Syracuse fce workshop part 3

  • 111 views
Uploaded on

 

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
111
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
1
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Celebrating 46 Years of the Adult Education and Literacy System (AELS) of the United States of America Our Nation’s Third Branch of Public Education1966 2012 A.E.L.S./U.S.A. Serving America’s Adult Learners in 2012
  • 2. Constructing Pathways and Bridges to 21st Century OpportunitiesWorkforce Development Beyond the National Workplace Literacy Program (NWLP) Tom Sticht International Consultant in Adult Education
  • 3. Constructing Pathways and Bridges to 21st Century Opportunities Workshop Schedule9:00-10:30am: Part 1-A: Contemporary Issues Calling Renewed Attention to FCE andWorkforce Development; Part 1-B: Evidence for FCE From Professional Wisdom10:30-10:45am: Break10:45-12:00pm: Part 2: Scientific Research Underpinning Career Pathways Education12:00-12:30pm Lunch12:30-1:45pm Part 3: Workforce Development Beyond the National Workplace LiteracyProgram (NWLP)1:45-2:00: Break2:00-3:30pm Part 4: Contemporary Projects on Contextualizing and IntegratingProgram Design and Engaging Employers and Employees
  • 4. Functional Context Education and Workplace Literacy Leading to the National Workplace Literacy ProgramFLIT XFSP COY National Workplace Literacy Program1967-76 1983-86 1983-87 (NWLP) 1988-92 "The workplace literacy movement evolved $60 million 1988-92 directly from Thomas Stichts analysis of literacy demands in the military which found that using job-specific materials improved job performance more than using general academic materials....In a functional context-oriented program, instructional materials are drawn from actual work materials."--- Mark Kutner, Renee Sherman & Lenore Webb (1991, May). A Review of the National Workplace Literacy U. S. Department of EducationOffice of Vocational and Adult Education Program. Report prepared for the U.S. Department ofDivision of Adult Education and Literacy Education, Washington, DC: Pelavin Associates, pp. Washington, DC 20202-7240 May 1992 14,22.
  • 5. Workforce Development Beyond the National Workplace Literacy Program (NWLP)Upward Economic Mobility: Social and Economic Issues Driving Calls for Changes to the Adult Education Workforce Development System>>Global Competitiveness of the U. S. Workforce >Inequality in economic mobility >Inequality in the intergenerational transfer of literacy >Inequality in the intergenerational growth in postsecondary attainment>>Mismatches of education/skill demands of America’s jobs and the supply of education/skill levels of the workforce>>Limitations in GED transitions to postsecondary education,certification/credentialing, training, and employment
  • 6. Upward Economic Mobility Social and Economic Issues Driving Changes to the Adult Education and Workforce Development System >>Global Competitiveness of the U. S. Workforce >Inequality in Economic Mobility International Economic InequalityOrganization for Economic Co-operationand Development (OECD)The Gini coefficient, a standard measure of income inequality that ranges from 0 (when everybody has identicalincomes) to 1 (when all income goes to only one person), stood at an average of 0.29 in OECD countries in the mid-1980s. By the late 2000s, however, it had increased by almost 10% to 0.316.
  • 7. Upward Economic MobilityRising income inequality-Creates economic, social and political challenges. It can stifle upward socialmobility, making it harder for talented and hard-working people to get therewards they deserve.-
  • 8. Upward Economic MobilityRising income inequality-Creates economic, social and political challenges. It can stifle upward socialmobility, making it harder for talented and hard-working people to get therewards they deserve.-Intergenerational earnings mobility is low in countries with highInequality..
  • 9. Upward Economic MobilityRising income inequality-Creates economic, social and political challenges. It can stifle upward socialmobility, making it harder for talented and hard-working people to get therewards they deserve.-Intergenerational earnings mobility is low in countries with highInequality.-Inequality raises political challenges because it breeds social resentment andgenerates political instability. People will no longer support open trade andfree markets if they feel that they are losing out while a small group ofwinners is getting richer and richer.
