Thanks Ilene.
 
Your point is well taken.  Part of my experience, anecdotal as well is to build what I, drawing on Dewey, wouild like to refer to as the good school.  This notion of "good" institutions echoes books by Bellah et al and earlier Walter Lippann on the Good Society, and also the early books by Dewey on education; The School and Society, the Child and the Curriculum, and his highly influential democracy and Education.  In all of this work Dewey builds on a version of what Tom refers to as functional-context learning theory which presupposes a dynamic relationship between the learner(s) and the function, task, or set of practices at hand.  Such an approach can get sterile and alienating when the task is divorced from the individual. However, everyone that I've read from Freire, to Dewey, to Sticht with their many nuances presupposes a dynamic interface between the learner and the object of learning.  For those in particular who have had a difficult experience in formal learning setting (i.e. schools) the accent probably should be more on growth stemming from the innate capacities and motivational drives of students.  Dewey refers to this, especially in Democracy and Education as "growth."  With a slightly different, though not unrelated tweak, the Russian educator Vygotsky refers to this as scaffolding, a concept that Dewey himself incorporates into his concept of growth.  There's a large body of work in adult literacy which points to the centrality of contextual learning, much of which presupposes a strong participatory ethos.  If some of the "harder" skills are more difficult to teach, one can begin working on the softer-edged ones like "emotional intelligence," which is no fluff, but lays out some basic coping strategies and alternative self-perceptual scenarios that, when acted upon can make a big difference in a person's life.
 
 

Happy Holidays,
 
George Demetrion



From: IHABRAMSON at aol.comDate: Wed, 24 Dec 2008 15:21:25 -0500To: professionaldevelopment at nifl.gov; diversity at nifl.gov; workplace at nifl.govCC: tsticht at aznet.netSubject: [ProfessionalDevelopment 2699] Re: Learning for Work in Hard Times

Dear Tom and Fellow Listers:
 
Re the following:
 
For adults who have already experienced school failure, enrollment inprograms that use traditional approaches to teaching often reproduce thatfailure. Functional context education programs address this problem byusing content related to adult goals to teach basic skills.
 
Unfortunately,  the very idea of school - traditional or not - can generate extreme anxiety among adults with histories of negative K-12 experiences.  I have seen these people turn to a toxic coping mechanism such as overeating and/or smoking as they prepare for the necessary return to any learning situation.  In some cases, the anxiety even leads to domestic violence.
 
My data so far is mainly anecdotal.  Does anyone have more solid research sources addressing this problem?
 
Thank you in advance and happy holidays.
 
Ilene
 
Ilene Abramson, Ph.D.
Adjunct Professor
Lawrence Technological University
ihabramson at aol.com
 
 
 
