Return-Path: <nifl-assessment@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g88BalX01317; Sun, 8 Sep 2002 07:36:47 -0400 (EDT) Date: Sun, 8 Sep 2002 07:36:47 -0400 (EDT) Message-Id: <p05100305b9a0e94be0ed@[64.152.175.202]> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-assessment@literacy.nifl.gov Originator: nifl-assessment@literacy.nifl.gov Sender: nifl-assessment@literacy.nifl.gov Precedence: bulk From: Gail Spangenberg <gspangenberg@caalusa.org> To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:193] Message About UN Intl Literacy Day X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii" ; format="flowed" Status: O Content-Length: 13591 Lines: 243 The following message, long and in unedited stream-of-consciousness format, was posted to the WOMENLIT listserv on Thursday. It is cross-posted here because women's issues cut across so many other areas of literacy and it may be of interest to other listserv subscribers. Colleagues, Some of you were good enough to contribute on this listserv ((WOMENLIT) your current thinking about women's issues in literacy. To show my appreciation, in unpolished fashion here is feedback (a lengthy posting) on International Literacy Day activities at the United Nations yesterday. First, the Educational Testing Service and the AAUW Educational Foundation are co-sponsoring a symposium in Washington, D.C., November 15-17 called: International Perspectives: Global Voices for Gender Equity, A Symposium To Explore How Women Create Change. Policy-makers, scholars, researchers, and practitioners are invited to explore how women have used their education to address four key global issues, especially in the developing countries: literacy improvement, peace education and conflict resolution, governance, and education for people with disabilities. The keynote speaker will be Dr. Mamphela Ramphele, managing director in charge of health, education, social protection, and information technology at the World Bank. Registration is encouraged by September 16. Forms can be downloaded from http://www.aauw.org/7000/ef/symposium.html), or contact Dawn Kepets at the AAUW Education Foundation, intsymp@aauw.org, for information. Second, I did have the opportunity to present some of your views at the afternoon workshop on Gender. The points I chose to stress were these: (a) In developing countries, just teaching the reading and writing mechanics is not enough. There is a need for functional context programming that recognizes that women have many roles, and that some require other basic skills. (b) Programming for women as parents and mothers, while important, should not be limited to that. Women have the right and need for programming as women, whatever their interests, roles, and goals. Overemphasis on parenting and on family literacy, especially in regressive political times, tends to reinforce old stereotypes. There is a need for institutions of policy, research, and curricular development to become more aware of women's issues and to ACT on them -- for purposes of empowering women. (c) There is a need for change in leadership structures and teaching and learning systems -- so as to be more responsive to the problems that block women's access to programs. Nearly all of the other points brought up in the listserv dialogue were mentioned in one way or another in the Gender group. On an international basis, while women share some of the same access and participation problems as men, they have some that are unique: family violence, abuse, in many countries pregnancy and marriage, lack of low-cost, quality childcare services, and so on. An issue that got special attention, as an American issue, was the problem of safety, that many women, especially minority women in poor communities, are afraid to leave their homes to attend classes for fear of being assaulted or raped. The group felt, however, that while women everywhere face the same problems with regard to program access, planning groups should always keep in mind that needs are culture specific and require different goals and curriculum from one country or locale to another. Nothing new, really in any of the discussion. Other workshops focused on workforce education, conflict resolution, language and ethnicity, and families and literacy. Each group discussed its topic with reference to principles of best practice (for marginalized groups), environmental factors (e.g political, religious) that impede the power of literacy to affect positive social change, how the envirnoment for literacy work has changed as a result of 9/11, and innovative approaches for dealing with the challenges. I didn't hear anything new; most of you could generate the same lists. But, while the outcome of the meetings was mostly old-hat, it may nevertheless help to inform future U.N. work and thinking as it rededicates itself to its "education for all" agenda. The U.N.'s expressed goal is to achieve a 50% improvement in literacy, especially for women, worldwide -- by the year 2015. Here are key points made by the morning panelists: Mongolian Ambassador (chair) - Illiteracy breeds injustice, violence, poverty, bigotry, intolerance. Literacy is a key to overcoming any of these. Literacy = liberty = social justice and human dignity. U.N. Assistant Secretary General (speaking for the Secretary General). Talked about literacy largely in terms of reading. Strongly emphasized issues of access to education and the global importance of seing the value of education for women, not just because women benefit but because families, communities, and nations do. He also stressed that literacy is prerequisite for peace, bridging the gap between rich and poor, gender equality, and so on. He spoke of literacy for both girls and boys, and men and women, as a "right", which is at the heart of the U.N. "education for all" movement. UNESCO rep - Lack of access to programs stands as a great problem worldwide. To be "illiterate" is to be "unfree." One size doesn't fit all -- programs need to be different for men and women. Learners need to take a more active involvement and help shift literacy agendas. VERIZON rep - Literacy is the "signature focus" of Verizon worldwide. Spoke of literacy largely in terms of "reading and writing." Showed a video (same as last year) that stated that 800 million adults are "illiterate" worldwide, that emphasized the importance of literacy for girls and for ethnic groups, that advocates eliminating gender disparities in school settings, that promotes policies to support gender equality and "education for all," and that calls for commitments from government, foundations, business, and individuals. Rep for NYC's Mayor Bloomberg - Literacy ensures diversity, a hallmark of democracy. It helps develop common knowledge and encourages respect for diversity rather than fear. Literacy defined again as "reading." Noted that in NYC today, 46% of New Yorkers are first-generation foreign born. 200 languages and dialects are spoken here, making