I think people often view educating adults and older generations as a "lost cause" and feel that it is better to focus our eyes on the future, hence why there is much emphasis on K-12 education. There is one major flaw in this idea: these uneducated, "lost cause" adults are the parents of our K-12 children. If the parents of our future generations don't value education, if the system failed them in some way, or if the parents are unable to help with homework because they lack the skills, the children are less likely to value education or understand the importance.
Education begins far before children reach school age. Better-educated parents are more likely to read with their children at home, to play critical thinking-type games, and to instill the belief in their children that they are capable of changing their own circumstances. This is key. Many adults without high school diplomas also lack independence and a sense of self-worth. These parents have been fighting the system of poverty and have become reliant on social services for the well-being of their families, as a lack of education leads to a perpetuation of poverty and diminished resources. They don't see change as being something they can plausibly make happen on their own, and therefore cannot promote the idea to their child that he/she is in charge of his/her own future. Children model behavior, and if they see adults working hard they will feel inspired to do so. If they see the adults close to them downtrodden and uninterested in school/work/life, they will feel this is the appropriate way to respond in school.
Children with parents with less-education often come in behind their peers from the very beginning. They are less likely to come in motivated to be in school. As these children progress through school, they have no one at home affirming their good works and encouraging them to do their best. Despite a classroom teacher's best efforts, if a child feels no motivation or does not understand the value of learning, he/she will fall behind.
We need empowered, educated families to break this cycle.
What is keeping us from good programs for adults? We are afraid to "blame the victims," according to the Christian Science Monitor. We don't want to point a finger at parents who are held back by lack of eduction and supported by social services. Our system has failed these adults, and nobody wants to be the first to blame them for our schools falling apart. Our society values privacy too much to intrude on the way someone is raising their children, and feels a certain amount of guilt for what our system has done to marginalize some. That being said, it is all too important to continue funding programs and schools for adults and restore their sense of self-worth, and give them a second chance at what our system has kept from them.
Adult education is about empowering families. It is giving people a new perspective on their communities, on education, and on themselves. With just that much more self-confidence and an understanding of why school is important, they feel better about themselves. Parents that are comfortable with their literacy will spend more times doing literary activities with their children, will check homework, and will feel more comfortable communicating with the teachers and administrators at school about their child's progress.
It is my belief that every single human being wants to be treated with the dignity of an independent human being. Adult education gives adults a chance to gain some independence back and to be a strong leader and role model for their families and communities.
--Megan
Right you are about the importance of adult education and adult literacy.
ReplyDeleteDid you see that Council Chairman Kwame Brown introduced “District of Columbia Adult Literacy Reporting Act of 2011” on April 5? The legislation requires the Deputy Mayor for Education to report on the need and demand for adult literacy services in the District of Columbia.
Specifically, the bill requires the report to
(a) Cover the current and the preceding fiscal year;
(b) Identify the office’s metrics used for measuring the need and demand for adult literacy support, state the office’s quality standards, and measure the performance of District funded providers of adult literacy services;
(c) Provide an accounting of the total number of adults needing literacy support in the District and by ward;
(d) Provide an accounting of the total number of District funded providers of adult literacy support services that provide services to District residents, broken down by ward;
(e) Provide an accounting of the total number of openings available for literacy support services from District funded service providers during the fiscal year reported, broken down by ward and by service provider;
(f) Provide a gap analysis that measures the capacity of District funded service providers to meet the need and demand for adult literacy services in the District and by ward;
(g) Propose an adult literacy plan for the next fiscal year to ensure that District funded programs are meeting the needs of adult learners District wide and by ward.
The legislation also requires DME to "seek information and support for the development of quality standards and performance measures from community-based providers of adult education and family literacy services, adult learners, funders, District and federal agencies, representatives from the business community, and adult education experts."
The legislation was not online as of 9a this morning but I imagine it will be soon.
The legislation in PDF is here: http://www.keepandshare.com/doc/2726743/adult-literacy-reporting-act-kb-040511-pdf-april-6-2011-8-36-am-27k?da=y
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