[NLA] Info and Discussion: Adult Education System Name Survey

[Nancy Hansen]

David,
You concluded this post with this paragraph:
 << "Perhaps we could agree that the *Adult Educaton and Literacy System*
refers to programs funded under WIA Title II, and that one of the top
two choices, *Adult Learning and Literacy (ALL)*, should be used to 
refer to the larger field which includes WIA TItle II funded programs 
-- and others." >>

A comment about 'ALL' as the acronym for the "larger field" - Were you aware that there is a nationwide organization called ALL?  It also reflects GED-prep programs.  Their membership includes a smattering of  a minimum number of literacy providers in my state.  'ALL' signifies an association called the Association for Lifelong Learning - our state group of this region is called SDALL.  Wouldn't that be even <more> confusing?  It's the main reason that I did not cast my vote for ALL.
 
Nancy Hansen
Sioux Falls Area Literacy Council
Sioux Falls, SD
sfallsliteracy at yahoo.com
 "David J. Rosen" <DJRosen at theworld.com> wrote:


NLA Colleagues,

Below is a message from the NLA 2000 archives which lists the final top 
choices for a name for the adult education system. Although *Adult 
Education and Literacy* was voted among the top four choices, there was 
no consensus on a name. Since then, many people have used *Adult 
Education and Literacy* ,apparently without objection from anyone, to 
refer to the programs funded by WIA Title II (and also -- according to 
Tom Sticht, mistakenly -- to refer to other adult learning and literacy 
programs in the field, regardless of funding.)

Perhaps we could agree that the *Adult Educaton and Literacy System*
refers to programs funded under WIA Title II, and that one of the top
two choices, *Adult Learning and Literacy (ALL)*, should be used to 
refer to the larger field which includes WIA TItle II funded programs 
-- and others.

David J. Rosen
NLA List Moderator

http://www.nifl.gov/nifl-nla/2000/1766.html




NLA Info: Adult Education System Name SurveyFrom: David J Rosen (">DJRosen at world.std.com)
Date: Sun Sep 17 2000 - 14:05:56 EDT 

