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Subject: Re: [NIFL-FAMILY:3030] Re: [NIFL-4EFF:1101] EFF Concerns in
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From: mdryden@esconett.org
Date: Tue, 11 Jul 2000 22:34:00 GMT
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I realize this--I have a lot of experience helping refugees who cannot get
their records. That is a different case.
The problem in this case is that we are extremely short on resources to
help GED learners who are most in need. Classrooms are full, the testing
center has a backlog. Under the WIA, we are mandated to serve the
undereducated, those most in need. We want to serve those who need help
most.
In Texas, I have never encountered a college or university who does not
accept a high school diploma--from any country. Translation is not a
problem, either.
Another problem is that some programs, in order to "cream" and get high
numbers, are not serving those most in need. Instead, they are choosing
only people who are very well prepared, with high school or college
degrees, many oif whom do not even need a GED. We need to serve those most
in need.
Also, Learners are being told that they need a test that they do not, in
fact, need.
I also see it as respectful to the learner if we can tell him that the
diploma from his native country is perfectly good. We can also advise him
of the advantages of a GED, especially as they pertain to his goals. Most
learners work full time, and preparing for an unnecessary test costs time
and money.
I have a lot of experience with this, and I feel that the final solution is
to tell the program to advise their intake people that a GED is often not
necessary, and that they must give priority to those most in need. When in
doubt as the whether a learner needs a GED, we can check with the
organizations/institutions who will be assisting with
future goals. I have already contacted many colleges and universities, and
several licensing boards.
I had hoped, however, that there were some more comprehensive source for
this information.
My main goal is to treat learners carefully, and to serve priority
populations first, with limited resources.
Carol Mazer
<cmazer@pcc.e To: Multiple recipients of list
du> <nifl-family@literacy.nifl.gov>
Sent by: cc:
nifl-family@n Subject: [NIFL-FAMILY:3030] Re:
ifl.gov [NIFL-4EFF:1101] EFF Concerns in
07/11/00
04:11 PM
Please
respond to
nifl-family
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To M Dryden-
You are correct in your statements about who needs a GED, but one
cautionary
note from my experience: several people either do not have proof of their
foreign high school completion, or find it easier to get the GED than to
try to
get those transcripts or any official confirmation from their home
countries.
If an employer believes a person about previous education, that's fine.
Colleges, of course, must have transcripts.
Carol Mazer
Coordinator, Gateway Family Literacy and
Resource Specialist for
PCC Adult Literacy Volunteer Tutoring Center
1001 S.W. Baseline Ave
Hillsboro, OR 97123
(503) 693-3237
(503) 648-4175 fax
cmazer@pcc.edu
At 09:43 AM 07/11/00 -0400, you wrote:
>
>
>I am trying to give a program some guidelines on which potential GED
>learners really need the GED certificate.
>
>For example, if a student has his high school diploma from a foreign
>country, he does not need a GED to enter college in the US; if an engineer
>from a foreign country wants a license here, he does not need a GED--he
>needs to take the licensing exam in English, and perhaps to fulfill some
>other requirements.
>
>However, if a learner does not have a high school diploma from any
country,
>he needs GED to go to college, for employment, etc.
>
>Is there any summary of helpful information, to assist programs in
>determining if a learner needs the GED certificate, to meet his goals?
>
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<html>
To M Dryden-<br>
You are correct in your statements about who needs a GED, but one
cautionary note from my experience: several people either do not have
proof of their foreign high school completion, or find it easier to get
the GED than to try to get those transcripts or any official confirmation
from their home countries. If an employer believes a person about
previous education, that's fine. Colleges, of course, must have
transcripts.<br>
<br>
<font face="Tribune" color="#808000">Carol Mazer<br>
</font><font color="#800080"><i>Coordinator, Gateway Family Literacy
and<br>
Resource Specialist for<br>
</font></i><font color="#0000FF">PCC Adult Literacy Volunteer Tutoring
Center<br>
1001 S.W. Baseline Ave<br>
Hillsboro, OR 97123<br>
<br>
</font><font color="#008000">(503) 693-3237 <br>
(503) 648-4175 fax<br>
</font><font color="#000000">cmazer@pcc.edu <br>
<br>
At 09:43 AM 07/11/00 -0400, you wrote:<br>
><br>
><br>
>I am trying to give a program some guidelines on which potential
GED<br>
>learners really need the GED certificate.<br>
><br>
>For example, if a student has his high school diploma from a
foreign<br>
>country, he does not need a GED to enter college in the US; if an
engineer<br>
>from a foreign country wants a license here, he does not need a
GED--he<br>
>needs to take the licensing exam in English, and perhaps to fulfill
some<br>
>other requirements.<br>
><br>
>However, if a learner does not have a high school diploma from any
country,<br>
>he needs GED to go to college, for employment, etc.<br>
><br>
>Is there any summary of helpful information, to assist programs
in<br>
>determining if a learner needs the GED certificate, to meet his
goals?<br>
> </font></html>--=====================_16686946==_.ALT--
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