syracuse fce workshop part 3

A.E.L.S./U.S.A.

Serving America’s Adult Learners in 2012

Celebrating 46 Years of the Adult Education and Literacy System (AELS) of the United States of America\

Our Nation’s Third Branch of Public Education

1966 2012

Constructing Pathways and Bridges to 21st Century Opportunities

Tom StichtInternational Consultant in Adult Education

Workforce Development Beyond the National Workplace Literacy Program (NWLP)


9:00-10:30am: Part 1-A: Contemporary Issues Calling Renewed Attention to FCE and Workforce Development; Part 1-B: Evidence for FCE From Professional Wisdom

10:30-10:45am: Break

10:45-12:00pm: Part 2: Scientific Research Underpinning Career Pathways Education

12:00-12:30pm Lunch

12:30-1:45pm Part 3: Workforce Development Beyond the National Workplace Literacy Program (NWLP)

1:45-2:00: Break

2:00-3:30pm Part 4: Contemporary Projects on Contextualizing and Integrating Program Design and Engaging Employers and Employees


Workshop Schedule

"The workplace literacy movement evolved directly from Thomas Sticht's 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 Program. Report prepared for the U.S. Department of Education, Washington, DC: Pelavin Associates, pp. 14,22.

U. S. Department of EducationOffice of Vocational and Adult EducationDivision of Adult Education and Literacy

Washington, DC 20202-7240May 1992

FLIT XFSP COY National Workplace Literacy Program (NWLP)1967-76 1983-

86 1988-921983-87

$60 million 1988-92

Functional Context Education and Workplace Literacy Leading to the National Workplace Literacy Program

>>Limitations in GED transitions to postsecondary education, certification/credentialing, training, and employment

>>Mismatches of education/skill demands of America’s jobs and the supply of education/skill levels of the workforce

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

Workforce Development Beyond the National Workplace Literacy Program (NWLP)

International Economic Inequality

The Gini coefficient, a standard measure of income inequality that ranges from 0 (when everybody has identical incomes) 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.

Organization for Economic Co-operation

and Development (OECD)

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

Upward Economic Mobility

Rising income inequality

-Creates economic, social and political challenges. It can stifle upward social mobility, making it harder for talented and hard-working people to get the rewards they deserve.

-




-Intergenerational earnings mobility is low in countries with highInequality.

.




-Intergenerational earnings mobility is low in countries with highInequality.

-Inequality raises political challenges because it breeds social resentment and generates political instability. People will no longer support open trade and free markets if they feel that they are losing out while a small group of winners is getting richer and richer.


>>Limitations in GED transitions to postsecondary education


Some Contemporary Issues Driving Changes to the Adult Education and Workforce Development System




Education Gap Grows Between Rich and Poor, Studies SayBy Sabrina TavernisePublished: February 9, 2012


>>Global Competitiveness of the U. S. Workforce>Inequality in the intergenerational transfer of literacy


http://www.nytimes.com/

1999






Social and Economic Issues Driving Changes to the Adult Education and Literacy System


>Inequality in the intergenerational transfer of literacy

>Inequality in the intergenerational growth in postsecondary attainment



>>Global Competitiveness of the U. S. Workforce>Inequality in the intergenerational growth in postsecondary attainment


Anthony “Tony” Carnevale

1966 2012

Increase in Education Demands of Jobs

>>Mismatches of Education/Skill Demands of America’s Jobs and the Supply of Education/Skill Levels of the Workforce


Stephen Reder on going beyond the GED in 2007

Social and Economic Issues Driving Changes to the Adult Education and Workforce Development System >>Limitations in GED transitions to postsecondary education



HSD

GED GED

HSD




Social and Economic Issues Driving Changes to the Adult Education and Literacy System >>Limitations in GED transitions to postsecondary education






>Inequality in the intergenerational transfer of literacy

>Inequality in the intergenerational growth in postsecondary attainment

ADULT EDUCATION INITIATIVES TO

REDUCE INEQUALITIES AND

IMPROVE WORKFORCE

COMPETITIVENESS USING

CONTEXTUALIZED INSTRUCTION IN

CAREER PATHWAYS AND BRIDGES FROM

ABE/ASE TO POSTSECONDARY

EDUCATION


2012

U. S. Department U. S. Department National Academies of Education of Labor of Science

President’s Council of Economic Advisors

Contextualized Teaching and Learning Recommended by:


June 1991

1990-1992 Secretary’s Commission on Achieving Necessary Skills - SCANS

Tom Sticht

The Theory Behind Content-Based Instruction


SCANS heard about FLIT and XFSP functional context education workplace literacy programs at first meeting and later called for “contextual” and integrated basic skills and job skills training for adult basic education.

Sticht, 1988/89

1992

Secretary of Labor’s Commission on Achieving Necessary Skills (SCANS)

Functional Context Education and Workplace Literacy The Theory Behind Content-Based Instruction

June 1991


Dr. Thomas G. Sticht, Technical Consultant

1990-93 Functional Context Education and Workplace Literacy Disseminated to Fortune 500 Companies


Workplace LiteracyFor Transitioning New Hires Into Employment

Workplace Literacy for Helping Employees Meet New Demands of Workplace Change

Workplace Literacy forHelping EmployeesGain Upward Mobility in Their Employment

FCE Workplace Literacy Programs in Six Industries

(Developing Organizational Effectiveness Through Employee Development)

The United States Navy’s Academic Skills Program

for Upward Mobility and Career Advancement


Workplace LiteracyFor Transitioning New Hires Into Employment


Problem: Study of six industries in Chicago area found some 30-50 percent were lacking or weak in basic English, literacy, or mathematics skills needed to work in new Total Quality Management (TQM) environment.