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Return-Path: <">nla-approval at world.std.com>Received: from europe.std.com (europe.std.com [199.172.62.20]) by literacy.nifl.gov (8.10.2/8.10.2) with ESMTP id e8HKCx906466; Sun, 17 Sep 2000 16:12:59 -0400 (EDT)Received: (from daemon at localhost) by europe.std.com (8.9.3/8.9.3) id QAA20379 for nla-outgoing; Sun, 17 Sep 2000 16:10:31 -0400 (EDT)Message-Id: <200009172010.QAA20379 at europe.std.com>To: ">nla at world.std.comSubject: NLA Info: Adult Education System Name SurveyFrom: David J Rosen <">DJRosen at world.std.com>Date: Sun, 17 Sep 2000 14:05:56 -0400 (EDT)Sender: ">nla-approval at world.std.comPrecedence: listReply-To: ">nla at europe.std.comStatus: OContent-Length: 22868Lines: 481Dear Colleagues and supporters of adult literacy/basic education/ESOL,In April I conducted an on-line survey of the field (including adultlearners) to choose a name for a national system of adult education.Although consensus was not reached, six names received a solid majorityand fewer than 10% of those voting said these six were unacceptable.  Itis now time to vote on these six (and one other name which I have addedbecause it was used in the recently published national adult literacyagenda, "From the Margins to the Mainstream.") It is time to see if one isviewed by the field as superior to the others.  If not, presumably any oneof the seven names would serve, and then perhaps the National Coalitionfor Literacy -- which represents all organizations serving our field --should choose one of them.You might be asking why we need a name for a system of adult education.This is part of an effort to get adult education the kind of recognitionand resources held by the other two education systems -- Elementary andSecondary Education (K-12) and Higher Education -- to move adult educationfrom the margins to the mainstream.I will post an announcement message here soon with the Web address of thesurvey. You can then go to the Web page and vote for these names.  Thiswill take only a minute or two.  I hope you will disseminate theannouncement as widely as possible to as many practitioners and adultlearners (and graduates) as possible.  The survey will be posted inOctober and will be available for 30 days.  Below is a list of the seven choices. Following the list are some pro andcon arguments for these choices.  If you have additional arguments, pleaseemail them to me at <">DJRosen at world.std.com>  I will update this andinclude it with the announcement of the survey.  If you would like to participate in the discussion about this taking placeon the National Literacy Advocacy Electronic List -- of if you knowsomeone else who would like to join the NLA list -- to subscribe, send anemail message to ">majordomo at world.std.com saying subscribe nla.Thanks.David J. Rosen, ModeratorNational Literacy Advocacy Electronic List----------------------------------------------------Names Choices Adult Education (AE) Adult Basic Education (ABE) Adult Education and Family Literacy (AEFL)  Adult Basic and Literacy Education (ABLE)  Adult Education and Literacy (AEL)  Adult Learning and Literacy (ALL) Adult Education, Language, and Literacy (AELL)		Discussion about the names(Selected from messages posted to the NLA list in the spring and inSeptember, 2000)"My thoughts go directly to: who are we doing this for?  If it's for thebureaucrats then we need the most complex acronym we can come up with,something that tangles your tongue and makes you bite your cheek whenyou try saying it fast three times.  If it's for our target populationand their local communities, I go by the KISS formula and believe itshould be something short made up of words that they know the meaning ofand something that doesn't appear as an insult.Up here in this part of the country we have just changed the names of our facilities to (County) Learning Centers and have moved away from thelong involved complex naming styles of early years for reasons statedabove.  I think  'Adult Education' covers all angles and is self explanatorywithout Webster's assistance."Art LaChanceGilmer Learning CenterEllijay, GA"...And it must be recognized that in this emergent process it was notjust by chance that an official office in the U. S. Department ofEducation exists today with the unique name of the Division of AdultEducation and Literacy and a categorical funding stream to address thespecial needs of adult educators and the students they serve (even if thefunding is grossly inadequate!). Indeed, it has only been with much hardwork by thousands of adult education and literacy specialists working inmany different organizational contexts and in  numerous state and nationalprofessional associations, commissions, committees  and coalitionsthroughout the past century that this field has acquired an office withsome distinct recognition within the government at the federal level. Now the field has to build on the work of the past and continue the workof developing  an AELS that is the best in the world; a system that is recognized as a valuable, enduring contributor to our nationseducational structure; a system that has moved from the margins to themainstream of the educational  system in the United States."Tom Sticht Education Researcher (and coiner of the phrase 'from the margins tothe mainstream')"At least we are now on the margin! Can we move to the mainstream?The 1999 U. S. Digest of Education Statistics was released in March2000. As with the 1998 Digest, the figure that shows the structure ofeducation in the United States still relegates adult education to afootnote at the lower margin of the figure. The footnote states, "Adulteducation programs, while not separately depicted above, may provideinstruction at the elementary, secondary, or