Adult Education Organization

Introduction

There are two unique adult education programs that were discovered in our research. The ProLiteracy Worldwide and the California Council on Adult Education. While one is on a national and international level, one is centralized to one state at an oversight level. Although both are adult education programs, their history and backgrounds and their mission and purpose are different. The two programs share a common audience which is similar to many other programs which is the community adults. Both adult educators as well as adult students are participants of both programs. By focusing on the local levels, these programs are able to influence the education of adults in epic and unique fashion.

ProLiteracy Worldwide

Background

ProLiteracy Worldwide is an international organization, based in Syracuse, New York, which aids programs that focus on adults with literacy challenges and connects these people with local programs that help them gain or improve their ability to read and write. In addition, ProLiteracy supports and champions’ literacy programs both nationally and internationally. ProLiteracy states it mission simply as “Every adult has a right to literacy. We develop and promote adult literacy learning, content, and programs to help adult learners, and we advocate on their behalf” (ProLiteracy.org). ProLiteracy suppoerts programs in all 50 states and 34 international programs.

Technically, ProLiteracy has not been around for long. It only began in 2002, but it was the merger of two adult literacy programs merged, Laubach Literacy International (LLI) and Literacy Volunteers of America (LVA). Both programs had a history of teaching literacy to others, and to get a better understanding of what ProLiteracy is and does, the roots of these organizations will be examined.

According to the article, “The Frank Laubauch Story” (2014), Laubauch Literacy International was the idea of Dr. Frank C. Laubach. Dr. Laubach was an Ivy League (Princeton/Columbia) educated Christian missioner who was commissioned to the Philippines in 1915. Originally he worked with the country's Christians, but it was his work with Muslim Maranao. Initially the Maranao people did not trust Laubach, so he wasn't able to manage traditional missionary duties with them. He decided to live with them to build up trust. Getting to know them better, he discovered that the Maranao were very sad when their family and friends moved away, because they had no way to maintain contact with them. The Maranao had no written language and could not correspond with those departing. Laubach decided to create a written language for them, and began teaching it to them. Problems came when the Great Depression hit and funding for the program was cut. Laubach told the chief of the Maranao that he couldn't go on teaching the chief's people. The chief, who had learned the language, was saddened at news, for he understood the importance of literacy, but he also came up with a solution. Those who had learned how to read, like the chief, would have to teach those who could not. This so greatly inspired Laubach that in 1955 he launched Laubach Literacy to help promote literacy on both a national and international level. From the literacy philosophies of the Maranao chief's and that of African American slaves, Laubach adopted his origination's motto: Each One, Teach One. Laubach would spend over 40 years as a literacy advocate and help establish literacy programs in over 100 countries and over 300 languages.

Ruth Johnson Colvin went a different route with literacy teaching. Her initial support for literacy was monetarily as she helped the church support literacy programs overseas. According to Tobin (2007), Colvin didn't think that in the 1950s illteracy was a problem in the United States. In 1962, she read an article in Syracuse, New York, where she resided, that stated over 11,000 adults in the area were illiterate. Colvin came to a realization that her own community was in need of literacy instruction. Colvin would go on to found the Literacy Volunteers of America. LVA programs would eventually exist in 44 ststaes. Although she had no formal teacher training, Colvin worked with education experts at Syracuse University to personally create literacy workbooks and a literacy program. In 1974, Colvin would help pioneer English as a Second Language (ESL) programs. She also didn't focus solely on literacy in the United States, as she would personally lead literacy programs in Swaziland, Zambia, and Haiti.

When ProLiteracy was created by the merger of both programs, there was a wealth of history in literacy training behind them. Both organizations had setup programs on a national and international basis, and the creation if the new entity, ProLiteracy International, would use an established infrastructure and strong literacy instruction foundation. Although, the national programs of LLI and LVA have merged, the name of these programs still live on through local programs that were established during their existence.

Purpose

ProLiteracy serves many purposes to help these programs succeed. First, and most importantly, it serves as a network connecting people who need literacy services with local community providers of such services. This includes providing workshops and helping certifying trainers. It also serves as a network and knowledge sharing for adult literacy professionals and volunteers.

ProLiteracy also holds an annual conference in which literacy issues are addressed. Issues discussed during this conference included: technology and innovation in literacy instruction, sustainability and fund-raising strategies, methodology and instruction, advocacy and public awareness, professional development and training, GED/HSE preparation, and immigration and citizenship. The next conference will be held October 15^th -18^th 2015 in Charleston, South Carolina.