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 center who developed and delivered the program.

Linda Mrowicki

Sarah Newcomb





Percent correct on job-related ESL /Literacy Tests








Outcomes:

Reports of interviews with employers





Outcomes:

Reports of interviews with employees


Workplace Literacy forHelping EmployeesGain Upward Mobility in Their Employment

The United States Navy’s Academic Skills Program

for Upward Mobility and Career Advancement

Teaching Navy Workplace Literacy in World War II 1945

2006


Functional Context Education and Workplace Literacy

WorkFORCE Education and Training

WorkPLACE Education and Training

1991

1991

Basic Skills at Work Programme United Kingdom 1991-1996

Workplace Literacy 1996

1991

1999


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.

Basic Skills at Work Programme United Kingdom 1991-1996


Cast-off Youth Book Cited in BSA paper for Lord Moser Group-1998-99

Skills for Life Strategy Adopts Embedded Basic Skills and Vocational Skills Education

Functional Context Education and Workplace Literacy in Scientific Perspective

©Crown Copyright 2007



In Sectoral Studies, the UK’s Skills for Life Strategy Embedded (Integrated) Basic Skills and Vocational Skills Education



2006





Learning Outcomes




Learner Perspectives


A.E.L.S./U.S.A.


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

I-BEST Learners Learned ESLReading and Listening in the Functional Context of Workforce Training But Performed as Well on CASAS General Reading and Listening Assessments as Did ESL Learners in General Basic Skills Programs


Reading

Mathematics

Functional Context Education and Workforce Literacy

Mathematics

Reading

Workforce Preparation in the Health Occupations

Mathematics


Reading

Mathematics

Workforce Preparation in the Construction Trades


2000

In 2000 Stephen Reder Argued That Preparation for Postsecondary Education Should be the New Goal for the Adult Education and Literacy System

Functional Context Education and Workforce DevelopmentJob training alignment, career pathways, postsecondary transitions

2000


2000

Stephen Reder on Functional Context Education in 2000


John and Suanne Roueche


CHALLENGE AND OPPORTUNITY: RETHINKING THE ROLE AND FUNCTION OF DEVELOPMENTAL EDUCATION IN COMMUNITY COLLEGE Thomas Bailey, Director Community College Research Center Teachers College, Columbia University November 2008

Contextualization of developmental education is another way to engage students and to allow them to make progress in their areas of interest while they are still in remedial classes. And there is some research that suggests that teaching to adults is more effective when it is linked to meaningful applications (Rubenson & Schutze, 1995; Sticht, 1995). Similar conclusions have been reached about adolescents—that connecting literacy instruction to content areas is advantageous (Conley, 2008).


THEWORKING POOR FAMILIES PROJECT Policy Brief Winter 2008-2009POLICY BRIEF _ WINTER 2008-2009IMPROVING STUDENT SUCCESS BYSTRENGTHENING DEVELOPMENTAL EDUCATION IN COMMUNITY COLLEGES:THE ROLE OF STATE POLICYDerek 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:


THEWORKING POOR FAMILIES PROJECT Policy Brief Winter 2008-2009POLICY BRIEF _ WINTER 2008-2009IMPROVING STUDENT SUCCESS BYSTRENGTHENING DEVELOPMENTAL EDUCATION IN COMMUNITY COLLEGES:THE ROLE OF STATE POLICYDerek V. Price and Brandon Roberts

CONTEXTUALIZATION: Researchers and practitioners are beginning to understand that combining academic course work with applied subject matter such as occupational material can more effectively engage students.

The best contextualized practices combine the blending of basic skills and practical content with new teaching practices (such as case studies, project-based learning, and other student centered practices), and regularly assess on how

knowledge is applied and skills are transferred. These approaches can help colleges more effectively transition low-skilled adults into certificate and degree programs.


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.


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.

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 andinstructional 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.


February 2010

(1) strategies that help students avoid developmentaleducation 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 together with occupational or college-content coursework; and

(4) programs that enhance the supports for developmental level learners, such as advising or tutoring.

This analysis focuses on four different types of interventions for improving students’ progress through remedial education and into college-level courses, including


June 2011


April 2012


Related FCE Principles


Related FCE Principle


Goal 4

Goal 1

Goal 2

Goal 3

Postsecondary Pathway

Bridge

Bridge

Bridge

ESL

ABE

ASE

College

Entry

Exit

Teaching the future in the present

Pathway From ESL/ABE to Postsecondary Education

FCE PrinciplesFor ESL/ABE and Postsecondary Education Alignment

Developmental Education Bridge


Coming Up Next

1:45-2:00: Break

Followed By:

2:00-3:30pm Part 4: Contemporary Projects on Contextualizing and Integrating Program Design and Engaging Employers and Employees


Workshop Schedule

syracuse fce workshop part 3

Documents

economic issues

economic mobilityinequality

economic mobilitysocial

economic mobility social

adult education program

postsecondary education

workforce inequality

workplace literacy movement