higher education level." As we debate names for the Adult Education and Literacy system (AELS),it is important to keep in mind that there was a time when adulteducation was not even on the margin of the structure of education inthe United States. The fact that there is today an Assistant Secretarylevel federal organizational unit in the U. S. Department of Educationcalled the Office of Vocational and Adult Education (OVAE) is the resultof hard won arguments and much lobbying on the part of major adulteducation professional organizations and many individuals in the U.S.Even more important is the fact that within the OVAE there is a majorDivision called the Division of Adult Education and Literacy (DAEL).This, too, did not happen by chance but by the hard lobbying ofthousands of people in the field of adult education over the lasthundred years. And there should be no doubt about the importance of suchfederal organizational structures for the advancement of the AELS overthe years.  It is extremely important for the field to have a strong,separately identifiable federal presence in Washington DC. It should also be recalled that it was not until the 1990s that theDivision of Adult Education became the Division of Adult Education andLiteracy. This, too, was the result of the work of hundreds ofprofessionals in the adult education field, especially those fromcommunity based organizations that serve entry level adult literacylearners. The change was meant to signal a recommitment of the federalprogram to the most entry level adult literacy learners and theinclusion of community based groups along with the public schools andcommunity colleges as professional providers of educational services toout of school youth and adults. This federal, national commitment toadult entry level literacy education was reinforced by the creation inthe 1990s of the National Institute for Literacy (NIFL) and the fundingof the first ever national research centers for adult literacy education(National Center for Adult Education-NCAL; National Center for AdultLiteracy and Learning-NCSALL). Again, these major activities for adultliteracy education did not occur by chance, they represent the work ofhundreds of professional adult educators across the fifty states.  So here we are now, and at least we are on the margins of the figure ofthe educational system in the United States.  That in itself is aconsiderable achievement over the last hundred years. And we shouldcelebrate and recognize the work of those who have gone before us, andthe considerable efforts  of hundreds of adult educators who are workingtoday to continue the advances that have been made up to now. As we search for a name for our educational system we should keep inmind the achievements of past and present adult educators in raising theAdult Education and Literacy system to its present level of visibilityand funding at the national and state levels. Once we have an agreed to name for our educational system, we can thenstart a letter writing campaign to the U. S. Secretary of Education toget adult education moved from the footnote at the margin to the mainbody of the figure in the Digest of Educational Statistics depicting thestructure of education in the United States. Though this is only asmall, symbolic step, it is part of the much longer journey that thefield has been on for the last hundred years. In this journey we havegotten onto the margins of the U. S. educational structure. The questionnow is:  Can we move to the mainstream?"Tom Sticht"If you want to be very inclusive, we should use Adult Education, knowingthat will include everything adults want to learn from  painting, basketweaving, motorcycle riding and repair, automotive mechanics, plumbing,welding, electronic servicing, nursing, cake decorating, horticulture,computers, Masters and Doctoral Programs for professionals as well asliteracy programs like; ABE, GED, Adult High School, Family Literacy,English as a Second Language, etc.I think Adult Basic and Literacy Education reflects more of what I do! In North Carolina we call 'Basic Skills' to Literacy Programs like ABE,GED, Adult High School, Family Literacy, Compensatory Education foradults with developmental disabilities,  and ESL.However, when people from the general public call our community collegethey can call a computer class that is at a basic level, Basic Skills.!..It is all a matter of being recognized in funding  and policy circlesaccording  to what we specifically do or do we want to be so inclusivethat we get thrown in the big Adult Education arena and we perish?"Lourdes ShelleyDean, Basic SkillsWake Technical Community CollegeRaleigh, North Carolina"I wish it weren't true, but the term 'adult education' most definitelydoes not include everybody, although not by my choice.  The fact is thatmy colleagues in this state who identify themselves as 'adult educators'see themselves as separate and distinct from 'literacy' educators, (thereare even two separate professional organizations, and all attempts tounite have failed) and they describe "literacy" in ways as though we werea poor-relation, distant relative."Deborah W. YohoCo-moderator, NIFL Health Literacy Discussion GroupChief Executive OfficerGreater Columbia Literacy CouncilColumbia, South Carolina"I think we need a name that makes it clear that ESOL constitutes half ofthe system.  While 'literacy' is a good term, for most lay people it stillconnotes an emphasis on reading and writing skills.  