  • 10. Upward Economic Mobility Some Contemporary Issues Driving Changes to the Adult Education and Workforce Development System>>Global Competitiveness of the U. S. Workforce >Inequality in economic mobility >Inequality in the intergenerational transfer of literacy >Inequality in the intergenerational growth in postsecondary attainment>>Mismatches of education/skill demands of America’s jobs and the supply of education/skill levels of the workforce>>Limitations in GED transitions to postsecondary education
  • 11. Upward Economic Mobility Social and Economic Issues Driving Changes to the Adult Education and Workforce Development System>>Global Competitiveness of the U. S. Workforce >Inequality in the intergenerational transfer of literacy Education Gap Grows Between Rich and Poor, Studies Say By Sabrina Tavernise Published: February 9, 2012
  • 12. Upward Economic Mobility Social and Economic Issues Driving Changes to the Adult Education and Workforce Development System>>Global Competitiveness of the U. S. Workforce >Inequality in the intergenerational transfer of literacy
  • 13. Upward Economic Mobility Social and Economic Issues Driving Changes to the Adult Education and Workforce Development System>>Global Competitiveness of the U. S. Workforce >Inequality in the intergenerational transfer of literacy 1999
  • 14. Upward Economic Mobility Social and Economic Issues Driving Changes to the Adult Education and Literacy System>>Global Competitiveness of the U. S. Workforce >Inequality in economic mobility >Inequality in the intergenerational transfer of literacy >Inequality in the intergenerational growth in postsecondary attainment>>Mismatches of education/skill demands of America’s jobs and the supply of education/skill levels of the workforce>>Limitations in GED transitions to postsecondary education
  • 15. Upward Economic MobilitySocial and Economic Issues Driving Changes to the Adult Education and WorkforceDevelopment System>>Global Competitiveness of the U. S. Workforce >Inequality in the intergenerational growth in postsecondary attainment
  • 16. Upward Economic Mobility Social and Economic Issues Driving Changes to the Adult Education and Workforce Development System>>Global Competitiveness of the U. S. Workforce >Inequality in economic mobility >Inequality in the intergenerational transfer of literacy >Inequality in the intergenerational growth in postsecondary attainment>>Mismatches of education/skill demands of America’s jobs and the supply of education/skill levels of the workforce>>Limitations in GED transitions to postsecondary education
  • 17. Upward Economic Mobility 1966 2012>>Mismatches of Education/Skill Demands of America’s Jobsand the Supply of Education/Skill Levels of the Workforce Increase in Education Demands of Jobs Anthony “Tony” Carnevale
  • 18. Upward Economic Mobility Social and Economic Issues Driving Changes to the Adult Education and Literacy System>>Global Competitiveness of the U. S. Workforce >Inequality in economic mobility >Inequality in the intergenerational transfer of literacy >Inequality in the intergenerational growth in postsecondary attainment>>Mismatches of education/skill demands of America’s jobs and the supply of education/skill levels of the workforce>>Limitations in GED transitions to postsecondary education
  • 19. Upward Economic MobilitySocial and Economic Issues Driving Changes to the Adult Education and WorkforceDevelopment System >>Limitations in GED transitions to postsecondary education Stephen Reder on going beyond the GED in 2007
  • 20. Upward Economic MobilitySocial and Economic Issues Driving Changes to the Adult Education and WorkforceDevelopment System >>Limitations in GED transitions to postsecondary education Stephen Reder on going beyond the GED in 2007 HSD HSD GED GED
  • 21. Upward Economic MobilitySocial and Economic Issues Driving Changes to the Adult Education and WorkforceDevelopment System >>Limitations in GED transitions to postsecondary education Stephen Reder on going beyond the GED in 2007
  • 22. Upward Economic MobilitySocial and Economic Issues Driving Changes to the Adult Education and Literacy System >>Limitations in GED transitions to postsecondary education Stephen Reder on going beyond the GED in 2007
  • 23. Upward Economic MobilitySocial and Economic Issues Driving Changes to the Adult Education and Literacy System >>Limitations in GED transitions to postsecondary education Stephen Reder on going beyond the GED in 2007
  • 24. Upward Economic Mobility Social and Economic Issues Driving Changes to the Adult Education and Literacy System>>Global Competitiveness of the U. S. Workforce ADULT EDUCATION INITIATIVES TO >Inequality in economic mobility REDUCE >Inequality in the intergenerational transfer INEQUALITIES AND of literacy IMPROVE >Inequality in the intergenerational growth WORKFORCE COMPETITIVENESS in postsecondary attainment USING CONTEXTUALIZED>>Mismatches of education/skill demands of INSTRUCTION IN CAREER PATHWAYS America’s jobs and the supply of AND BRIDGES FROM education/skill levels of the workforce ABE/ASE TO POSTSECONDARY EDUCATION >>Limitations in GED transitions to postsecondary education
