September 12, 2010 3 Comments
A new school year is upon us, and as usual nearly all of the focus is on K through 12. As a former high school teacher, I value the attention on young learners that September brings. After all, investing in the future by investing in the education of children and young adults is a no-brainer. But in times of economic distress, investing in the present is also essential. One of the most overlooked opportunities for stimulating the economy is in adult education. As current (rather than future) members of the labor force, adult learners immediately use the skills they acquire in the classroom on the job and, thereby, directly and quickly improve business productivity. And, in the U.S., the skill that is the gateway to almost all other skills is, of course, literacy in English.
Many of the more than 2.5 million adult literacy students in the U.S. are immigrants, and the vast majority are highly motivated to learn English and use it every day. I know that because I now teach at two adult education centers in Massachusetts. In fact, shortly after the economic crisis beset us in late 2008, I quit my full-time job in publishing to return part-time to teaching. My decision to focus specifically on adult education was grounded in a firm conviction that this is where I would have the greatest and most immediate impact. And the reality I found in the classroom has exceeded my expectations. My students are champing at the bit to learn everything they can and to explore all the ways they can apply their classroom experiences to the real world. Together, they and I are effecting change.
When people think about adult education, even those who believe in the cause of funding literacy programs, they often see the issue in charitable terms — helping disadvantaged people who deserve a chance. Well-intended as that impulse is, this endeavor isn’t merely about stemming the flow from hearts that bleed for the needy. Funding and publicizing adult literacy programs is practical, plain and simple. It’s in the acute economic interest of local communities, states, and the nation as a whole. Making that point in clear, convincing terms will help to expand the pool of people who are interested in investing in adult literacy.
There’s no doubt that teaching students to speak, read, and write effectively in English takes time. But we don’t need to wait until adults finish a program, or earn a certificate or a diploma, before we see the benefits. These folks walk out of classrooms every day and put their newly acquired skills right to work. And many of them bring their education home to their children (my students frequently ask for extra handouts so that they can use them with their kids). That twofold, mutually reinforcing investment — in the parent now and in her child for the future — makes the concept of “trickle down” a concrete reality, not an economist’s fantasy. Let’s face that hard fact, and put our money where our mouth is. Then we all can reap the rewards together.
For more information about how you can help adult literacy programs fulfill their mission, visit the websites of the Cambridge Community Learning Center and the Somerville Center for Adult Learning Experiences.