<!doctype html public "-//W3C//DTD W3 HTML//EN">
<html><head><style type="text/css"><!--
blockquote, dl, ul, ol, li { padding-top: 0 ; padding-bottom: 0 }
--></style><title>Women's Issues</title></head><body>
<blockquote type="cite" cite>Date: Fri, 6 Sep 2002 12:19:06 -0400<br>
To: nifl-womenlit@nifl.gov<br>
From: Gail Spangenberg <gspangenberg@caalusa.org><br>
Subject: U.N. Feedback<br>
Cc:<br>
Bcc: ALCDGG@langate.gsu.edu<br>
X-Attachments:<br>
</blockquote>
<blockquote type="cite" cite><font face="Helvetica"
color="#000000">Colleagues,</font><br>
</blockquote>
<blockquote type="cite" cite><font face="Helvetica"
color="#000000">Some of you were good enough to contribute on this
listserv your current thinking about women's issues in literacy.
To show my appreciation, in unpolished fashion here is feedback (a
lengthy posting) on International Literacy Day activities at the
United Nations yesterday.</font></blockquote>
<blockquote type="cite" cite><font face="Helvetica"
color="#000000"><br>
First, the Educational Testing Service and the AAUW Educational
Foundation are co-sponsoring a symposium in Washington, D.C., November
15-17 called: International Perspectives: Global Voices for Gender
Equity, A Symposium To Explore How Women Create Change.
Policy-makers, scholars, researchers, and practitioners are invited to
explore how women have used their education to address four key global
issues, especially in the developing countries: literacy improvement,
peace education and conflict resolution, governance, and education for
people with disabilities. The keynote speaker will be Dr.
Mamphela Ramphele, managing director in charge of health, education,
social protection, and information technology at the World
Bank. Registration is encouraged by September 16.
Forms can be downloaded from
http://www.aauw.org/7000/ef/symposium.html), or contact Dawn Kepets at
the AAUW Education Foundation, intsymp@aauw.org, for
information.</font><br>
</blockquote>
<blockquote type="cite" cite><font face="Helvetica"
color="#000000">Second, I did have the opportunity to present some of
your views at the afternoon workshop on Gender. The points I
chose to stress were these: (a) In developing countries, just teaching
the reading and writing mechanics is not enough. There is a need
for functional context programming that recognizes that women have
many roles, and that some require other basic skills. (b)
Programming for women as parents and mothers, while important, should
not be limited to that. Women have the right and need for programming
as women, whatever their interests, roles, and goals.
Overemphasis on parenting and on family literacy, especially in
regressive political times, tends to reinforce old stereotypes.
There is a need for institutions of policy, research, and curricular
development to become more aware of women's issues and to ACT on
them -- for purposes of empowering women. (c) There
is a need for change in leadership structures and teaching and
learning systems -- so as to be more responsive to the problems that
block women's access to programs. </font></blockquote>
<blockquote type="cite" cite><font face="Helvetica"
color="#000000"><br>
Nearly all of the other points brought up in the listserv dialogue
were mentioned in one way or another in the Gender group. On an
international basis, while women share some of the same access and
participation problems as men, they have some that are unique: family
violence, abuse, in many countries pregnancy and marriage, lack of
low-cost, quality childcare services, and so on. An issue that
got special attention, as an American issue, was the problem of
safety, that many women, especially minority women in poor
communities, are afraid to leave their homes to attend classes for
fear of being assaulted or raped. The group felt, however, that
while women everywhere face the same problems with regard to program
access, planning groups should always keep in mind that needs are
culture specific and require different goals and curriculum from one
country or locale to another. Nothing new, really in any of the
discussion.</font><br>
</blockquote>
<blockquote type="cite" cite><font face="Helvetica"
color="#000000">Other workshops focused on workforce education,
conflict resolution, language and ethnicity, and families and
literacy. Each group discussed its topic with reference to
principles of best practice (for marginalized groups), environmental
factors (e.g political, religious) that impede the power of literacy
to affect positive social change, how the envirnoment for literacy
work has changed as a result of 9/11, and innovative approaches for
dealing with the challenges. I didn't hear anything new; most
of you could generate the same lists. But, while the outcome of
the meetings was mostly old-hat, it may nevertheless help to inform
future U.N. work and thinking as it rededicates itself to its
"education for all" agenda. The U.N.'s expressed goal is to
achieve a 50% improvement in literacy, especially for women, worldwide
-- by the year 2015. </font></blockquote>
<blockquote type="cite" cite><font face="Helvetica"
color="#000000"><br>
Here are key points made by the morning panelists:<br>
<br>
Mongolian Ambassador (chair) - Illiteracy breeds injustice, violence,
poverty, bigotry, intolerance. Literacy is a key to overcoming
any of these. Literacy = liberty = social justice and human
dignity.<br>
<br>
U.N. Assistant Secretary General (speaking for the Secretary
General). Talked about literacy largely in terms of reading.
