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From: David J Rosen <DJRosen@world.std.com>
To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov>
Subject: [NIFL-WOMENLIT:953] Adult Education System Name Survey
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Dear Colleagues and supporters of adult literacy/basic education/ESOL,
In April I conducted an on-line survey of the field (including adult
learners) to choose a name for a national system of adult education.
Although consensus was not reached, six names received a solid majority
and fewer than 10% of those voting said these six were unacceptable. It
is now time to vote on these six (and one other name which I have added
because it was used in the recently published national adult literacy
agenda, "From the Margins to the Mainstream.") It is time to see if one is
viewed by the field as superior to the others. If not, presumably any one
of the seven names would serve, and then perhaps the National Coalition
for Literacy -- which represents all organizations serving our field --
should choose one of them.
You might be asking why we need a name for a system of adult education.
This is part of an effort to get adult education the kind of recognition
and resources held by the other two education systems -- Elementary and
Secondary Education (K-12) and Higher Education -- to move adult education
from the margins to the mainstream.
I will post an announcement message here soon with the Web address of the
survey. You can then go to the Web page and vote for these names. This
will take only a minute or two. I hope you will disseminate the
announcement as widely as possible to as many practitioners and adult
learners (and graduates) as possible. The survey will be posted in
October and will be available for 30 days.
Below is a list of the seven choices. Following the list are some pro and
con arguments for these choices. If you have additional arguments, please
email them to me at <DJRosen@world.std.com> I will update this and
include it with the announcement of the survey.
If you would like to participate in the discussion about this taking place
on the National Literacy Advocacy Electronic List -- of if you know
someone else who would like to join the NLA list -- to subscribe, send an
email message to majordomo@world.std.com saying subscribe nla.
Thanks.
David J. Rosen, Moderator
National Literacy Advocacy Electronic List
----------------------------------------------------
Names Choices
Adult Education (AE)
Adult Basic Education (ABE)
Adult Education and Family Literacy (AEFL)
Adult Basic and Literacy Education (ABLE)
Adult Education and Literacy (AEL)
Adult Learning and Literacy (ALL)
Adult Education, Language, and Literacy (AELL)
Discussion about the names
(Selected from messages posted to the NLA list in the spring and in
September, 2000)
"My thoughts go directly to: who are we doing this for? If it's for the
bureaucrats then we need the most complex acronym we can come up with,
something that tangles your tongue and makes you bite your cheek when
you try saying it fast three times. If it's for our target population
and their local communities, I go by the KISS formula and believe it
should be something short made up of words that they know the meaning of
and something that doesn't appear as an insult.
Up here in this part of the country we have just changed the names of
our facilities to (County) Learning Centers and have moved away from the
long involved complex naming styles of early years for reasons stated
above.
I think 'Adult Education' covers all angles and is self explanatory
without Webster's assistance."
Art LaChance
Gilmer Learning Center
Ellijay, GA
"...And it must be recognized that in this emergent process it was not
just by chance that an official office in the U. S. Department of
Education exists today with the unique name of the Division of Adult
Education and Literacy and a categorical funding stream to address the
special needs of adult educators and the students they serve (even if the
funding is grossly inadequate!). Indeed, it has only been with much hard
work by thousands of adult education and literacy specialists working in
many different organizational contexts and in numerous state and national
professional associations, commissions, committees and coalitions
throughout the past century that this field has acquired an office with
some distinct recognition within the government at the federal level.
Now the field has to build on the work of the past and continue the work
of developing an AELS that is the best in the world; a system that is
recognized as a valuable, enduring contributor to our nations
educational structure; a system that has moved from the margins to the
mainstream of the educational system in the United States."
Tom Sticht
Education Researcher (and coiner of the phrase 'from the margins to
the mainstream')
"At least we are now on the margin! Can we move to the mainstream?
The 1999 U. S. Digest of Education Statistics was released in March
2000. As with the 1998 Digest, the figure that shows the structure of
education in the United States still relegates adult education to a
footnote at the lower margin of the figure. The footnote states, "Adult
education programs, while not separately depicted above, may provide
instruction at the elementary, secondary, or higher education level."
As we debate names for the Adult Education and Literacy system (AELS),
it is important to keep in mind that there was a time when adult
education was not even on the margin of the structure of education in
the United States. The fact that there is today an Assistant Secretary
level federal organizational unit in the U. S. Department of Education
called the Office of Vocational and Adult Education (OVAE) is the result
of hard won arguments and much lobbying on the part of major adult
education professional organizations and many individuals in the U.S.