In a message dated 12/24/2008 3:03:39 PM Eastern Standard Time, tsticht at znet.com writes:
December 24, 2008Strategies for Education and Training of Undereducated Adults in HardEconomic TimesTom StichtInternational Consultant in Adult EducationDuring these hard economic times there is clearly an urgent need forundereducated adults to receive solid basic skills education in the contextof training for well paying jobs and areas of entrepreneurship. Ofparticular concern is the need for education and training of many  poorlyskilled women who are single and managing families on their own.For several years I worked on and off with Wider Opportunities for Women(WOW) located in Washington, DC, on adult literacy projects that followedFunctional Context Education  principles and integrated basic skillseducation (reading, math) with job skills training for non-traditional,well-paying jobs for women, and  business skills training. The last projectthat I worked on with WOW was  its Six strategies for Family EconomicSelf-Sufficiency project.As part of the project, in 1999 I worked with a women’s organization in SanFrancisco to illustrate how Functional Context Education (FCE) principlescould be followed in microenterprise trainng and development. This providesa  good resource for adult basic skills and vocational/job skills educationproviders. Here is a  little background about the Six Strategies project,FCE, and Microenterprise Training and Development. Following are severalparagraphs  about the project that are taken from information availablefrom WOW online at  www.wowonline.orgSix Strategies for Family Economic Self-Sufficiency—OverviewFor many families, especially those moving from welfare to work,self-sufficiency cannot be achieved in a single step. It requiresstrategies that create ladders out of poverty—strategies that provide theassistance, guidance and time needed for families to becomeself-sufficient. Recognizing this, Wider Opportunities for Women promotesSix Strategies for Self-Sufficiency:* The Self-Sufficiency Standard* Targeting Higher-Wage Employment* Nontraditional Employment for Women* Functional Context Education* Microenterprise Training and Development* Individual Development AccountsWhy the Six Strategies?* Because women currently earn 74¢ for every dollar men earn.* Because 60% of all minimum wage workers are women.* Because most welfare recipients leaving the rolls for work earn very lowwages.* Because nearly one in three American households possesses zero or negativeassets.These realities demonstrate the critical need for strategies that will helpfamilies move out of poverty and into lasting economic security. The SixStrategies are tools for individuals, community-based organizations, andstate- and local-level policymakers to use to truly help low-income familiesmove out of poverty and achieve long-term economic stability andindependence.In today's policy environment—in which welfare and workforce legislationhave devolved power to states and localities—new and effective strategiesare urgently needed to aid low-income people:Functional Context Education* What it is and why it works* Approaches* State and federal legislation* Resources pertaining to this strategy------------------------------------------------------------------------What it is and why it worksFunctional Context Education (FCE) is an instructional strategy thatintegrates the teaching of literacy skills and job content to move learnersmore successfully and quickly toward their educational and employment goals.Programs that use the FCE model are more effective than traditional programsthat teach basic skills and job skills in sequence because this innovativeapproach teaches literacy and basic skills in the context in which thelearner will use them. Clients see clearly the role literacy skills play inmoving them toward their goals. This strategy promotes better retention,encourages lifelong learning and supports the intergenerational transfer ofknowledge.* For adults who have already experienced school failure, enrollment inprograms that use traditional approaches to teaching often reproduce thatfailure. Functional context education programs address this problem byusing content related to adult goals to teach basic skills.* Basic education and technical training must be relevant to the skills andeducation required by jobs if low-income persons are going to succeed inbecoming economically self-sufficient. In addition, most adults do not havetime to spend years in basic education programs learning skills that mayseem unrelated to their educational and economic goals.* Given welfare time limits and restrictions on education and training, itis more important than ever that individuals master basic and job-specificskills as quickly and efficiently as possible.Microenterprise Training and Development* What it is and why it works* Approaches* State and federal legislation* Resources pertaining to this strategyWhat it is and Why it WorksMicroenterprise development is an income-generating strategy that helpslow-income people start or expand very small businesses. Generally, thebusiness is owned and operated by one person or family, has fewer than fiveemployees and can start up with a loan of less than $25,000. Microenterpriseis an attractive option for low-income women who may have lacked opportunitybut who are highly motivated and have skills in a particular craft orservice.In the current weak economy,  unemployment and underemployment are high. Thelack of quality employment options—especially for low-income, low-skilledwomen—makes microenterprise development a critical strategy for movingfamilies out of poverty.* Low-income women entrepreneurs, especially those living in rural orinner-city communities isolated from the economic mainstream, often lackthe contacts and networks needed for business success.* Peer networks (such as lending circles and program alumnae groups) helpwomen learn to earn from each other, build self-esteem and organize aroundpolicy advocacy.* Linkages between microentrepreneurs and more established women businessowners provide program participants with role models, facilitate an ongoingtransfer of skills, and expand networks.I hope that adult literacy and vocational/job training educators can worktogether with business, industry and those desiring microenterprise orentrepreneurship education to follow WOW’s six strategies forself-sufficiency and develop effective programs that integrate basic skillsand vocational skills education. As Russ Tershy, the former Director of theCenter for Employment Training (CET) in San Jose, CA used to say, there isonly one piece of paper for undereducated adults more valuable than a GEDin times of need– a good paycheck!This is the time to eschew literacy programs that are too often tooirrelevant to the critical life contexts of adults and to aim for strong,intensive, meaningful basic skills/vocational skills education that can getpeople on their economic feet quickly. Then that should be followed byadditional upskilling and further education. But first folks need a way tomake a good living!Thomas G. StichtInternational Consultant in Adult Education2062 Valley View Blvd.El Cajon, CA 92019-2059Tel/fax: (619) 444-9133Email: tsticht at aznet.net----------------------------------------------------National Institute for LiteracyAdult Literacy Professional Development mailing listprofessionaldevelopment at nifl.govTo unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/professionaldevelopmentProfessional Development section of the Adult Literacy Education Wiki http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Development



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