Strongly emphasized issues of access to education and the global
importance of seing the value of education for women, not just because
women benefit but because families, communities, and nations do.
He also stressed that literacy is prerequisite for peace, bridging the
gap between rich and poor, gender equality, and so on. He spoke
of literacy for both girls and boys, and men and women, as a
"right", which is at the heart of the U.N. "education for all"
movement. <br>
<br>
UNESCO rep - Lack of access to programs stands as a great problem
worldwide. To be "illiterate" is to be "unfree."
One size doesn't fit all -- programs need to be different for men
and women. Learners need to take a more active involvement and
help shift literacy agendas.<br>
<br>
VERIZON rep - Literacy is the "signature focus" of Verizon
worldwide. Spoke of literacy largely in terms of "reading and
writing." Showed a video (same as last year) that stated that
800 million adults are "illiterate" worldwide, that emphasized the
importance of literacy for girls and for ethnic groups, that advocates
eliminating gender disparities in school settings, that promotes
policies to support gender equality and "education for all," and
that calls for commitments from government, foundations, business, and
individuals.<br>
<br>
Rep for NYC's Mayor Bloomberg - Literacy ensures diversity, a
hallmark of democracy. It helps develop common knowledge and
encourages respect for diversity rather than fear. Literacy
defined again as "reading." Noted that in NYC
today, 46% of New Yorkers are first-generation foreign born. 200
languages and dialects are spoken here, making the learning of English
crucial. Literacy is essential to empower people. Despite all of
the languages and diversity of NYC, it's important to keep in mind
that the City didn't crumble as a result of 9/11; it came
together. </font><br>
</blockquote>
<blockquote type="cite" cite><font face="Helvetica"
color="#000000">U.S. Department of Education Rep (Richard LaPointe for
Carol D'Amico). From OVAE, now works with Carol D'Amico.
His points: There's hardly anything more important than
promoting the cause of literacy and democracy. Spoke largely in
terms of children. Important issues: how we *understand"
literacy and how we "define" it. Literacy enables people to
lead decent and responsible lives. Literacy transcends reading
and writing -- it is linked to almost every aspect of public and
private life. It is the essential first step for individuals and
helps shape the way individuals use their minds. It is a key
ingredient of freedom. Fully realized, it gives us the freedom
to go where our hearts whisper. Literacy gives us the power to
decide what kind of a people we will be. </font></blockquote>
<blockquote type="cite" cite><font face="Helvetica"
color="#000000"><br></font></blockquote>
<blockquote type="cite" cite><font face="Helvetica"
color="#000000">International Reading Association rep - announced the
2002 UNESCO award winners, selected by an international jury.
The awards will be announced in the countries of the winners on
September 8th. The five winners were from Ethiopia, Uganda,
Pakistan, and Egypt (2). Among the donors for the cash awards
were Japan and Korea. </font></blockquote>
<blockquote type="cite" cite><font face="Helvetica"
color="#000000"><br>
Ambassador Chowdbury - Gave heavy emphasis on importance of literacy
for women, the relationship between literacy/education and the
promotion of peace and understanding, and the role of literacy in
creating respect for diversity internationally.<br>
<br>
Sr. Ed. Advisor Africa Region, World Bank - (formerly Literacy,
UNESCO) - Poverty is the most important worldwide problem today,
especially in African countries, and literacy is one of the keys to
overcoming it. In Africa, the majority of the population is
"illiterate", not just groups on the fringes. After
independence, there were few primary schools, but being aware of
importance of literacy to nation building, they moved to put primary
schools in place -- and by the 1980s had brought primary school
enrollments up to 80%. Then from the 1980s to 2000, primary
education stagnated and literacy programs died. They're now
back to where they were 30 years ago. In Africa, there
MUST be effective adult education and ltieracy programs -- listen
to the people, use the languages they understand, and adjust programs
to fit their needs. Also keep in mind that the best programs
aren't necessarily those delivered by
government.</font></blockquote>
<blockquote type="cite" cite><font face="Helvetica"
color="#000000"><br></font></blockquote>
<blockquote type="cite" cite><font face="Helvetica"
color="#000000">LaPointe - Dept of Education - has moved over from
OVAE to Carol D'Amico's office where he has responsibility
for technical and secondary education. Years ago he worked under
Secretary of Education Bell during the Nation at Risk time. Two
most important goals of this administration, he said, are establishing
high standards for all students, and accountability -- have high
expectations, standards, rigorous content, good leadership, etc.