  • 25. Upward Economic MobilityContextualized Teaching and Learning Recommended by:President’s Council of U. S. Department U. S. Department National AcademiesEconomic Advisors of Education of Labor of Science 2012
  • 26. Upward Economic Mobility1990-1992 Secretary’s Commission on The Theory Behind Content-Based InstructionAchieving Necessary Skills - SCANS Tom Sticht June 1991
  • 27. Functional Context Education and Workplace Literacy The Theory Behind Content-Based InstructionSecretary of Labor’s Commission on Achieving Necessary Skills (SCANS)SCANS heard about FLIT and XFSP functional context education workplaceliteracy programs at first meeting and later called for “contextual” andintegrated basic skills and job skills training for adult basic education. 1992 Sticht, 1988/89
  • 28. Upward Economic Mobility June 1991Dr. Thomas G. Sticht,Technical Consultant
  • 29. Upward Economic Mobility 1990-93 Functional Context Education and Workplace Literacy Disseminated to Fortune 500 Companies
  • 30. Upward Economic MobilityWorkplace LiteracyFor TransitioningNew Hires Into Employment FCE Workplace Literacy Programs in SixWorkplace Literacy for Helping IndustriesEmployees Meet New Demandsof Workplace Change (Developing Organizational Effectiveness Through Employee Development)Workplace Literacy for The United States Navy’sHelping Employees Academic Skills ProgramGain Upward Mobility in Their for Upward Mobility and CareerEmployment Advancement
  • 31. Upward Economic MobilityWorkplace LiteracyFor TransitioningNew Hires Into Employment
  • 32. Upward Economic MobilityWorkplace LiteracyFor TransitioningNew Hires Into Employment
  • 33. Upward Economic Mobility FCE Workplace Literacy Programs in Six Workplace Literacy for Helping Industries Employees Meet New Demands of Workplace Change (Developing Organizational Effectiveness Through Employee Development)Problem: Study of six industries in Chicago area found some30-50 percent were lacking or weak in basic English, literacy,or mathematics skills needed to work in new Total QualityManagement (TQM) environment.
  • 34. Upward Economic Mobility FCE Workplace Literacy Programs in Six Workplace Literacy for Helping Industries Employees Meet New Demands of Workplace Change (Developing Organizational Effectiveness Through Employee Development) Approach: Workplace education programs were implemented that integrated work-related skills with language, literacy, or mathematics skills. Each industry training site established an Employee/Employer Basic Skills Committee to make joint decisions on program design and implementation; a Site Coordinator was appointed; industry personnel worked with adult educators from a local government skills centerLinda Sarah who developed and delivered the program.Mrowicki Newcomb
  • 35. Upward Economic Mobility FCE Workplace Literacy Programs in SixWorkplace Literacy for Helping IndustriesEmployees Meet New Demandsof Workplace Change (Developing Organizational Effectiveness Through Employee Development) Percent correct on job-related ESL /Literacy Tests
  • 36. Upward Economic Mobility FCE Workplace Literacy Programs in Six Workplace Literacy for Helping Industries Employees Meet New Demands of Workplace Change (Developing Organizational Effectiveness Through Employee Development)Outcomes:Reports ofinterviews withemployers
  • 37. Upward Economic Mobility FCE Workplace Literacy Programs in Six Workplace Literacy for Helping Industries Employees Meet New Demands of Workplace Change (Developing Organizational Effectiveness Through Employee Development)Outcomes:Reports ofinterviews withemployees
  • 38. Upward Economic MobilityWorkplace Literacy for The United States Navy’sHelping Employees Academic Skills ProgramGain Upward Mobility in Their for Upward Mobility and CareerEmployment Advancement 2006 Teaching Navy Workplace Literacy in World War II 1945
  • 39. Upward Economic MobilityWorkplace Literacy for The United States Navy’sHelping Employees Academic Skills ProgramGain Upward Mobility in Their for Upward Mobility and CareerEmployment Advancement Teaching Navy Workplace 2006 Literacy in World War II 1945
  • 40. Functional Context Education and Workplace LiteracyWorkFORCE Education and Training WorkPLACE Education and Training
  • 41. Functional Context Education and Workplace LiteracyBasic Skills at Work Programme United Kingdom 1991-1996 1991 Workplace Literacy 1996 1991 1999 1991
  • 42. Functional Context Education and Workplace LiteracyBasic Skills at Work Programme United Kingdom 1991-1996 26th February 1999 We met with Dr Thomas Sticht, a leading researcher on adult basic skills in the United States. …and we were also helped by a discussion with Baroness Blackstone, the Minister for Further and Higher Education, at a Basic Skills Agency Board Meeting.
