<html><div style='background-color:'><DIV>
<P>In response to Tom's upcoming funding opportunity and David's discussion, I would add:</P>
<P>One exciting response to the needs of youth is found in the 'Youth Build' experience. This program includes the components mentioned by David - including vocational/work experience. I currently work with SABES, the Mass adult ed professional development system, but in a prior life, worked each summer with so called 'summer youth' programs. For these 'work & learn' projects , my most successful experiences were with those that combined real work with project based learning. I agree with David that most ESOL out of school youth would need at least 2 years to reach language skill , academic competencies and possible vocational goals. More importantly, most of these youth are from lower income families, and paid work experience is a must. </P>
<P>In addition, however, I would like to see a 'community' response - that is a program that also involves families and communities. while it is often difficult for adult learners to be in classes with out of school youth, I believe that a creative design would have some separate time and some shared time for adult and youth learners. YOuth are often caught between the 'home country' values of parents, and the call of US youth culture and the streets. </P>
<P>In addition, there is a need to reach out to younger children. One 'community service' of a youth program can be providing peer support to younger kids - the message - to have goals, to learn strengths and talents. </P>
<P>Finally - Tom - I believe available funds should support advocacy for broader public policy and adequate resources for such programs. Lots to be done. </P>
<P>Sally Gabb SABES SE Bristol Community College <BR><BR></P>I </DIV>
<DIV></DIV>
<DIV></DIV>>From: "David J. Rosen" <DJROSEN@THEWORLD.COM>
<DIV></DIV>>Reply-To: nla@lists.literacytent.org
<DIV></DIV>>To: nla@lists.literacytent.org
<DIV></DIV>>Subject: Re: [NLA] Help For Adult Literacy Outside NIFL
<DIV></DIV>>Date: Thu, 01 Aug 2002 20:58:44 -0400
<DIV></DIV>>
<DIV></DIV>>NLA Colleagues,
<DIV></DIV>>
<DIV></DIV>>Tom Sticht wrote:
<DIV></DIV>>
<DIV></DIV>>
<DIV></DIV>> > Recently, representatives of a large private charitable
<DIV></DIV>>foundation
<DIV></DIV>> > contacted me and set up a meeting for us to get together. The
<DIV></DIV>>purpose
<DIV></DIV>> > of the meeting was to ask me to spend some time advising the
<DIV></DIV>> > foundation on how it might most usefully put $100 million over a
<DIV></DIV>>five
<DIV></DIV>> > year period ($20 million per year) into work on young adult
<DIV></DIV>>(16-24
<DIV></DIV>> > years if age) literacy education. A lot of the foundation's
<DIV></DIV>>interest
<DIV></DIV>> > is in helping low English proficient (LEP) learners. Ideally,
<DIV></DIV>>the
<DIV></DIV>> > work would help the young adults develop their language and
<DIV></DIV>>literacy
<DIV></DIV>> > abilities while also producing useful new knowledge for the field
<DIV></DIV>>of
<DIV></DIV>> > adult education.
<DIV></DIV>> >
<DIV></DIV>> > Given the relatively low investments presently being made in this
<DIV></DIV>>type
<DIV></DIV>> > of work, I have been impressed that a private foundation would be
<DIV></DIV>> > interested in it. I'm wondering what kinds of strategic ideas
<DIV></DIV>>members
<DIV></DIV>> > of the NLA list might have for this type of activity. Should it
<DIV></DIV>> > complement and/or extend NCSALL, NIFL, and OVAE/DAEL work, and if
<DIV></DIV>>so,
<DIV></DIV>> > how, or are there new directions that should be taken?
<DIV></DIV>> >
<DIV></DIV>> > I thought it might be of interest to list members to conduct a
<DIV></DIV>>bit of
<DIV></DIV>> > a discussion about this activity on the list. Alternatively, you
<DIV></DIV>>can
<DIV></DIV>> > contact me off the list at tsticht@aznet.net with your comments.
<DIV></DIV>>
<DIV></DIV>>My thoughts:
<DIV></DIV>>
<DIV></DIV>>As standards rise in school systems across the country, high stakes
<DIV></DIV>>tests are guarding the high school graduation gate keeping many
<DIV></DIV>>Limited
<DIV></DIV>>English Proficient (LEP) young adults from a diploma. Ideally
<DIV></DIV>>public
<DIV></DIV>>schools should provide the needed help, but this doesn't always
<DIV></DIV>>happen,
<DIV></DIV>>and I believe we will see an increasing number of school dropouts
<DIV></DIV>>who
<DIV></DIV>>have limited English skills.
<DIV></DIV>>
<DIV></DIV>>GED and adult diploma programs may provide the answer for some, but
<DIV></DIV>>many
<DIV></DIV>>LEP school dropouts are not prepared for the adult secondary
<DIV></DIV>>education
<DIV></DIV>>level. They need an intensive program with appropriate level ESOL
<DIV></DIV>>and
<DIV></DIV>>basic skills instruction in a functional work context. This might
<DIV></DIV>>include vocational skills (such as computer maintenance and repair,
<DIV></DIV>>building trades, or healthcare) combined with English language
<DIV></DIV>>learning.
<DIV></DIV>> The program should include youth leadership opportunities,
<DIV></DIV>>including
<DIV></DIV>>community service. In most cases such a program would need to be at
<DIV></DIV>>least two years, full-time, and should have both the GED (or adult
<DIV></DIV>>diploma) and English proficiency as outcomes. Other outcomes should
<DIV></DIV>>include eligibility for -- or actual enrollment in -- post-secondary
<DIV></DIV>>education or training, official recognition of the community
<DIV></DIV>>service,
<DIV></DIV>>and successful paid work experience.
<DIV></DIV>>
<DIV></DIV>>
<DIV></DIV>>And....
<DIV></DIV>>
<DIV></DIV>>I wonder if NLA subscribers can suggest some models for LEP young
<DIV></DIV>>adults
<DIV></DIV>>for which there is evidence of success or promise. It would be most
<DIV></DIV>>helpful if these are models which have been documented and if you
<DIV></DIV>>could
<DIV></DIV>>site a reference.
<DIV></DIV>>
<DIV></DIV>>David J. Rosen
<DIV></DIV>>NLA List Moderator
<DIV></DIV>>
<DIV></DIV>>
<DIV></DIV>>
<DIV></DIV>>
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