Roles
Janice
Miller: NIMA research and editing
Joseph
Morris: Barbara Bush Foundation research, introduction, summary table, editing
and proofreading
Commented on Groups 4 & 5
Ross
Miller: Discussions and editing
Commented on Groups 3 & 4
Adult and
Community Education Organizations
Janice
Miller, Joseph Morris, and Ross Reynolds
Ball
State University
EDAC 631
November
9, 2014
Introduction
This
research compilation reflects a tale of two countries, vastly different in
every perspective, yet dealing with similar education challenges. The United
States and Afghanistan have a complex relationship and history. The Barbara
Bush Foundation for Family Literacy and The National Institute of Management
and Administration (NIMA) are two organizations that operate in very different
spheres, yet they strive for similar goals; to educate adults and children and
to improve their standard of living.
The Barbara Bush Foundation for
Family Literacy
The Barbara Bush Foundation
for Family Literacy was established in 1989. Fervent in its mission to instill
literacy as a value in every home with a goal of achieving 100% literacy in America,
its trusted professionals strive to make literacy a right of every American.
The idea is to reach children before they enter kindergarten by investing in
low-literate parents. The Foundation helps families understand that “the
child’s first school is the home, the parent is the child’s first teacher, and
the child’s first subject is reading. To this end, the Foundation provides
low-income families across the nation with scholarships to foster family
learning. They partner with a network of high-performing local family literacy
programs which help both young children and their parents learn how to read and
write.” (Hirst,
2014).
John Dewey, arguably the
father of Pragmatism, would applaud
the progressive approach the Foundation uses to tackle illiteracy. Notably, he
would point to principles that the Foundation upholds such as “a broadened view
of education that goes well beyond liberal education, a focus on learners and
their needs and experiences rather than predetermined content, a shift from teacher
as authority figure to teacher as facilitator of learning, and the use of
education as an instrument of social action and social change.” (Brockett, 2007)
Roles and Responsibilities
The strength of the
Foundation lies in its ability to partner with literacy agencies and
organizations that integrate learning into every family unit. For example, the
Foundation funds programs which are involved in family-based activities.
Programming may facilitate learning and literacy through shared activities
whereby parents and children discuss storybooks together, work to make
lunch-time meals, and engage in free play activities such as board books,
blocks, and puzzles. Programs include ongoing assessments and although some
projects required standardized measures, programs that encouraged families to
establish their own goals and to assess their progress regularly with staff
members helped to demonstrate the pay-off for their efforts. “Programs created
social networks, as literacy is learned within a social context…as an extension
of relations with other people. For example, parents formed social networks
that were tied to everyday literacy activities. Some went comparison shopping
on a trip to the mall…comparing features of products in three different stores.
Together, they discussed the value of each and collaboratively made decisions
on best buys.” (Examples of Family Literacy Programs Funded by the Barbara Bush
Foundation for Family Literacy, 1998). In this way, reading and
writing were seen as extensions of day-to-day activities and related to the
formation of personal and significant relationships with others.
Implications
There have been numerous
studies on adult and youth illiteracy world-wide. Recently, survey results of a
first-ever comparison of adults in the United States and those in other
democracies found that Americans were below average when it comes to skills
needed to compete in the global economy. “The survey released by the
Organization for Economic Cooperation and Development (OEDC) measured the literacy,
math and computer skills of about 5,000 U.S. adults, ages 16 to 65 and compared
them with similar samples of adults from 21 countries. When it comes to
literacy, adults in the U.S. trailed those in 12 countries and outperformed
adults in five others. The top five countries in literacy were Japan, Finland,
the Netherlands, Australia, and Sweden.” (Layton, Lindsey, 2013)
According to the National
Center for Education Statistics, “the illiteracy rate in Indiana is near 8%,
with a margin of error of 2%.” (IES, 2003). Mr. Cory Mahon,
Assessments Manager of Adult Education/Strategic Initiatives at the State of
Indiana, indicated that “in a typical year, 30,000 Hoosiers enroll in ABE
classes across the state. Last year, there were approximately 15,000 examinees.”
(Mahon, 2014).
He explained that enrollments and HSE (High School Equivalency) exam
applications are down, as the test was changed this year. Previously the pass
rate for the GED exam hovered around 75%. Mr. Mahon was unable to provide
impact statistics regarding the equivalency exam at this time.
Impact
The Barbara Bush Foundation
for Family literacy is the nation’s leading advocate for family literacy by
supporting a lifetime of learning from birth to adulthood. “$50 million in
grants have been awarded to 1200 family literacy programs and almost 800 newly
piloted Family scholarships support literacy efforts in all 50 states.