  • 43. Functional Context Education and Workplace Literacy in Scientific PerspectiveSkills for Life Strategy AdoptsEmbedded Basic Skills andVocational Skills Education Cast-off Youth Book Cited in BSA paper for Lord Moser©Crown Copyright 2007 Group-1998-99
  • 44. Functional Context Education and Workplace Literacy in Scientific PerspectiveIn Sectoral Studies, the UK’s Skills for Life Strategy Embedded (Integrated)Basic Skills and Vocational Skills Education ©Crown Copyright 2007
  • 45. Functional Context Education and Workplace Literacy in Scientific PerspectiveIn Sectoral Studies, the UK’s Skills for Life Strategy Embedded (Integrated)Basic Skills and Vocational Skills Education©Crown Copyright 2007 2006
  • 46. Functional Context Education and Workplace Literacy in Scientific Perspective In Sectoral Studies, the UK’s Skills for Life Strategy Embedded (Integrated) Basic Skills and Vocational Skills Education Learning Outcomes©Crown Copyright 2007
  • 47. Functional Context Education and Workplace Literacy in Scientific Perspective In Sectoral Studies, the UK’s Skills for Life Strategy Embedded (Integrated) Basic Skills and Vocational Skills Education Learner Perspectives©Crown Copyright 2007
  • 48. Functional Context Education and Workplace Literacy in Scientific PerspectiveIn Sectoral Studies, the UK’s Skills for Life Strategy Embedded (Integrated)Basic Skills and Vocational Skills Education
  • 49. Functional Context Education and Workplace Literacy in Scientific PerspectiveIn Sectoral Studies, the UK’s Skills for Life Strategy Embedded (Integrated)Basic Skills and Vocational Skills Education
  • 50. Functional Context Education and Workplace LiteracyA.E.L.S./U.S.A.
  • 51. Functional Context Education and Workplace Literacy in Scientific Perspective  23 of 34 colleges engaged - 31 programs approved  More than 400 learners enrolled  Occupation clusters include:  automotive technology  business technology  trades and manufacturing  early childhood education  health care  corrections  Transportation
  • 52. Functional Context Education and Workplace Literacy in Scientific Perspective
  • 53. Functional Context Education and Workplace Literacy in Scientific PerspectiveI-BEST Learners Learned ESLReading and Listening in the FunctionalContext of Workforce Training But Performed as Well on CASAS GeneralReading and Listening Assessments as Did ESL Learners in General BasicSkills Programs
  • 54. Functional Context Education and Workplace Literacy
  • 55. Functional Context Education and Workforce Literacy Reading Reading Workforce Preparation in the Health Occupations Mathematics Mathematics
  • 56. Functional Context Education and Workforce Literacy
  • 57. Functional Context Education and Workforce Literacy
  • 58. Functional Context Education and Workforce LiteracyMathematics
  • 59. Functional Context Education and Workplace Literacy Reading Workforce Preparation in the Construction Trades Mathematics
  • 60. Functional Context Education and Workplace Literacy
  • 61. Functional Context Education and Workplace Literacy
  • 62. Functional Context Education and Workplace Literacy
  • 63. Functional Context Education and Workforce Development Job training alignment, career pathways, postsecondary transitionsIn 2000 Stephen Reder Argued That Preparation forPostsecondary Education Should be the New Goal for the AdultEducation and Literacy System 2000
  • 64. Functional Context Education and Workforce Development Job training alignment, career pathways, postsecondary transitions 2000
  • 65. Functional Context Education and Workforce Development Job training alignment, career pathways, postsecondary transitionsStephen Reder onFunctionalContext Educationin 2000 2000
  • 66. Functional Context Education and Workforce Development Job training alignment, career pathways, postsecondary transitionsJohn and Suanne Roueche
  • 67. Functional Context Education and Workforce Development Job training alignment, career pathways, postsecondary transitionsCHALLENGE AND OPPORTUNITY: RETHINKINGTHE ROLE AND FUNCTION OF DEVELOPMENTALEDUCATION IN COMMUNITY COLLEGEThomas Bailey, DirectorCommunity College Research CenterTeachers College, Columbia University November 2008Contextualization of developmental education isanother way to engage students and to allowthem to make progress in their areas of interestwhile they are still in remedial classes. And thereis some research that suggests that teaching to adults ismore effective when it is linked to meaningfulapplications (Rubenson & Schutze, 1995; Sticht, 1995).Similar conclusions have been reached aboutadolescents—that connecting literacy instruction tocontent areas is advantageous (Conley, 2008).
