CALIFORNIA STATE PLAN
FOR ADULT BASIC EDUCATION

June 30, 1992 to July 1, 1995
Adult Education Act, P.L. 100-297 as Amended by the
National Literacy Act, P.L. 102-73

Submitted by:

California Department of Education
Specialized Programs Branch
Youth, Adult and Alternative Educational Services Division
Adult Education Unit

 

Chapter 6a


GOALS, ACTIVITIES AND RESOURCES
This federal plan describes how adult basic education can become more accessible, accountable, effective and efficient. It builds on components of the Strategic Plan for Adult Education, including new ways by which adult schools can collaborate with other providers to extend services to more people using the technologies of the future.

This chapter outlines how the State of California intends to build on past accomplishments through the use of federal resources to improve and expand its adult basic education programs. The chapter is organized into three sections:

The goals indicated here flow from the needs assessment described in Chapter 4. These continue to be relevant goals for the Revised State Plan.

The focus of the Revised State Plan goals will help improve an individual's ability to read, write, and speak in English, and compute and solve problelms at levels of proficiency necessary to function on the job and in society, to achieve one's goals, and develop one's knowledge and potential. Specific program objectives and activities describe and provide for the fulfillment of the literacy needs of individuals in California. [Section 342(c)(1)].


Goals and Objectives

Advisory discussion, outreach and research have led to several objectives for planning an adult education system to meet the needs of coming decades (See Exhibit 10). These objectives can be clustered into four general goals:

The above goals provide guidelines for planning an adult education system that builds upon the strengths of the present while using the technologies and innovations of the future.

 

Exhibit 10

ADULT BASIC EDUCATION GOALS AND
OBJECTIVES


IMPROVE ACCESS TO USERS:

  • Increase User Access to Programs
  • Better Inform Users of Programs
  • Funding to Meet Demand for Services

IMPROVE ACCOUNTABILITY:
  • Accountability Measures (Students and Providers)
  • Data System for Adult Education
  • Capacity for Program Evaluation and Review
  • Competency-Based Assessment
  • Program Quality Standards

IMPROVE QUALITY AND RESPONSIVENESS:
  • Funding and Regulations that Encourage Program
    Improvement, Responsiveness, Innovation and Alternatives
  • Resources for Program and Curriculum Development
  • Resources for Staff Development
  • Maintenance and Expansion of Instructional Area Diversity
  • Funding Appropriate for Adults
IMPROVE PLANNING AND COORDINATION:
  • Coordination Among Providers and Collaborative Planning
  • Participation of Key Stakeholders
  • Capacity for Policy Setting and Leadership
  • Status as Equal Educational Partner
  • Community Service and Relevance

 

These goals and themes will be elaborated below.

IMPROVE ACCESS TO USERS

The delivery and availability of adult basic education is just as important as curriculum and methods of instruction. Following are three program objectives that are likely to attract more highly motivated students into adult basic education programs.

These themes underscore the importance of finding ways to provide and deliver services that empower adults to pursue education despite the conflicting claims on their time.

IMPROVE ACCOUNTABILITY

Accountability is a key goal for adult education, as is the case with most public and private endeavors of our time. This means that programs should explicitly define what they intend to accomplish and document achievements with reliable and objective information. For adult basic education, this should entail five specific objectives:

These objectives do not imply that providers should not develop their own standards for excellence and accountability. However, they do underscore the need for documenting achievement as a condition of support from students and the California public.

IMPROVE PROGRAM QUALITY AND RESPONSIVENESS

Changes are needed to encourage local educational providers to be responsive to new needs and maintain quality programs.

These objectives stress the importance of resources for innovation and the effective communication of alternative means of improving program quality and responsiveness.

IMPROVE PLANNING AND COORDINATION

The complexity of educational delivery systems, swiftness of social change, and scarcity of resources has intensified the need for better planning and coordination. Five objectives should guide plans for adult basic education:

These objectives envision a more cohesive and systematic way of developing and delivering basic skills programs to adults.

All these goals and objectives constitute ambitious goals for adult basic education. They are also essential goals that must be accomplished to achieve the level of adult literacy and basic skills that will be required for the future. Meeting these goals will require more effective use of existing resources, as well as the effective application of modern management principles and technology.


ACTIVITIES AND OUTCOMES

The four broad goals and multiple program objectives outlined above will be achieved by a local assistance grants program (under Section 321 of the Act) that is strongly supported by a demonstration grants and staff development program (under Section 353). The local assistance grants program strongly emphasizes quality control and accountability, while the demonstration grants emphasize new ways to increase access by students and increase coordination among providers. These demonstration grants under Section 353 are described in Chapter 14, yet they are listed in the exhibit below in order to provide an overview of the entire California program for adult basic education (See Exhibit 11).

 

Exhibit 11 - [OMITTED]

LOCAL ASSISTANCE AND DEMONSTRATION GRANTS
PROGRAMS BY PLANNING GOALS

 

***** Continued on "Ch.06b Goals, Actvties & Resrcs" *****