the learning of English crucial. Literacy is essential to empower people. Despite all of the languages and diversity of NYC, it's important to keep in mind that the City didn't crumble as a result of 9/11; it came together. U.S. Department of Education Rep (Richard LaPointe for Carol D'Amico). From OVAE, now works with Carol D'Amico. His points: There's hardly anything more important than promoting the cause of literacy and democracy. Spoke largely in terms of children. Important issues: how we *understand" literacy and how we "define" it. Literacy enables people to lead decent and responsible lives. Literacy transcends reading and writing -- it is linked to almost every aspect of public and private life. It is the essential first step for individuals and helps shape the way individuals use their minds. It is a key ingredient of freedom. Fully realized, it gives us the freedom to go where our hearts whisper. Literacy gives us the power to decide what kind of a people we will be. International Reading Association rep - announced the 2002 UNESCO award winners, selected by an international jury. The awards will be announced in the countries of the winners on September 8th. The five winners were from Ethiopia, Uganda, Pakistan, and Egypt (2). Among the donors for the cash awards were Japan and Korea. Ambassador Chowdbury - Gave heavy emphasis on importance of literacy for women, the relationship between literacy/education and the promotion of peace and understanding, and the role of literacy in creating respect for diversity internationally. Sr. Ed. Advisor Africa Region, World Bank - (formerly Literacy, UNESCO) - Poverty is the most important worldwide problem today, especially in African countries, and literacy is one of the keys to overcoming it. In Africa, the majority of the population is "illiterate", not just groups on the fringes. After independence, there were few primary schools, but being aware of importance of literacy to nation building, they moved to put primary schools in place -- and by the 1980s had brought primary school enrollments up to 80%. Then from the 1980s to 2000, primary education stagnated and literacy programs died. They're now back to where they were 30 years ago. In Africa, there MUST be effective adult education and ltieracy programs -- listen to the people, use the languages they understand, and adjust programs to fit their needs. Also keep in mind that the best programs aren't necessarily those delivered by government. LaPointe - Dept of Education - has moved over from OVAE to Carol D'Amico's office where he has responsibility for technical and secondary education. Years ago he worked under Secretary of Education Bell during the Nation at Risk time. Two most important goals of this administration, he said, are establishing high standards for all students, and accountability -- have high expectations, standards, rigorous content, good leadership, etc. In response to questions raised by the literacy community (what the administration believes): Literacy is critical to planning and building strong communities, leadership and financial support is important, it's important to serve young people well first time around. The Department recognizes that adult literacy is important but we should come to grips with what we teach adult learners and establish elements of accountability. (Audience: Someone pointed out that accountability and standards must be carefully applied and understood -- to lay these on programs that have too few resources to build a good program is to blame the victim.) Thinks the field is lacking in research, and more is needed that is "evidence-based." International Reading Association (Lesley Morrow) - Places high importance on the necessity of professional teacher development. All research shows that kids do better in schools with strong teacher development programs. Noted that the administration's Reading First Acts target funds on marginalized kids and communities. Noted also that professional development for teachers comes in many forms: study groups, development of materials for study groups, reading cultures, reading coaches (New Jersey recently hired 100 reading coaches to work with neediest kids), and workshops. While teachers are the most important ingredient in the learning of kids, she said, families are critical to all professional development efforts. We need to teach parents how to read and to do supportive things with kids. Sherrie Claiborne, COABE - But we must have funding if we are to undertake professional development activities. Can't do it on the resources we've got. Calvin Miles - VALUE - spoke in terms of "reading and writing." Emphasized importance of access -- especially getting the access message to small businesses. Also stressed that there is inadequate funding for programs -- and if this situation doesn't improve, good people are going to leave the field. (This latter point received more applause than any other comment by any panelist.) My own sizing up: The conference, while well-intended and perhaps appropriate for a "celebration", was largely the converted talking to the converted. Little was new. Plenty of slogans and banners and good intentions and uplifting statements. Highlight of the day: poems and writings about 9/11 read over lunch by 11 NYC-area adult learners! There wasn't a dry eye in the house. We need to figure out how to help VALUE do what it is uniquely equipped to do. Two figures cited cited during the course of the day were that worldwide women account for 64% of adults needing literacy help, and that 1- in 7 people have low basic skills. While these are probably okay as worldwide ballpark figures, it isn't clear what the numbers include, and they aren't very helpful indicators from the standpoint of targeting funds or designing effective programs. Based on what I heard at the U.N. and what I read from the listserv contributions, I believe we need to be much clearer about which issues and obstacles to service are UNIQUELY women's issues, not just issues shared by both genders. And I believe we need to think and plan for strategies and programs that take those unique differences into account. The point from the listserv postings that I found most compelling in this regard is that we need to do things that make policy, research, and curriculum development organizations more cognizant of women's issues and to encourage them to act on that awareness. Finally, thanks to everyone who took time to share their thoughts. CAAL plans in the coming months to sponsor a symposium on women's issues in adult education and literacy, with a U.S. focus. -- Council for Advancement of Adult Literacy 1221 Avenue of the Americas - 50th Fl New York, NY 10020 212-512-2362, fax 212-512-2610 http://www.caalusa.org -- Gail Spangenberg President Council for Advancement of Adult Literacy 1221 Avenue of the Americas - 50th Fl New York, NY 10020 212-512-2362, fax 212-512-2610
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