  • 68. Functional Context Education and Workforce Development Job training alignment, career pathways, postsecondary transitions THEWORKING POOR FAMILIES PROJECT Policy Brief Winter 2008-2009 POLICY BRIEF _ WINTER 2008-2009 IMPROVING STUDENT SUCCESS BY STRENGTHENING DEVELOPMENTAL EDUCATION IN COMMUNITY COLLEGES:THE ROLE OF STATE POLICY Derek V. Price and Brandon Roberts Improving developmental education at community colleges is a critical part of a national solution to enhance the skills and credentials of workers to meet the demands of the 21st century labor market. State policymakers who want to stimulate and support improvements in developmental education should consider (among other things) new ways of contextualizing curriculum by integrating academic skills with occupational programs:
  • 69. Functional Context Education and Workforce Development Job training alignment, career pathways, postsecondary transitionsTHEWORKING POOR FAMILIES PROJECTPolicy Brief Winter 2008-2009POLICY BRIEF _ WINTER 2008-2009IMPROVING STUDENT SUCCESS BYSTRENGTHENING DEVELOPMENTAL EDUCATIONIN COMMUNITY COLLEGES:THE ROLE OF STATE POLICYDerek V. Price and Brandon RobertsCONTEXTUALIZATION: Researchers and practitioners are beginning tounderstand that combining academic course work with applied subject matter suchas occupational material can more effectively engage students.The best contextualized practices combine the blending of basic skills and practicalcontent with new teaching practices (such as case studies, project-based learning,and other student centered practices), and regularly assess on how knowledge isapplied and skills are transferred. These approaches can help collegesmore effectively transition low-skilled adults into certificate anddegree programs.
  • 70. Functional Context Education and Workforce Development Job training alignment, career pathways, postsecondary transitions February 2010 Supportive interventions are designed to support students as they transition to postsecondary education and complete their degrees or certificate programs. Examples include academic and financial advising, personal and career counseling, freshman orientation programs, and assistance with transportation and child care.
  • 71. Functional Context Education and Workforce Development Job training alignment, career pathways, postsecondary transitions February 2010 Policy interventions are designed to increase access to postsecondary education for nontraditional students. Examples include financial aid for low- income students ineligible for traditional financial aid and performance based funding.
  • 72. Functional Context Education and Workforce Development Job training alignment, career pathways, postsecondary transitions February 2010 Academic preparation interventions are designed to teach the content and skills needed to transition to and succeed in postsecondary education. Examples include curriculum and instructional methods, such as integrated instruction, which pairs vocational instructors with adult basic or English literacy instructors, and contextualized curricula, which combine academic and vocational content.
  • 73. Functional Context Education and Workforce Development Job training alignment, career pathways, postsecondary transitions This analysis focuses on four different types of interventions for improving students’ progress through remedial education and into college-level courses, including (1) strategies that help students avoid developmental education by shoring up their skills before they enter college; (2) interventions that accelerate students’ progress through developmental education by shortening the timing or content of their courses; (3) programs that provide contextualized basic skills June 2011 together with occupational or college-content coursework; and (4) programs that enhance the supports for developmental level learners, such as advising or tutoring.
  • 74. Functional Context Education and Workforce Development Job training alignment, career pathways, postsecondary transitions April 2012
  • 75. Functional Context Education and Workforce Development Job training alignment, career pathways, postsecondary transitions Related FCE Principles
  • 76. Functional Context Education and Workforce Development Job training alignment, career pathways, postsecondary transitions Related FCE Principle
  • 77. Functional Context Education and Workforce Development Job training alignment, career pathways, postsecondary transitions Developmental Pathway From ESL/ABE Education to Postsecondary Bridge Exit Goal 4 Education Bridge College Goal 3 Bridge FCE Principles ASE For ESL/ABE and Goal 2 Postsecondary Bridge Education ABE Alignment Goal 1 ESLEntry Teaching the future in the present
  • 78. Constructing Pathways and Bridges to 21st Century Opportunities Workshop Schedule Coming Up Next 1:45-2:00: Break Followed By:2:00-3:30pm Part 4: Contemporary Projects on Contextualizingand Integrating Program Design and Engaging Employers andEmployees