ProLiteracy also aids adults with referral services and matching these adults with local programs that can help them. ProLiteracy has partnered with other literacy organizations to create a large database, the National Literacy Directory. According to Proliteracy.org this database has information and locations for over 10,000 literacy and GED test centers. ProLiteracy has also partnered with a corporate entity, Dollar General Stores, in a national referral program. Each Dollar Store checkout counter has brochure displays which allows their customers to send a postcard referring someone the customer feels needs literacy help. ProLiteracy will then reach out to these individuals and encouraging and advising them how to enroll in local literacy programs. ProLiteracy then will contact the programs to follow up on the progress of these individuals. According to ProLiteracy.org over 70,000 adults with literacy needs have been match with local literacy resources through this program.

ProLiteracy does much more. The advocate for adult literacy programs in both state and national legislatures, as they want to ensure that programs remain properly funded. According to ProLiteracy.org (2014), ProLiteracy also supports over 2000 worldwide literacy programs that have helped 2.2 million people worldwide. ProLiteracy has also setup a National Book Fund (NBF) which helps donate books and resources to literacy programs throughout the states. The NBF helps not adult literacy programs, ESL programs, and basic literacy programs for youth.

Through all their programs, ProLiteracy helps adults and communities become more resourceful and better educated. The results of a more literate population are important, since literacy rates have been linked to public health, gender equality, crime prevention and socioeconomic equality. ProLiteracy advocates that:

“When adults learn to read, write, or do basic math, their transformations are nothing short of remarkable. They can find and keep jobs, enjoy better health, and educate their own children. Their new skills enable them to dream big, do more, and move forward. And that means society can move forward, too. Our solutions are designed to spark this type of lasting change for individuals, communities, and the entire world.” (ProLiteracy.org, 2014).

The California Council for Adult Education

Mission

According the website, http://ccaestate.org., "The mission of the California Council for Adult Education is to take a leadership role in promoting adult education, providing professional development, and effecting change to best serve the needs and interests of adult education, the CCAE membership and the people of California."

Background information

California has a rich history of adult education. According to the website, “The first class for adults was held in the basement of St. Mary’s Cathedral in San Francisco in 1856. The class was sponsored by the San Francisco Board of Education in response to the large number of immigrants from Ireland, Italy and China that had settled in the town. Elementary level and vocational classes were the subjects taught. The classes were originally taught by volunteers, and other expenses were covered by the school district out of their general education funds."

As the years had passed, the belief in adult education and the ability to fund the classes came under heavy fire. As the website stated, "Even though adult classes were held in most of the major communities in the state, complete acceptance and funding of adult evening schools took many years to accomplish."

Legislation became an important part in the future for adult education. "In 1902 legislation was passed to allow the development of public high schools. This was the beginning of free public education in California for students beyond the elementary level." "Five years later, the State Supreme Court allowed that evening high schools that served adults fell into the high school category could exist and receive its own and separate state apportionments."

"In 1919 the office of Assistant Superintendent of Public Instruction in charge of Americanization programs was created. This was the first formal position in the Department that dealt directly with adult programs. The teaching of English and government to immigrants, called Americanization, had become a large and important function of evening high schools and creation of this post was recognition of this fact."

Now that the government was incorporated into the state’s ability to recognize adult education certain support groups were formed. The website shows that, "A support group called the California Association for Adult Education (CAAE) was formed in 1926 to promote the goals of adult education and CAAE, and functioning continued until 1937."

In all great endeavors there comes a great and important person to take the lead. That person was Dr. George C. Mann. The website states, "During the 1930’s the California Teachers Association (CTA) and George C. Mann, Chief of the Division of Adult Education with the Department of Education, combined to successfully fight back attacks to close adult education classes. Dr. Mann was Chief of the Division from 1934 to 1956, and he is generally credited as being the driving force behind the founding of the California Council for Adult Education during the school year of 1943–44."

During Dr. Mann’s tenure, others should also be credited with helping in the growth of adult education in California. Leo James, Dr. Mann’s chief assistant, who developed the goals and purpose of CCAE, E. Manfred Evans, from LAUSD, who continued Mann’s work in promoting the new organization, and Guy Garrand and Louise Heyl who were instrumental during the early days of formation, and both later served as CCAE State President."

Main Roles

According to the website, "Through its adult education programs, California offers learners a diverse range of knowledge and skills necessary to participate effectively as citizens, workers, parents, and family and community members. Adult education in California grew with the expanding population of the state and was particularly responsive to the needs of immigrant populations. Through the years, California adult educators have provided leadership to the nation in the development of innovative instructional practices and creative educational solutions."