In response to questions raised by the literacy community (what the
administration believes): Literacy is critical to planning and
building strong communities, leadership and financial support is
important, it's important to serve young people well first time
around. The Department recognizes that adult literacy is
important but we should come to grips with what we teach adult
learners and establish elements of accountability. (Audience:
Someone pointed out that accountability and standards must be
carefully applied and understood -- to lay these on programs that have
too few resources to build a good program is to blame the victim.)
Thinks the field is lacking in research, and more is needed that is
"evidence-based."</font></blockquote>
<blockquote type="cite" cite><font face="Helvetica"
color="#000000"><br></font></blockquote>
<blockquote type="cite" cite><font face="Helvetica"
color="#000000">International Reading Association (Lesley Morrow) -
Places high importance on the necessity of professional teacher
development. All research shows that kids do better in schools
with strong teacher development programs. Noted that the
administration's Reading First Acts target funds on marginalized
kids and communities. Noted also that professional development
for teachers comes in many forms: study groups, development of
materials for study groups, reading cultures, reading coaches (New
Jersey recently hired 100 reading coaches to work with neediest kids),
and workshops. While teachers are the most important ingredient
in the learning of kids, she said, families are critical to all
professional development efforts. We need to teach parents how
to read and to do supportive things with
kids. </font></blockquote>
<blockquote type="cite" cite><font face="Helvetica"
color="#000000"><br>
Sherrie Claiborne, COABE - But we must have funding if we are to
undertake professional development activities. Can't do it on
the resources we've got.<br>
<br>
Calvin Miles - VALUE - spoke in terms of "reading and writing."
Emphasized importance of access -- especially getting the access
message to small businesses. Also stressed that there is
inadequate funding for programs -- and if this situation doesn't
improve, good people are going to leave the field. (This latter
point received more applause than any other comment by any
panelist.)</font><br>
</blockquote>
<blockquote type="cite" cite><font face="Helvetica" color="#000000">My
own sizing up: The conference, while well-intended and perhaps
appropriate for a "celebration", was largely the converted talking
to the converted. Little was new. Plenty of slogans and
banners and good intentions and uplifting statements. Highlight
of the day: poems and writings read over lunch by 11 NYC-area
adult learners! There wasn't a dry eye in the house. We need
to figure out how to help VALUE do what it is uniquely equipped to
do. Two figures cited cited during the course of the day were
that worldwide women account for 64% of adults needing literacy help,
and that 1- in 7 people have low basic skills. While these are
probably okay as worldwide ballpark figures, it isn't clear what the
numbers include, and they aren't very helpful indicators from the
standpoint of targeting funds or designing effective
programs.</font></blockquote>
<blockquote type="cite" cite><font face="Helvetica"
color="#000000"><br>
A personal observation about women's issues: Based on what I
heard at the U.N. and what I read from the listserv contributions, I
believe we need to be much clearer about which issues and obstacles to
service are UNIQUELY women's issues, not just issues shared by both
genders. And I believe we need to think and plan for strategies
and programs that take those unique differences into account.
The point from the listserv postings that I found most compelling in
this regard is that we need to do things that make policy, research,
and curriculum development organizations more cognizant of women's
issues and to encourage them to act on that awareness.</font><br>
</blockquote>
<blockquote type="cite" cite><font face="Helvetica"
color="#000000">Finally, thanks to everyone who took time to share
their thoughts. CAAL plans in the coming months to sponsor a
symposium on women's issues in adult education and literacy, with a
U.S. focus. </font></blockquote>
<blockquote type="cite" cite><font face="Helvetica"
color="#000000"><br>
</font><br>
</blockquote>
<blockquote type="cite" cite><tt>-- </tt></blockquote>
<blockquote type="cite" cite> </blockquote>
<blockquote type="cite" cite>Gail Spangenberg<br>
President<br>
Council for Advancement of Adult Literacy<br>
1221 Avenue of the Americas - 50th Floor<br>
New York, NY 10020<br>
212-512-2362, fax 212-512-2610</blockquote>
<div><br></div>
<div><br></div>
<x-sigsep><pre>--
</pre></x-sigsep>
<div>Gail Spangenberg<br>
President<br>
Council for Advancement of Adult Literacy<br>
1221 Avenue of the Americas - 50th Floor<br>
New York, NY 10020<br>
212-512-2362, fax 212-512-2610</div>
</body>
</html>