[NLA] Where should the AELS "reside"?

[Kelly Bruce]

Hi Deborah and Fellow Listers,

I must respectfully disagree with your comment, Deborah, that, "I think the 
question [where should adult ed. reside?] is moot.  Interesting to talk 
about, but that's all."  I think it is a vital question, as it has 
wide-ranging implications for the field in policy, advocacy, program 
structure, teaching, research, data reporting, etc.

For instance, my assumption is that each major "umbrella organization" (a 
Department of Ed., a workforce cabinet, or a community college system), has 
a particular bureaucratic structure and culture--how does this affect the 
organization of the adult education system, down to the local level, for 
things like hiring practices, facilities, and professional development? 
Are there differences in the perceived "purpose" for adult education from 
system to system (i.e. a state in which AE resides in the K-12 system sees 
AE as remediation; in a workforce cabinet as economic development; in the 
community college system as creating a base of community college students)? 
If there are differences, how do they affect advocacy efforts?

Are states in which AE resides in K-12 or a community college system more 
likely to hire certified teachers? More likely to conduct research?  More 
likely to be open to practitioner research?  More likely to provide 
professional development?

Are states in which AE resides in a workforce cabinet moving toward 
providing services through one-stops?  Do they place a greater emphasis on 
data collection and data matching (with employment figures, public 
assistance figures, and the like)?

I take your point that changes--even if they were desirable--would be 
difficult to make given entrenched interests, but I don't think that should 
stop us from thinking about these questions with an eye to making changes 
if they are warranted (perhaps they are not).

As I continue to learn about the AE system and literacy, I like to think 
about what an "ideal" system and an "ideal" program would be.  Certainly 
one thing I've figured out is that there is no "one size fits all," and 
that is not what I'm suggesting.  Instead, because we know that there are 
many improvements we can make to AE, I'm wondering what bits and pieces of 
the ideal are already out there.  And what junk is out there, too?  And to 
the point, is any of it attributable to the type of umbrella organization? 
Perhaps there are already studies out there that focus on this particular 
issue, and if someone can point me to them, I'm ready pipe down.

Best,
Kelly






Kelly Bruce
National Center for the Study of Adult Learning and Literacy
Harvard University Graduate School of Education
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