Responsibilities, Activities and Strategies in promoting adult education

I feel in the case of adult education in California, the responsibilities, activities and strategies fall under one category. The website explains, "When CCAE was formed, there were six geographic areas or sections formed in 1944."

The six sections were:

1. Northern Section (Centered on the City of Sacramento)

2. Northern Coast Section (Centered on the City of Eureka)

3. Bay Section (Centered on the area around San Francisco Bay)

4. Central Section (Centered the area from Bakersfield to Fresno in the Central Valley)

5. Central Coast Section (Centered on the City of Monterey)

6. Southern Section (all of what is now the Southern, LA Metro and South Coast Sections).

Seeing how they divided up the state to give equal representation throughout, helped give the same responsibilities for everyone.

Another important facet inside the organization is membership. The website says, "When you join CCAE, your membership benefits will include:

• Legislative alerts and calls to action on behalf of adult education

• Discounted registration for CCAE sponsored statewide conferences, professional developments, and networking opportunities

• Effective federal and state advocacy

• Annual state-level award opportunities

• Access to low-cost health care benefits

• Section discussion lists

• Membership in COABE, the voice of adult education nationwide due to CCAE's large group membership in COABE."

Not only was representation important within the organization, they needed equal representation in the government. The website states, "A primary objective of CCAE is to assist in the development and passage of legislation that provides positive benefits for adult schools, students, staff members and communities. We work with State Legislators and government officials to achieve this goal by initiating specific legislation, testifying at hearings, and disseminating important legislative updates and information to our constituents."

Another strategy is to work with the state government on funding issues. The website, ab86.cccco.edu states, "The 2013-2014 State Budget appropriated $25 million to the California Community College Chancellor’s Office (CCCCO) to allocate funding for two-year planning and implementation grants. The funds will be provided to eligible consortia for the purpose of developing regional plans for adult education. Assembly Bill 86 (AB 86) outlines expectations for consortium development as well as planning and implementation requirements to establish the Adult Education Consortium Program. The intent of AB 86 is to expand and improve the provision of adult education –via these consortia– with incremental investments starting with the 2015-16 fiscal year." Along with that the website, ccaestate.org states, "The purpose of AB 86 Section 76, Article 3 is to provide grant funds to regional consortium to create and implement a plan to better provide adults in its region with all of the following:

• Elementary and secondary basic skills, including classes required for a high school diploma or high school equivalency certificate

• Classes and courses for immigrants eligible for education services in citizenship and English as a second language and workforce preparation classes in basic skills

• Education programs for adults with disabilities

• Short-term career technical education programs with high employment potential

• Programs for apprentices."

Finally, CCAE gives out awards during the different conferences throughout the year which recognizes those individuals who excel in helping those in different areas of the state.

Growing up and spending most of my young, adult life in the state of California, I got a first-hand look at the education process. Granted a great deal has changed since I have been there but I still keep up to date with what goes on in that state. With all the economic issues, CCAE has showed its resilience in promoting, protecting and prolonging adult education in California. From those like Dr. Mann to current executive director Adriana Sanchez-Aldana, the desire to help out and continue adult education is there and is very strong.

Conclusion

ProLiteracy Worldwide impacts literacy among adults on an international level. Their reach into all fifty states and thirty four international areas helps both adult educators as well as adults who are illiterate or literacy rating is less than normal. This program, although large, still focuses and get into the “grass roots” of the community.

Also focused at the local community level is the California Council for Adult Education. Although it serves as an oversight for the state of California, it doesn’t lose focus that it is the adult educators and adult learners on the local level that need to be impacted by its programs and oversight. Whether it is classes, lobbying the California lawmakers, or impacting educators and learners, the California Council for Adult Education is making an impact.

Although there is two adult education programs that are unique and drastically different, it proves that adult and community education should still be focused on the local level. Although one impacts statewide and the other internationally as well as nationally, both have an impact down to the local, grass roots level.

References

"Overview." (2013). California Community College Chancellor's Office. Retrieved from  http://ab86.cccco.edu.html.

ProLiteracy (2014). ProLiteracy Worldwide. Retrieved from http://www.proliteracy.org/

“The Frank Laubach Story” (2014). Laubach Literacy of Ventura County, Inc. Retrieved from http ://www.laubachventura.org/about/the-frank-laubach-story.html.

Tobin, Dave. (2007, Sep 16). “Ruth Colvin: Spreading the power of theword.”Syracuse.com.   Retrieved from http://www.syracuse.com/specialreports/index.ssf/2007/08/ruth_colvin.html.

 "Voice of Adult Education in California." California Council for Adult Education.

Retrieved from http://ccaestate.org.html.