For most ESOLlearners (the majority of whom come to us with few English skills),  adulteducation means learning "language skills" (communicating face to face;acquiring basic English vocabulary; learning how English works (patterns,structures).While the current definition of "literacy" (in the national literacy act)defines 'literacy' broadly enough (it includes 'speaking'),  lay peopleand policy makers often have a very difficult time seeing that ABEincludes both those who speak English (and need to develop additionalskills) and those who are still acquiring English. While there is someoverlap in needs (particularly on the pre-GED levels),  the needs oflearners new to English and the nature of  a service system designed tomeet those needs are sufficiently different to merit a name. " Heide Spruck WrigleySan Mateo, California"Here's a thought for a name for an Adult Ed system:   Education for AdultLanguage and Literacy - which becomes:                Education for ALL  !!!I know it doesn't quite capture everything it should conceptually, but themessage hits home."Elsa AuerbachBoston, Massachusetts" 'Adult education' and 'adult learning' are too general. 'Family literacy' already has a specific meaning for some and would notinclude all literacy programming. Adding 'language' [in choice 7 above]does not explicitly include ESL/ESOL.  Only by adding ESL/ESOL to the nameis it explicitly included. I feel "language" is too general, and could bemisconstrued to include other languages besides English. Is that theintent? If it is, I believe that would complicate matters. I can alreadysee the 'English Only' people rally their troops. I believe the generalpublic is beginning to understand that 'literacy' in this context meansthe ability to speak, read and write English, even if one is literate inanother language.  Therefore, it implicitly includes ESOL or it is our jobto make sure that that is understood.I also like that Adult Basic and Literacy Education provides for a greatacronym, ABLE."Carl GuerriereHartford, Connecticut"To a lot of people, adult basic education implies below GED preparationlevel and therefore does not include those who are ready to study for theGED..Whatever name is eventually selected, it needs to be one that iseither short, or can be pronounced easily without any negativeassociation."[Excerpts from several messages posted to the NLA list]Daphne GreenbergCenter for the Study of Adult LiteracyGeorgia State University"I have found in my experience with business that the word literacyimplies to them people who can not read."Heidi Watson" 'Literacy,' an important component of our system, is somewhat limiting-- for most people it means reading at a very basic level, and nothingelse.  Conversely, 'adult education' is so broad that it can encompasseverything from university education to line dancing.  Especially inworking with businesses, I've found that their definition of "basicskills" often includes blueprint reading and the elements of qualityinitiatives."Donna Miller-Parker" I'm inclined to think that the Adult  Education & Literacy System (AELS)is a pretty good name.  It has the strong  advantage of being in the nameof the U.S. Department of Education's Division  of Adult Education &Literacy already, it has resonance with virtually everyone, and itembraces all venues for adult basic skills upgrading.  I'd  also like toadd my voice to those who urge the wide adoption of the AELS name and whobelieve the Secretary of Education should include this name in the mappingof education.  Since literacy is presently a priority more in rhetoricthan in deed, for AELS to show up as a stand-alone line item in budgetsand organization charts would be a breakthrough achievement reflecting aREAL elevation in status.  It would signal that the "field" has begun to"arrive"  and is taken seriously. .Whatever the name, I do think itterribly important  for a whole host of reasons that the word "literacy'be retained.""...To keep programs focussed (and to get literacy out of the shadows),and to have any hope of measuring/assessing results, it's essential todifferentiate and to be as narrow as possible-- and I think it's equallyvital to keep the words 'adult' and 'literacy' in the name.   (By the way,I know that this isn't the case for everyone, but I'm quite comfortableusing 'literacy' and 'basic skills' interchangeably, as is commonly donein the U.K. and elsewhere).  I've long argued against putting programs forchildren and adults together, as they both end up diluted and in directcompetition, and in political battles for funds, guess who usually losesout?  Schools of course are entrenched, have a much more powerful andorganized voice, and are stronger politically. " [Excerpts from threemessages posted to the NLA list in the spring of 2000]"Gail SpangenbergNew York, NY"Let me share something from our students. We recently changed the name ofour program from "Literacy Program" to "Community Education Program". Manyof our students like the new term better because they feel that literacyis too stigmatizing. I had not thought about the name change that much andwe only did it because we were forced to. However, I really like the newname for our program, and I feel that it represents what we do.  I stilllike the term literacy, I consider literacy the field that I love and workin, think that literacy should be a field, and think that the term impliesmany important ideas, values and philosophies. I thought that it wasimportant to  relate the thoughts of our students."Andres MuroEl Paso Community CollegeEl Paso, Texas"I would like to see us discuss the criteria for a name.  The maincriteria that comes to my mind is to keep it very simple so that it caneasily be discussed and receive wide name recognition...in otherwords...something simple so that when it is uttered everyone willunderstand what it is...not a hidden meaning."Sue C. BartonRadford, VA 24141"So far, I'm in the corner with those who like "Adult Education".  It iswhat it is.  