[NLA] Thursday Notes, 3/14/02
Gloria Gillette
resctr2 at ix.netcom.com
Tue Mar 19 21:14:47 EST 2002
Catherine,
I have tried to keep an open mind through your postings, but honestly when you say things such as:
In some situations and to some folks,
educating adults is counter-productive to their
financial, and so their political, concerns
This situation affects AE programs in the USA when
policy makers are influenced by those among us who
consider educated or socially-politically aware adults
as a dangerous threat to their corporate-business
concerns.
Do you really think "corporate-business concerns" sit around and conspire against literacy?
I'm quite democratic in my concern for good writing. Even the most pedantic diatribe can lack critical thinking skills.
Gloria Gillette
--- Original Message -----
From: Catherine King <cb.king at verizon.net>
To: <nla at lists.literacytent.org>
Sent: Friday, March 15, 2002 1:37 PM
Subject: Re: [NLA] Thursday Notes, 3/14/02
> Colleagues:
>
> Robert Pinhero points to how educational people
> (like us) differ from many business people who
> employ undereducated adults (not all, of course).
>
> The "skills gap" (and what we mean by it) may
> actually exist in some fronts in the USA; but as Dr.
> Pinhero points out, between nations at present we
> also suffer from a "socio-economic-political gap"
> where low-skilled workers are preferred over high-
> skilled workers. In some situations and to some folks,
> educating adults is counter-productive to their
> financial, and so their political, concerns.
>
> This situation affects AE programs in the USA when
> policy makers are influenced by those among us who
> consider educated or socially-politically aware adults
> as a dangerous threat to their corporate-business
> concerns.
>
> While all will give lip-service to the Constitution and
> notions of political "equality" and freedom for all, our
> policy makers continue to ignore or to throw up false
> barriers to programs that will educate the under-
> educated electorate among us--programs that
> in fact "free" our adults to know their voices and their
> franchise and therefore have them, and create an
> equality of voice that just might become equipped to
> change things. Heaven forbid.
>
> But perhaps the thought for some doesn't even
> extend to the political but rather becomes political
> merely because AE doesn't serve the bottom line at
> present.
>
> Examples of AE's barriers are: calls for endless studies
> that will show need based in changing ideas of how that
> need is grounded in (1) business concerns (?) and (2) a
> kind of data-standard impossible to attain (factory-like);
> calls for post-facto program "achievement" ill defined, as if
> AE programs had bought something and needed to pay
> for it; an over-focus on children where we are sent
> scrambling to check backgrounds of board members;
> a view of AE as some sort of welfare program; a view
> of government's relationship to AE as philanthropic
> rather than constitutive; as view of adults' right to an
> education as qualified by an adult's economic status
> (whether they can pay for it or not), etc., etc.
>
> Against the political forces made up of such ideas,
> AE will always remain politically powerless and
> scrambling for funds. Efforts to counter such
> negligence and the motivated forces behind them
> will continue to be haphazard and even futile under
> the present scenario where more understanding of
> adults' needs makes for less, not more, support,
> though I am sure some "edge-funds" will continue to
> flow here and there as they have in the past.
>
> Regards,
>
> Catherine King
>
> ----- Original Message -----
> From: Robert Pinhero <irrobert at swbell.net>
> To: <nla at lists.literacytent.org>
> Sent: Thursday, March 14, 2002 7:43 AM
> Subject: RE: [NLA] Thursday Notes, 3/14/02
>
>
> > 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/
> > _______________________________________________
> > NLA mailing list: NLA at lists.literacytent.org
> > http://lists.literacytent.org/mailman/listinfo/nla
> > LiteracyTent: web hosting, news, community and goodies for literacy
> > http://literacytent.org
> >
> > _______________________________________________
> > NLA mailing list: NLA at lists.literacytent.org
> > http://lists.literacytent.org/mailman/listinfo/nla
> > LiteracyTent: web hosting, news, community and goodies for literacy
> > http://literacytent.org
>
> _______________________________________________
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