Approximately 25,000 scholarships were awarded to families, giving children a
head start on their education and mothers and fathers received a significant
boost in their reading, writing, and English language skills.” (Hirst, 2014)
For instance, the
Foundation funded the Intergenerational Literacy Lab in Alabama. “The program
is a community-based holistic and reciprocal learning model. The targeted
county population earned an average income of $4,500 per year, with most adults
not having completed high school.” (Examples of Family Literacy Programs Funded by the
Barbara Bush Foundation for Family Literacy, 1998). To implement
the program, individualized educational plans were established for parents
through interviews. Parents attended classes two hours a day, while children
spent time in preschool activities. The adult classes emphasized the ability to
solve problems as a way of improving reading skills. Resume workshops,
interviewing skills training, and job-seeking skills were offered. Parents
joined their children in the classrooms and in the computer lab. Families were
encouraged to use other resources in the community, like the library. “After
the grant period, the program was able to continue as a result of effective
collaboration with other agencies.” (Examples of Family Literacy Programs Funded by the
Barbara Bush Foundation for Family Literacy, 1998).
Like Miles Horton of the
Highlander School and Cora Wilson Stewart of the Moonlight School, Barbara Bush
used her good fortune to help thousands of Americans help themselves. Through
the vision and mission of her foundation, she has enabled parents to
participate in their children’s learning; the stigma and cycle of illiteracy is
receding through the grass-roots efforts of non-profit agencies and
organizations like the Bush Foundation.
Adult
Education in Afghanistan
Introduction
Afghanistan’s recent
history and 30 years of war have left the country among the poorest in the
world. It is ranked third-last in the UNDP’s Human Development Index. Life
expectancy is 44 years; the infant mortality rate is 154/1,000, and the
unemployment rate is 40 percent.
Education is seen as
a key in changing the trajectory of this country. Significant advances have
been made after the fall of the Taliban in 2001. From 2001 through 2009,
primary school enrollment rose from 0.9 million to nearly 7 million and girl’s enrollment
grew from virtually zero to 37 per cent. The number of teachers in general
education has risen sevenfold, but their qualifications are low and only 31 per
cent are women. (Sissgard, M., 2011)
In addition to
education, Afghanistan needs a skilled workforce. The creation of Afghanistan’s
Technical and Vocational Education and Training (TVET) was developed in
response to that need. However, TVET has been seriously hampered by a variety
of factors including low enrollment, low participation of girls, curriculum
that does not meet the needs of the labor market and lack of access to all of
Afghanistan. (cesp/TVET)
Response
The National
Institute of Management and Administration (NIMA) was founded in 2008 with
funding from The World Bank. Like other adult education organizations, such as
Highlander, NIMA was created with a purpose that education is a means to a
goal. “ The project development objective (PDO) of the Skills Development
Project of Afghanistan is to increase the number of immediately-employable
graduates by building, in stages, a high quality Technical Vocation and
Education Training (TVET) system that is equitable, market responsive, and
cost-effective.” (World Bank)
NIMA is a two year
institute with an emphasis on immediate employment for young adults in
Management, Marketing and Information Technology. The institute has been
charged to become a “center of excellence” in education in Afghanistan. To
achieve this, The World Bank solicited an International Partner (IP) to support
the institute in needed changes. Ball State University was awarded a two year
grant to serve as the IP and provides key experts in teacher training,
examination, curriculum development and administration.
Main
Roles and Responsibilities
English is the Language of Instruction
The
students who apply at NIMA are given English proficiency tests. According to
Dr. Diane Harley, 2004 students took the Afghanistan Kankor Proficiency Test
only a small percentage were ready for regular courses. An English refresher
course has been established to bring young adults to a level to succeed in
courses taught in English. This is a very important skill for employment.
According to the BBC, English speaking Afghans have the ability to make 10 to
15 times more than those who do not speak English.
Representation from all Provinces
Afghanistan
is divided into 34 provinces. The majority of the students who attend
post-secondary education are from the capital city Kabul. NIMA has recently
instituted recruitment in the outlying provinces and entrance exams are now
being conducted in these regions. This produces another level of caution
because of security in travel.
30% Female Representation in
Student Body
UNESCO
figures state that gender disparity remains high in Afghanistan, with only 18%
of adult women able to read and write, compared to 45% of adult men. In a
society where women are highly protected and escorted, this has produced even
more barriers. NIMA is instituting hostels (dormitories) on the gated grounds
of the institute to encourage female participation. In addition, the IP has
women in key roles to provide an example and support to young women who attend
the institution.
International Accreditation
One
of the primary goals of NIMA is to become the first public institute of higher
education to be accredited post-Soviet era. The institute is in the process of
obtaining accreditation from the Accreditation Council for Business Schools and
Programs. This has been the guiding force for many changes instituted at NIMA.
This includes changing from a cohort system to course system, examination
transparency, effective student information systems, increased library systems,
and clear syllabus and course instruction.
Impact
The potential impact of NIMA to the
country of Afghanistan is significant. Education plays a vital role in
reconstruction and development. 70% of the population of Afghanistan is under
the age of 25 (world population statistics), which makes quality education
vital to economic and civil growth. The importance of education for girls is
summarized in a report by the Bush Institute’s Afghan Women’s Project:
“Educating girls and women encourages them to resist discrimination, vote, and
participate in civil society. In nations where girls go to school,
corruption decreases and conditions that lead to violent extremism are reduced.
