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California Adult Education Strategic Plan

California Adult Education Strategic Plan. CAEAA January 28, 2010. Meeting Purpose. Review process to date and answer questions. Review Needs Assessment findings Review additional input Discuss core strategic topic Answer questions. Process Stages and Timeline. Jan - Sep 2009.

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California Adult Education Strategic Plan

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  1. California Adult Education Strategic Plan CAEAA January 28, 2010

  2. Meeting Purpose • Review process to date and answer questions • Review Needs Assessment findings • Review additional input • Discuss core strategic topic • Answer questions

  3. Process Stages and Timeline Jan - Sep 2009 Oct - Jan 2009 Feb - Apr 2010 May - Sep 2010 1: Needs Assessment 2: Planning Process 3: Plan Development 4:Review/Edit

  4. Needs Assessment Overview: Principles and Findings

  5. Principles The needs assessment was based on a set of guidelines focusing on state-wide need and a future orientation. 1. Define need in terms of California’slong-term economic and social success. 2. Use a “program and group neutral” methodology. 3. Use objective data and rigorous research. 4. Distinguish between need and demand. 5. Create a “Living Document.”

  6. Growth in California’s Workforce 2007 - 2032 Source: U.S.C. Demographic Futures Project

  7. The Impact of Demographic Change on Education “There will be no net gain in our workforce for a long time coming from native-born Americans….And most of our immigrants are coming from populations who are poorly educated…So to maintain our standard of living every working person must be much more productive…and the children of our immigrants will have to be much more productive than their parents.” Source; Tough Choices or Tough Times--NCEE

  8. Gap Estimates: ESL, ASE, ABE

  9. Summary of Findings 1. To support sustainable economic growth and equitable social conditions, California must focus on closing the foundational skills gaps in the working-age adult population. 2. However, the state’s revenue formula for adult education does not allocate funding not based on need. 3. Federal policy priorities stress the same core literacy challenges and are evolving to include post-secondary transition and workforce alignment 4. Adult education must include a focus on work readiness skills and alignment with career-technical education (CTE).

  10. Summary of Findings ~ continued 5. The Adult Education system has unique strengths for meeting the State’s core literacy, language, and workforce preparation needs. Adult Education can - and must - demonstrate its relevance to the needs of the state. 7. A needs-based approach can be combined with partnerships and additional or alternative funding to serve non-core needs.

  11. Review of Additional Input

  12. Outreach Events December 3: Adults with Disabilities January 14: Older Adults January 19: Parenting

  13. Adults with Disabilities - Key Points • AWD population is diverse • Students may need more time to reach goals • Support services need to be included in funding model • Many AWD programs can fit under CTE and ABE • Mixing with other students appropriate for some but not for others • Differentiated instruction needed if students integrated

  14. Adults with Disabilities - Key Points (cont.) • Teachers highly skilled/credentialed; if students placed in other courses, teachers must have the right skills and credentials • Serving AWD in CTE could help meet Perkins goals

  15. Older Adults - Key Points • Growing boomer group needs programs to sustain health • Technology knowledge is critical • OA programs provide income to some students • Long-term cost savings to society shown in research • California’s State Plan on Aging affirms need for focused approach for older adults • AE educators credentialed to serve OA group • Many partnerships at local level; many cities depend on AE to serve seniors

  16. Older Adults - Key Points (continued) • Must implement OA educational standards to ensure quality • Continue the CDE Program of Excellence process • Many older adults would not want mixed-age classes • Differential fees - a different price for seniors vs. other students - has been used to cover costs • Sliding scale fees may be a barrier to some • Service to older adults should be a local decision

  17. Parenting - Key Points • Varying parenting programs: help kids learn; building stronger families; basic skills of adults who are also parents • Parenting classes add value to the K-12 system in serving the parents of K-12 students • AE parenting teachers are highly skilled • Parent education classes connect adults to the education system and enable them to promote children’s literacy • Parents learn to strengthen families and promote values and heritage; classes address family health and safety concerns

  18. Parenting - Key Points (continued) • Parents learn goal setting, resource management, accessing community assets, role balancing, and use of technology –skills that also contribute to their employability • Parents form lasting relationships that build community • Other agencies/courts depend on AE parenting programs • Parent educators interested in strategies that integrate multiple aspects of parents education (e.g. CBET), as well as integration with other disciplines • Benefits researched; parent educators open to measuring outcomes

  19. What We Value - What We Must Achieve

  20. What we value • Helping those most in need • Enriching lives through education • Helping all ages and populations • We can deliver value in many areas

  21. The challenge we face… • Biggest recession and economic crisis since the Great Depression • 12.5 % unemployment (highest since 1940) • 22.5 % underemployment (vs. 17.5% for US) • A labor market crisis threatening California’s long-term viability and quality of life • A threat to the survival of adult education (SF Chronicle, 11/29/09)

  22. Our shared task The Adult Education community must craft a sustainable future plan that demonstrates to the Legislature that we can provide a clear return on investment to state. While… maintaining the most fundamental values of adult education.

  23. Building Our Foundation: Guiding Principles for Adult Education

  24. Responsiveness to students and policy needs • Collaboration and leveraging of resources – internally and externally • Innovation • Alignment to other systems • Contextualization to enhance learning • Accountability for results • Building on adult learners’ goals and existing competencies • Ongoing professional development 

  25. Ensuring Responsive Delivery

  26. Integration/contextualization of services • Partnerships • Alternative funding/fee structures • Regional/local planning strategies • Innovative delivery systems (e.g. online)

  27. California Adult Education Strategic Plan CAEAA January 28, 2010

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