It's not readily confused with "Higher Education" (which mayalso include line-dancing, basket-weaving and such, but generally istaken to mean something else), and it carries none of the limitations themore specific names carry."David HayesRI Institute for Labor Studies and Research"My understanding is that ABE designates pre-GED instruction. At the adult learning center where I teach, we also serve a group of students withGED's and/or HS diplomas working to pass tests which will allow them toenter community college certificate programs. We describe these folks as 'Remediation' students.I like 'Adult Education' as a name. It's what non-academic types call the system anyway, at least in California, New Mexico and Texas."Louise SandersAdult Ed TeacherLubbock, Texas"What about 'Adult Learning and Literacy' or 'ALL' -- stressing notonly the substance of our work but also the inclusiveness we still need toachieve in our field.  It's short and sweet, the focus is from thestudents point of view, 'learning' (although we need to include ourselvesthere too), and it locates us at the "foundation" level of this learning(I like the phrase "foundation" but it just doesn't inspire). "bob bickerton, State Director of Adult EducationMassachusetts"I vote we do the survey again with the top six.  I'd like to add mycomments about one of the six, 'adult education', since I voted 'can'tlive with  this' on that one.The problem is in my state, South Carolina, the term tends to be used inan exclusive way, and generally refers to public adult programs run bythe k-12  school districts.  As a private non profit, when 'adulteducation' people meet we are generally excluded. This is not a hard andfast rule and certainly the state leadership would agree with me that theterm is not meant to exclude.  Unfortunately, we are still embroiled inturfism in many ways.  When Congress included the 'direct and equitable access' clause in theadult ed act (and it remains in the WIA) in the early 90's, thereby affording access to federal funds to non-profits, many 'adult ed' directors resented sharing the money, as though somehow we are taking funds out of their pockets.    Some still view non-profits as Mom and Pop operations run by amateurs. Of course, some programs, non-profit and otherwise, might fitthat  description.  The issue here is the stereotype.  On the other hand, the 'adult ed' (read that 'public') system has had itsown image problems. There is a stereotype among business leaders that"adult education" is basically a type of welfare program, serving dropouts who should have known better.  This complicates workforce literacyand job development efforts. Some non-profits, including mine, go toconsiderable pains to disassociate ourselves from 'adult education'  whendealing with the business community. Finally, the term 'adult education' has been used for many years in our state.  Why not formulate a new term to underscore a new approach, onemore inclusive, and free of  the baggage of stereotypes?In short, I 'cannot live' with 'Adult Education' as THE term even thoughit received the most number of votes.  I'm doing all I can to avoid usingit now, and I shall continue to do so."Debbie Yoho, EdSGreater Columbia Literacy CouncilColumbia, SC   serving more than 500 adults through basic, family,workplace, and ESL programs"I'm curious as to how you define 'system'.  GED is a system.  States havesystems (some more systematic than others).  LVA and LLA have nationalsystems.  What other national system is there?  Again, what criteria?"Jim ParkerDivision of Adult Education and LiteracyU.S. Department of Education"This is a good question, Jim.  Here's my view.  In K-12 and highereducation, throughout the country, there is >never< a question of whethersomeone who enters at a beginning level will be offered the opportunity tomove through various courses and levels to an end point, generallydescribed as graduation.  Granted, not all people achieve this, and inboth these systems, it could be argued that not everyone has the sameopportunity. (I would argue this.)  But in adult basic education, in manyparts of the country, we cannot guarantee that there will be "slots" or"seats" for students at all levels.  We cannot guarantee that there willbe no waiting lists. The K-12 and higher education systems offer anintensity of service (class time, access to libraries, access toscience labs and equipment, etc.) that is rarely found in adult education.  Let's take workplace education as an example.  I think adult educationoffered in workplaces is good, is an essential adult education service.But as it is currently offered (and even as it was offered through thefederal workplace education program) there are almost never sufficientresources, space or commitment from companies to guarantee all levels,and rarely have workplace education programs systematically connected withcommunity adult education services to organize for students a seemlesssystem of education services. It's our best effort to date, but it's stillpatchwork.  Adult learners deserve more.I wouldn't call the GED an adult education system, although the test, andtest preparation programs and GED curriculum materials and GED staffdevelopment are all important parts of what could be a system. I wouldn'tcall LVA or LLA adult education systems, either, not in the sense thatK-12 and higher education are complete systems of education services.Finally, I don't want to leave you with the impression that our challengewill be met once we have an adult education system.  We need to have agood system, one that works well, that provides high quality, highintensity services -- one that meets adult learners' goals, and also onethat can stand up to objective measures of program quality andperformance."David J. RosenNLA List Moderator


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