Even more important is the fact that within the OVAE there is a major
Division called the Division of Adult Education and Literacy (DAEL).
This, too, did not happen by chance but by the hard lobbying of
thousands of people in the field of adult education over the last
hundred years. And there should be no doubt about the importance of such
federal organizational structures for the advancement of the AELS over
the years. It is extremely important for the field to have a strong,
separately identifiable federal presence in Washington DC.
It should also be recalled that it was not until the 1990s that the
Division of Adult Education became the Division of Adult Education and
Literacy. This, too, was the result of the work of hundreds of
professionals in the adult education field, especially those from
community based organizations that serve entry level adult literacy
learners. The change was meant to signal a recommitment of the federal
program to the most entry level adult literacy learners and the
inclusion of community based groups along with the public schools and
community colleges as professional providers of educational services to
out of school youth and adults. This federal, national commitment to
adult entry level literacy education was reinforced by the creation in
the 1990s of the National Institute for Literacy (NIFL) and the funding
of the first ever national research centers for adult literacy education
(National Center for Adult Education-NCAL; National Center for Adult
Literacy and Learning-NCSALL). Again, these major activities for adult
literacy education did not occur by chance, they represent the work of
hundreds of professional adult educators across the fifty states.
So here we are now, and at least we are on the margins of the figure of
the educational system in the United States. That in itself is a
considerable achievement over the last hundred years. And we should
celebrate and recognize the work of those who have gone before us, and
the considerable efforts of hundreds of adult educators who are working
today to continue the advances that have been made up to now.
As we search for a name for our educational system we should keep in
mind the achievements of past and present adult educators in raising the
Adult Education and Literacy system to its present level of visibility
and funding at the national and state levels.
Once we have an agreed to name for our educational system, we can then
start a letter writing campaign to the U. S. Secretary of Education to
get adult education moved from the footnote at the margin to the main
body of the figure in the Digest of Educational Statistics depicting the
structure of education in the United States. Though this is only a
small, symbolic step, it is part of the much longer journey that the
field has been on for the last hundred years. In this journey we have
gotten onto the margins of the U. S. educational structure. The question
now is: Can we move to the mainstream?"
Tom Sticht
"If you want to be very inclusive, we should use Adult Education, knowing
that will include everything adults want to learn from painting, basket
weaving, motorcycle riding and repair, automotive mechanics, plumbing,
welding, electronic servicing, nursing, cake decorating, horticulture,
computers, Masters and Doctoral Programs for professionals as well as
literacy programs like; ABE, GED, Adult High School, Family Literacy,
English as a Second Language, etc.
I think Adult Basic and Literacy Education reflects more of what I do!
In North Carolina we call 'Basic Skills' to Literacy Programs like ABE,
GED, Adult High School, Family Literacy, Compensatory Education for
adults with developmental disabilities, and ESL.
However, when people from the general public call our community college
they can call a computer class that is at a basic level, Basic Skills.!..
It is all a matter of being recognized in funding and policy circles
according to what we specifically do or do we want to be so inclusive
that we get thrown in the big Adult Education arena and we perish?"
Lourdes Shelley
Dean, Basic Skills
Wake Technical Community College
Raleigh, North Carolina
"I wish it weren't true, but the term 'adult education' most definitely
does not include everybody, although not by my choice. The fact is that
my colleagues in this state who identify themselves as 'adult educators'
see themselves as separate and distinct from 'literacy' educators, (there
are even two separate professional organizations, and all attempts to
unite have failed) and they describe "literacy" in ways as though we were
a poor-relation, distant relative."
Deborah W. Yoho
Co-moderator, NIFL Health Literacy Discussion Group
Chief Executive Officer
Greater Columbia Literacy Council
Columbia, South Carolina
"I think we need a name that makes it clear that ESOL constitutes half of
the system. While 'literacy' is a good term, for most lay people it still
connotes an emphasis on reading and writing skills. For most ESOL
learners (the majority of whom come to us with few English skills), adult
education means learning "language skills" (communicating face to face;
acquiring basic English vocabulary; learning how English works (patterns,
structures).
While the current definition of "literacy" (in the national literacy act)
defines 'literacy' broadly enough (it includes 'speaking'), lay people
and policy makers often have a very difficult time seeing that ABE
includes both those who speak English (and need to develop additional
skills) and those who are still acquiring English. While there is some
overlap in needs (particularly on the pre-GED levels), the needs of
learners new to English and the nature of a service system designed to
meet those needs are sufficiently different to merit a name. "
Heide Spruck Wrigley
San Mateo, California
"Here's a thought for a name for an Adult Ed system: Education for Adult
Language and Literacy - which becomes:
Education for ALL !!!
