will do them no good---what they really need is the basic skills so that
they 
can move into regular "for-credit" classes that count. 

In rural states, there are areas that are more than 100 miles from any
kind 
of community college. It is not in the best interest of students who
lack 
funds and reliable transportation to be limited to such institutions
when 
they seek to gain basic literacy skills. To move funds/leadership to
higher 
ed would be a disaster in our rural state.

As a manager of a CBO, I am also not a big fan of placing programs in
local 
school districts. An adult literacy student at a national conference
told me, 
"My IQ drops 30 points when I walk through the door of a school." He
went on 
to explain that the trauma he experienced as a child in school made it
very 
difficult to function in the school environment, even as an adult.
(Some of 
our classes are in school buildings, some are not.) I believe that many 
people in the field have spent a decade or more educating their State 
Department of Education about the needs of low-literate adults and the 
importance of basic skills programs. Colleges and vo-techs even admit 
students who have little or no chance of success if they have the money
to 
pay for classes. Higher Ed may be "public education," but most of the 
institutions are run as businesses that need to break even or make
money. 



Dixie Stark
LVA Bitterroot
(406) 363-2900





In a message dated 12/4/02 5:41:24 AM Mountain Standard Time, 
DJRosen at theworld.com writes:

<< NLA Colleagues,
 
 Debbie Yoho wrote:
 
  >So I put it to the list:  What do y'all think?  Would those of us who

  >are not already working alongside higher ed be better off if the AELS

  > >money flowed through them, instead of K-12?
 
 I have worked in adult education and literacy for a community college 
 and/or a university since 1986,  but I would answer Debbie's question 
 with an emphatic "no."  Here are my reasons:
  >>
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