[NLA] Thursday Notes, 3/14/02

Thu Mar 14 10:43:14 EST 2002

David's comment regarding the severely under funded adult education system
is certainly valid. Magazines, newspapers, surveys and research continue to
point this out, yet not much gets translated into greater investment in the
system.

However I disagree with his take on  the root cause of the exodus of
manufacturing jobs. It seems to me that the nations that are the
beneficiaries of these manufacturing jobs are those where there is little or
no access to formal adult education as compared to the US...Manufacturers
choose China, Mexico , Ecuador, Taiwan etc....because it is CHEAPER to have
the products made there even after factoring in shipping costs. There is a
certain irony in this because increasing the skills of US workers carries
with it the expectation of higher wages which may actually result in even
more manufacturing jobs leaving our shores.

My experience in the manufacturing sector is that many times ( not always )
the requirement of a GED or HS Diploma is actually quite artificial when the
actual job tasks are analyzed. I certainly do not intend this to mean that I
don't see a value in acquiring these credentials, however the reality of our
capitalistic system continues to insure that employers will always want to
"get the most and pay the least " whenever possible. So as long as labor and
production facilities remain cheaper and accessible elsewhere I believe our
manufacturers will continue to search for the best bottom line deals.

If I'm not mistaken the # 1 category of reasons why employers rejected
applicants  was related to work ethics...showing up on time...good
attendance...etc....

Skills are a lot easier to teach than ethics and good work habits!

I just recently surveyed a sampling of 120 manufacturing production workers
from two companies and one of the questions basically asked them to state
what they felt was the skill they needed the most help with to be successful
in their current job and possibly advance to a higher position. 42 percent
of the responses ( 42 out of 120 ) dealt with people skills and conflict
resolution. Only 14 mentioned more knowledge about their job...only 9
mentioned computer skills.....just tossing this out here as a point of
interest

Robert M. Pinhero
Education & Training Consultant
PO Box 684031
Austin, Texas 78768-4031
Voice: 512-236-1052
Fax: 512-478-8208

-----Original Message-----
From: nla-admin at lists.literacytent.org
[mailto:nla-admin at lists.literacytent.org]On Behalf Of David Joost
Sent: Wednesday, March 13, 2002 10:17 AM
To: nla at lists.literacytent.org; Texas Adult Educator
Subject: Re: [NLA] Thursday Notes, 3/14/02

The "Skills Gap" report from NAM advises that adult literacy should be
made a top priority but at the same time suggests that no additional
funding is necessary to impact the 90 million Americans in need of
greater literacy skills. It is outrageous to suggest that the adult
literacy problem will be meaningfully impacted by level or reduced
funding and expecting "home study" and "e-learning" to save the day.
Without a reliable adult education and literacy system that is fulltime,
year-round and professionally organized, our national will never achieve
the adult literacy levels of its international competitor nations. This
is the same kind of "spend-nothing-do-nothing-and-it-will-all-work-out"
"head-in-the-sand" thinking that has caused the torrential exodus of
manufacturing jobs from out this country.

David Joost
President
Texas Council for Adult Education Cooperative Directors

> "Tilghman, Rose" wrote:
>
>                      From the Division of Adult Education and Literacy
>
>                               Office of Vocational and Adult Education
>
> Editor: Sarah Newcomb
> Production: Rose Tilghman
>
> March 14, 2002
> ___________________________________
>
> 2000 Data Drive
> EL/Civics
>
> The Immigration and Naturalization Service has posted its 2000
> state-by-state analysis of immigration patterns, making that data
> available for calculating states' English Literacy/Civics (EL/Civics)
> allotments for July 1. The new data affect the states' allotments by
> updating current immigrant populations and recent increases in
> immigration. These elements drive formula funding for states'
> EL/Civics programs. Congress set aside the funds in appropriations
> legislation over the last several years. See
>
http://www.ins.usdoj.gov/graphics/aboutins/statistics/IMM00yrbk/ExcIMM00/Tab
le17.xls
>
> NAM: We Need
> Adult Literacy,
> English Literacy
>
> The National Association of Manufacturers (NAM) recommends that
> improving adults' literacy skills be a national priority. A NAM
> survey, The Skills Gap: 2001, reports a continuing gap in workers'
> skill levels. What's missing for both job applicants and employees?
> Employability skills such as attendance, timeliness, work ethic and
> other qualities are lacking; with reading, communication and math
> skills ranking second. Other NAM recommendations include immigration
> policies incorporating initiatives to meet cultural and language skill
> needs of immigrants. Immigrants are the main source of labor growth.
> See
>
http://www.nam.org/Docs/CenterforWorkforceSuccess/23975_NAMSkillsGapforPress
.pdf
>
> Money Smarts
> For Free
>
> How much do your learners know about finances? The Money Smart
> Training Program can help. It includes lesson plans, overheads and
> materials for students--and it's free from the Federal Deposit
> Insurance Corporation (FDIC). Material is written at the sixth grade
> level. Ten units on bank services, consumer rights, saving, credit,
> home ownership and more can be ordered from the FDIC. See
> http://www.fdic.gov/news/publications/moneysmart  Download order form
> and fax to 202/942-3098. Allow three weeks to ship.
>
> DAEL Jobs
> Now Available
>
> Join us! We're recruiting for two key positions: a Chief for the
> Program Improvement Branch; and a Program Specialist to lead the
> Community Technology Centers (CTC) program.
>
> ØThe branch chief manages development and implementation of policies
> and strategies that improve access to--and quality of--adult education
> services. The branch chief provides guidance and leadership to a team
> of Program Specialists, as well as to staff of both the Community
> Technology Centers Program and English Literacy/Civics Demonstration
> Program. The branch handles issues such as adults with disabilities,
> family literacy, English language instruction, and program
> improvement.
>
> ØThe CTC lead position provides expertise in evaluating CTC programs
> at the federal, state and local levels. He or she will manage all
> phases of the competitive grant process as well as technical
> assistance, policy analysis and a cross-Department team. For more, see
> http://www.usajobs.opm.gov/wfjic/jobs/VW1048.HTM and
> http://www.usajobs.opm.gov/wfjic/jobs/VW1039.HTM respectively.
>
>
____________________________________________________________________________
___________________
>
>     A Fact Sheet from the Division of Adult Education and Literacy
>
>                Office of Vocational and Adult Education
>
>              OVAE Homepage http://www.ed.gov/offices/OVAE/
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