Adult and Community Education Organizations

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.