I know it doesn't quite capture everything it should conceptually, but the
message hits home."
Elsa Auerbach
Boston, Massachusetts
" 'Adult education' and 'adult learning' are too general.
'Family literacy' already has a specific meaning for some and would not
include all literacy programming. Adding 'language' [in choice 7 above]
does not explicitly include ESL/ESOL. Only by adding ESL/ESOL to the name
is it explicitly included. I feel "language" is too general, and could be
misconstrued to include other languages besides English. Is that the
intent? If it is, I believe that would complicate matters. I can already
see the 'English Only' people rally their troops. I believe the general
public is beginning to understand that 'literacy' in this context means
the ability to speak, read and write English, even if one is literate in
another language. Therefore, it implicitly includes ESOL or it is our job
to make sure that that is understood.
I also like that Adult Basic and Literacy Education provides for a great
acronym, ABLE."
Carl Guerriere
Hartford, Connecticut
"To a lot of people, adult basic education implies below GED preparation
level and therefore does not include those who are ready to study for the
GED..Whatever name is eventually selected, it needs to be one that is
either short, or can be pronounced easily without any negative
association."
[Excerpts from several messages posted to the NLA list]
Daphne Greenberg
Center for the Study of Adult Literacy
Georgia State University
"I have found in my experience with business that the word literacy
implies to them people who can not read."
Heidi Watson
" 'Literacy,' an important component of our system, is somewhat limiting
-- for most people it means reading at a very basic level, and nothing
else. Conversely, 'adult education' is so broad that it can encompass
everything from university education to line dancing. Especially in
working with businesses, I've found that their definition of "basic
skills" often includes blueprint reading and the elements of quality
initiatives."
Donna Miller-Parker
" I'm inclined to think that the Adult Education & Literacy System (AELS)
is a pretty good name. It has the strong advantage of being in the name
of the U.S. Department of Education's Division of Adult Education &
Literacy already, it has resonance with virtually everyone, and it
embraces all venues for adult basic skills upgrading. I'd also like to
add my voice to those who urge the wide adoption of the AELS name and who
believe the Secretary of Education should include this name in the mapping
of education. Since literacy is presently a priority more in rhetoric
than in deed, for AELS to show up as a stand-alone line item in budgets
and organization charts would be a breakthrough achievement reflecting a
REAL elevation in status. It would signal that the "field" has begun to
"arrive" and is taken seriously. .Whatever the name, I do think it
terribly important for a whole host of reasons that the word "literacy'
be retained."
"...To keep programs focussed (and to get literacy out of the shadows),
and to have any hope of measuring/assessing results, it's essential to
differentiate and to be as narrow as possible-- and I think it's equally
vital to keep the words 'adult' and 'literacy' in the name. (By the way,
I know that this isn't the case for everyone, but I'm quite comfortable
using 'literacy' and 'basic skills' interchangeably, as is commonly done
in the U.K. and elsewhere). I've long argued against putting programs for
children and adults together, as they both end up diluted and in direct
competition, and in political battles for funds, guess who usually loses
out? Schools of course are entrenched, have a much more powerful and
organized voice, and are stronger politically. " [Excerpts from three
messages posted to the NLA list in the spring of 2000]"
Gail Spangenberg
New York, NY
"Let me share something from our students. We recently changed the name of
our program from "Literacy Program" to "Community Education Program". Many
of our students like the new term better because they feel that literacy
is too stigmatizing. I had not thought about the name change that much and
we only did it because we were forced to. However, I really like the new
name for our program, and I feel that it represents what we do. I still
like the term literacy, I consider literacy the field that I love and work
in, think that literacy should be a field, and think that the term implies
many important ideas, values and philosophies. I thought that it was
important to relate the thoughts of our students."
Andres Muro
El Paso Community College
El Paso, Texas
"I would like to see us discuss the criteria for a name. The main
criteria that comes to my mind is to keep it very simple so that it can
easily be discussed and receive wide name recognition...in other
words...something simple so that when it is uttered everyone will
understand what it is...not a hidden meaning."
Sue C. Barton
Radford, VA 24141
"So far, I'm in the corner with those who like "Adult Education". It is
what it is. It's not readily confused with "Higher Education" (which may
also include line-dancing, basket-weaving and such, but generally is
taken to mean something else), and it carries none of the limitations the
more specific names carry."
