NLA Discussion: Policy Arguments for Adult Learning and Literacy

[ftracy-mumf@state.de.us]

I sadly say that none of the 4 reasons listed on your posting have been reasons
that legislators have funded us.  They have been the real reasons that we have
sought funding.  Our state legislators are deeply moved by "waiting lists" for
service.  They do not want anyone to have to wait for services.

Our governor and governor elect understands the need for family literacy and
"Double Duty Dollars" (using a Tom Stitcht term).  They provided funding in
their budget  for Family Literacy.


Dr. Fran Tracy-Mumford
State Director of Adult Education, DE
302.739.3743
http://ftracy-mumf@state.de.us
---------- Original Text ----------

From: "David J Rosen" <DJRosen at world.std.com>, on 12/18/00 10:33 AM:


Art and others,

The key question is what arguments have impact on legislators and other
policy makers?  For public policy advocacy, arguments may be correct,
moral, or visionary, but that is not sufficient.  They also need to be
effective, i.e. cause policy makers to act.  I wonder if you, or others,
have recent experience with policymakers in Georgia -- or elsewhere -- who
have been willing to increase state adult learning and literacy funds to:

1.  reduce welfare rates;
2.  prevent incarceration or reduce recidivism;
3.  enable adults to exercise their democratic rights; or
4.  enable a good general education.

If you, do, let's hear about it.  If there are other arguments which you
have found that persuade policy makers, let's hear about those.

David J. Rosen
<DJRosen at world.std.com>

On Mon, 18 Dec 2000, Art LaChance wrote:
> I find it interesting that we continually look at issues like "What do we get

> for our money?" rather than "what happens if we don't put money here?"
> 
> I tend to compare uneducated prison and welfare populations with dropout
rates
> and census readings on uneducated citizens. Catherine brings the issue of
> education as a "right" of  democracy.  I agree.
> 
> It only seems prudent to me to establish and maintain successful educational
> opportunities for all citizens simply to alleviate those social problems that

> appear to be coincident with lack of educational opportunites.
> 
> Our failure here is that the educational system is not responsible for it's
> outcome.  I do have a difficult time with the thought that Adult Lit will be
> held responsible for fixing this, as in "lets make adult lit accountable for
> it's funding".  If we do that then we need to make a federal law that
mandates
> attendance for all citizens without a highschool education.
> 
> I think Catherine also mentioned something along the lines of cart before the

> horse, or it's already out of the barn, or whatever.  And now we're to become

> "Work force prep" programs?  Whose interest does that serve??  And what
> argument can we provide that will change the course of this train?
> 
> Art LaChance
> 
> David J Rosen wrote:
> 
> > NLA Colleagues,
> >
> > Catherine King has argued for an approach to adult education public policy
> > advocacy which begins with our need and responsibility in a democracy to
> > educate citizens, not to limit our arguments to those based on the needs
> > of the economy or only the economic aspects one's standard of living.
> >
> > Tom Sticht has recently cautioned not to rely on the argument that we need
> > adult learning and literacy to be competitive in an international economy,
> > that the IALS evidence, for example, may not support that argument.
> >
> > I would like to ask Catherine, Tom, and others of you who may feel
> > strongly about what we present as arguments for adult learning and
> > literacy to craft your most persuasive arguments, those which you believe
> > national and state legislators would find persuasive, those which would
> > cause policy makers to act.  Since, to be persuasive, these must be
> > arguments which legislators -- and the general public -- will read
> > and easily understand, I think they need to be reasonably short (250-750
> > words,) written in plain language and without acronyms. Citing research
> > which supports those arguments would be good, if it is available. One last
> > suggestion: if these are arguments for increasing or improving adult
> > education services, that undoubtedly means requesting more money.  In my
> > experience legislators will want to know what the recipients of these
> > services will be getting for these dollars, how this will be measured, how
> > they (and we) will know that this is a wise use of funds, and that it has
> > positive results.
> >
> > So, I hope some of you will take up this challenge. Let's see what you
> > come up with, and then let's discuss the arguments here.
> >
> > David J. Rosen
> > NLA List Moderator
> >
> > ---------------------------------------------------------------------------

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