In short, female education has a tremendous impact on a country’s wealth and
stability. That’s why the World Bank’s 2012 World Development Report argues
that investing in women and girls is “smart economics.”
Afghanistan is entering a new era
with the first democratic handover of power in its history. Newly elected
President, Ashraf Ghani, stated that "Every Afghan, boy or girl,
should know that they can be successful regardless of where in the country they
are," he added. "Education can form and strengthen
national unity and our goal in the next five years is to improve the
quality of education." (Tolo news)
Discussions
The Barbara Bush Foundation for
Family Literacy and The National Institute of Management and Administration are
not linked to one another. However, both of these well-organized and
intentioned adult programs have major impacts within their own countries by
attacking the same problems as thus: literacy, learning English, employment
opportunities, and eradicating poverty for families through education.
Although English is not the national
language of the United States or Afghanistan, it is a major common-thread
globally spoken language. Regardless of your native tongue or location in the
world, fluency in English can open doors to job opportunities.
Both programs have the goal of
educating individuals who are either minority or low-income families. By teaching
individuals such skills as reading, skills training, resume writing, and
interviewing techniques, learners are able to increase their profile in the job
market and raise the standard of living for their families.
The final goal that both programs have
in common is fulfilling the need to set positive examples within the household
that hastens the end of illiteracy and poverty in both countries. For example,
parents that have completed programming are able to set positive examples for
their children, illustrating the value of education through personal
responsibility. Through these life-learning examples, each child can develop
goals to achieve their hopes and dreams through education just like their
parents did. When these kinds of examples for children we can truly make an
impact in our own country and improve the quality of life for more people.
Summary of Adult Education Organizations
|
Barbara Bush Foundation for Family
Literacy
|
Adult Education in Afghanistan
|
Founding Year
|
· 1989
|
· 2008
|
Missions and
Goals
|
· To
instill literacy as a value in every home with a goal of achieving 100%
literacy in America
|
· Increase
the number of immediately employable graduates by building a high quality
Technical Vocational and Education Training (TVET) institution
|
Roles &
Responsibilities
|
· Partner
with leading literacy agencies/organizations in all 50 states
· Include
both ongoing standardized and self-assessments of programming
|
· Create
the Center of Excellence in Afghanistan, becoming the first accredited public
institution of higher education since the Soviet era
|
Other important
information
|
· Nation’s
leading advocate for family literacy
|
· English
as the language of instruction
· Increase
literacy across male and female population
|
Impact
|
· Enable
children to enter kindergarten reading-ready
· Empower
parents to participate in children’s education
|
· Training
young adults under age 25 (70% of national population) in management and
information technology
|
Implications
|
· Breaking
the cycle of illiteracy
· U.S.
citizens remain competitive in global economy
|
· Eradicating
poverty through literacy and educational opportunity…raising the national
standard of living
|
References
Brockett, M. a. (2007). The Profession and Practice of Adult Education.
San Francisco: Jossey-Bass.
(Unknown) (1998). Examples of Family Literacy Programs Funded by the
Barbara Bush Foundation for Family Literacy. In The Reading Teacher (pp.
248-249). Wiley .
Hirst, E. (2014, March 6). Barbara Bush Foundation for Family Literacy
Celebrates Silver Anniversary. Houston, TX.
IES. (2003). National Center for Education Statistics. Retrieved
from NCES.gov: http://nces.ed.gov/naal/estimates/StateEstimates.aspx
Layton, Lindsey. (2013, October 8). Study finds U.S. adults lag behind
most countries in math, reading and digital skills. The Washington Post,
p. Pg. A07.
Mahon, C. (2014, October 23). Assessments Manager, Adult
Education/Strategic Initiatives. (J. Morris, Interviewer)
"Technical– Vocational Education
and Training in Afghanistan.” TVET. Web. 8 Nov. 2014. http:/cesp.gov.af/anqa/Documents/TVET_Overview.pdf.
Abney, Hannah. "By the Numbers: Why Education Is Critical to
Afghanistan's Success." Bush Center. George W. Bush Institute, 13
Nov. 2013. Web. 6 Nov. 2014.
"Population of Afghanistan 2014." World Population
Statistics. 5 Oct. 2014. Web. 9 Nov. 2014.
http://www.worldpopulationstatistics.com/afghanistan-population/.
The World Bank. Web.
7 Nov. 2014. Projects
& Operations. (n.d.). Retrieved November 7, 2014.
Sigsgaard,
M, (ed.)2011, On the road to resilience: capacity development with the
Ministry of Education in Afghanistan, Education in emergencies and
reconstruction, IIEP, Paris, viewed 08 Nov 2014,<
http://unesdoc.unesco.org/images/0019/001915/191583E.pdf>.
"Every Afghan Should Have Access to Education: Ghani." Every
Afghan Should Have Access to Education: Ghani. Tolonews.com, 15 Oct. 2014.
Web. 8 Nov. 2014.