David Hayes
RI Institute for Labor Studies and Research
"My understanding is that ABE designates pre-GED instruction. At the adult
learning center where I teach, we also serve a group of students with
GED's and/or HS diplomas working to pass tests which will allow them to
enter community college certificate programs. We describe these folks as
'Remediation' students.
I like 'Adult Education' as a name. It's what non-academic types call the
system anyway, at least in California, New Mexico and Texas."
Louise Sanders
Adult Ed Teacher
Lubbock, Texas
"What about 'Adult Learning and Literacy' or 'ALL' -- stressing not
only the substance of our work but also the inclusiveness we still need to
achieve in our field. It's short and sweet, the focus is from the
students point of view, 'learning' (although we need to include ourselves
there too), and it locates us at the "foundation" level of this learning
(I like the phrase "foundation" but it just doesn't inspire). "
bob bickerton,
State Director of Adult Education
Massachusetts
"I vote we do the survey again with the top six. I'd like to add my
comments about one of the six, 'adult education', since I voted 'can't
live with this' on that one.
The problem is in my state, South Carolina, the term tends to be used in
an exclusive way, and generally refers to public adult programs run by
the k-12 school districts. As a private non profit, when 'adult
education' people meet we are generally excluded. This is not a hard and
fast rule and certainly the state leadership would agree with me that the
term is not meant to exclude. Unfortunately, we are still embroiled in
turfism in many ways.
When Congress included the 'direct and equitable access' clause in the
adult ed act (and it remains in the WIA) in the early 90's, thereby affording
access to federal funds to non-profits, many 'adult ed' directors resented
sharing the money, as though somehow we are taking funds out of their
pockets. Some still view non-profits as Mom and Pop operations run by
amateurs. Of course, some programs, non-profit and otherwise, might fit
that description. The issue here is the stereotype.
On the other hand, the 'adult ed' (read that 'public') system has had its
own image problems. There is a stereotype among business leaders that
"adult education" is basically a type of welfare program, serving drop
outs who should have known better. This complicates workforce literacy
and job development efforts. Some non-profits, including mine, go to
considerable pains to disassociate ourselves from 'adult education' when
dealing with the business community.
Finally, the term 'adult education' has been used for many years in our
state. Why not formulate a new term to underscore a new approach, one
more inclusive, and free of the baggage of stereotypes?
In short, I 'cannot live' with 'Adult Education' as THE term even though
it received the most number of votes. I'm doing all I can to avoid using
it now, and I shall continue to do so."
Debbie Yoho, EdS
Greater Columbia Literacy Council
Columbia, SC serving more than 500 adults through basic, family,
workplace, and ESL programs
"I'm curious as to how you define 'system'. GED is a system. States have
systems (some more systematic than others). LVA and LLA have national
systems. What other national system is there? Again, what criteria?"
Jim Parker
Division of Adult Education and Literacy
U.S. Department of Education
"This is a good question, Jim. Here's my view. In K-12 and higher
education, throughout the country, there is >never< a question of whether
someone who enters at a beginning level will be offered the opportunity to
move through various courses and levels to an end point, generally
described as graduation. Granted, not all people achieve this, and in
both these systems, it could be argued that not everyone has the same
opportunity. (I would argue this.) But in adult basic education, in many
parts of the country, we cannot guarantee that there will be "slots" or
"seats" for students at all levels. We cannot guarantee that there will
be no waiting lists. The K-12 and higher education systems offer an
intensity of service (class time, access to libraries, access to
science labs and equipment, etc.) that is rarely found in adult education.
Let's take workplace education as an example. I think adult education
offered in workplaces is good, is an essential adult education service.
But as it is currently offered (and even as it was offered through the
federal workplace education program) there are almost never sufficient
resources, space or commitment from companies to guarantee all levels,
and rarely have workplace education programs systematically connected with
community adult education services to organize for students a seemless
system of education services. It's our best effort to date, but it's still
patchwork. Adult learners deserve more.
I wouldn't call the GED an adult education system, although the test, and
test preparation programs and GED curriculum materials and GED staff
development are all important parts of what could be a system. I wouldn't
call LVA or LLA adult education systems, either, not in the sense that
K-12 and higher education are complete systems of education services.
Finally, I don't want to leave you with the impression that our challenge
will be met once we have an adult education system. We need to have a
good system, one that works well, that provides high quality, high
intensity services -- one that meets adult learners' goals, and also one
that can stand up to objective measures of program quality and
performance."
David J. Rosen
NLA List Moderator
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