[NLA] Volunteers and credentials

Wed Jul 3 19:50:30 EDT 2002

Andre-
Your perspective is very different from my experience.  We train volunteers to work in our community literacy program four to six times per year.  We train an average of 15 new people each time.  We have tutors on our records who have been with us for 15 years.  I think  40% of our tutors are male.  I'm speaking only for our program, but I don't think volunteering is dead, and it certainly isn't just for ladies with nothing to do. Since we are a United Way agency, many volunteers come to us from information they received at work that had us listed as a place to volunteer.  People with full time jobs and families still provide most of
our tutor support. Yes, society needs to be fixed, but volunteering is one way to make things better and I'm glad our tutors haven't lost sight of that.

Mary Lynn Carver
Lake County Adult Learning Connection
Waukegan, Illinois
mlcarver at nslsilus.org

Andres Muro wrote:

> Debbie: I agree with your passionate support for volunteers and believe that everything you say is true. However, because of the condition of the country and our field, most of us cannot secure volunteers that will provide the type of support that you are describing.
>
> The concept of volunteer as used in our field emerged from a "Victorian" perception of the role of women in society. Since men did the real work, women, not needing to work, but being genetically predisposed towards the role to care and to educate, could volunteer into social roles such as teaching, caring for the ill, etc. In fact, the original intentions of certain literacy volunteer organizations was to get well intended ladies of society to teach men to read. There was also the christianizing role tied to these organizations in order to domesticate the nobel savages.
>
> The fact is that the Victorian model is fictitious to begin with. I am sure that we can find a few nice ladies and a few illiterate men in need of motherly love and pair them together. However, in the United States today, we do not have millions of women with nothing to do, willing to go to colonias, rural  areas and extremely impoverished areas to teach people, especially women, to read. For programs in communities that operate in very impoverished areas where thousands need help, this model does not work. This is the reason, Laubach has been non-existent in El Paso, in action, even though they exist in paper.
>
> The second model of volunteer work is the capacity building model. People with an interest in a field, profession, etc, become volunteers, apprentices, etc so that they can acquire skills in something that they will want to do in the future. This could be the model that could apply to our field, if we were a field. Since we are not, people do not think of volunteering in something that doesn't exist, so that when they graduate from college as literacists  they can work at this and earn an income. Until we can make the case that volunteering in our field is a investment in the future, we will never get the volunteers that we need.
>
> I also have a problem with the christian concept of volunteering and charity. It is the role of society to provide for all, not the role of the individuals, through charity, to provide for the inadequacies of society. The fact that we need the charity of volunteers, speaks to the fact that our society is messed up. We have CEOs making gazillion trillion $$$$. Their wives volunteer to serve a few through some form of charity. If these CEOs were making only in the thousands, we could use the gazillion trillion to provide for the rest instead of expecting volunteers to apeace their moral sense by doing volunteer work.
>
> Society needs real fixing, volunteering is not real fixing, it is patch work for our soul and for society.
>
> Andres
>
> >>> dwyoho at earthlink.net 07/03/02 08:20AM >>>
>
> Andrea asks:
>
> "Both you and Nancy see volunteers as crucial.  Because you couldn't afford
> paid staff?  Or because the volunteers give something different?"
>
> Most emphatically because they give something different.  First, from the
> standpoint of the learner:
>
>  In a specialized program that is centered on one-to-one, and has the
> learner's self-esteem and motivation as a primary goal, an unpaid volunteer
> is indeed different.  First, the volunteer is a representative of the
> community, living evidence of care and concern we should all have for one
> another regardless of status or background, concern that has no strings
> attached and that is motivated solely by belief in the worth of that
> individual.  That is not to say that paid staff may not have similiar
> motivation and care.  But I have met many paid staff doing many types of
> work, including adult education, who express not just a lack of care but
> downright disrespect, and passionate motivation to advance something other
> than the learner's individual agenda.  I have never had a volunteer tell me
> "That's not my job" or "I'm not being paid enough to do that", or "I am the
> expert and I know best." That is not to say that all volunteers are
> motivated by altruism; some are definitely not.  But in my experience, most
> are.
>
> Second, from the standpoint of advancing the field:
>
> As a representative of the community, the volunteer is in a unique position
> to advocate for and with adult learners.  This is a no-brainer when it
> comes to fundraising and political activity.  The funders and
> decision-makers listen differently to  community voices expressing a
> community need, than they do to employees whose jobs are involved. K-12
> leaders know they can get a lot more action from a school board if parents
> speak out than if the staff does.  Whether or not this should be the
> dynamic is beside the point; it is the reality.
>
> Volunteer program leadership is also different, again in its link to the
> peculiar local needs of the community, especially in this age of such
> diversity. Where private funds are involved, volunteer leadership acts as
> an accountability factor.
>
> Finally, I would be disingenuous not to acknowledge the issue of cost
> savings.  I do not believe the American taxpayer in this capitalist nation
> will ever be motivated by any means to pay the entire bill for quality
> services to 44 million adults.  With adults as well as children, "it takes
> the whole village", not just the public sector. Volunteers are links to all
> kinds of collaborations and partnerships.
>
> Andrea also asks:
>
> "Where do credentials come in here?  (Except as an impossible requirement
> for
> volunteers.)"
>
> Credentials are not an impossible requirement for volunteers.  In fact,
> credentials should be a definite requirement for volunteers.  With some
> encouragement (if there is real interest on this list to explore this
> thread further) I'd be happy to share what our volunteers can and can't do,
> what their training consists of, how they are monitored and evaluated, etc.
>
> In summary, the emphasis in my answer to you, Andrea, is on the word
> DIFFERENT.  The volunteer role and the paid professional role are
> DIFFERENT, not interchangeable. Both are critical.
>
> If Texas is moving in the direction of removing the volunteer factor from
> adult education, I predict this will be regretted and won't last.  Besides,
> it can't be stopped anyway.  All a caring volunteer has to do is sit down
> with someone and share their time.  Volunteer literacy is well established
> worldwide.  But imagine what could be accomplished if the US AELS system
> were built on the best of all the resources available, including the
> volunteer.
>
> The issue of credentials should not be framed by asking WHO should have
> credentials.  It is implicit that credentials are important.  The question
> is WHAT credentials to do WHAT task?
>
> Deborah W. Yoho, MAT, EdS
> Co-moderator, NIFL-Health  and
> Executive Director
> Greater Columbia Literacy Council
> 921 Woodrow Street, Columbia, SC  29205
> 803-765-2555   Fax  803-779-8417   dwyoho at earthlink.net
>
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