How Adult Foundational Education Can Support Equitable Workforce and Economic Development

Presented at an initial meeting of a new national network of urban adult foundational education coalitions

January 17, 2023

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by Paul Jurmo, Ed.D.

www.pauljurmo.info

We’ll . . .

1. Briefly explain terminology.
2. Discuss:
1. How might past work-related AFE inform a new approach focusing on “equitable workforce and economic development”?
2. What would a community-oriented, equity-focused, collaborative approach look like?
3. What would this approach require?
4. What actions might AFE and partners take to transition to this approach?
5. How might a national urban AFE network support “AFE for equitable workforce and economic development”? PJ

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�Terminology we’ll use today

• AFE:
• based in multiple institutions, working with diverse partners;
• serves diverse populations of adults and out-of-school youth;
• helps them develop transferable assets they need for meaningful work, family, civic, and lifelong learning roles:
• foundational/basic communication, problem-solving, and collaboration skills (see EFF)
• content knowledge and technical skills and tools (e.g., digital technologies)
• social-emotional strengths (self-efficacy, personal plans…)
• credentials (academic, occupational, driver’s license, citizenship, library cards ….)
• support systems
• Equitable: fair, impartial (as in the just distribution of opportunities, responsibilities, and rewards within a society)
• Workforce development: strengthening the capacities of workers
• Economic development: strengthening the economic institutions (e.g., individual workplaces; industries; and local, state, regional, national economies) within which workers participate

PJ

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Question 1 �How might past work-related AFE efforts inform a new approach focusing on “equitable workforce and economic development”?

• Workforce development and economic development have been a focus of AFE for more than three decades…
• In workplace education programs for incumbent workers, work-readiness programs for job seekers, and more recent career pathway programs for diverse industries.
• Generating diverse resources (models, strategies, tools, funding) that we might now use.
• Revealing both challenges and opportunities for workers, AFE providers, and other stakeholders.

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• While positive in many ways, the quality and reach of these services are not adequate, especially if we now want “equity” (social justice) to be a more-explicit focus/purpose.

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• AFE supporters should learn from previous efforts as we develop better ways to serve our communities.

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• As one of our first steps, we should better understand the stakeholders we might work with and serve.

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PJ

Stakeholders include . . .

• Workers who have limitations related to foundational skills and other assets they need for work and other roles
• AFE providers
• Other service providers (e.g., workforce, health, childcare and eldercare, correctional, digital access, financial, immigration, disabilities …)
• Employers
• Labor unions
• Policy makers and funders
• Others (e.g., research organizations…)

Challenges include . . .

• Workers challenged not only by limited “assets” but lack healthcare, digital access, childcare, eldercare, transportation, housing, …
• Challenging job market (e.g., limited family-sustaining jobs for workers)
• AFE programs not equipped or available to provide relevant, quality services (due to limited funding, lack of PD, reliance on ineffective strategies…)
• Other stakeholders (service providers, employers….) not equipped to work with basic skills-challenged adults
• Decline in leadership on this issue from government, corporate, labor, and AFE

Opportunities include . . .

• Workers with desire to succeed – and with significant prior skills and support systems to work with
• Effective models/tools for integrated services have been developed for AFE providers and others to use
• Increased interest in social justice across many stakeholders
• Some forward-thinking leadership from employers, unions, AFE, other stakeholders

In sum, these challenges and opportunities…

• Are complex
• multi-dimensional (e.g., involving policy, resources, cultural/social assumptions and practices…), deeply rooted, and across multiple stakeholders
• Can block or support . . .
• equitable opportunities for workers and their families to achieve economic security and general well-being;
• creation of better (more equitable, relevant, efficient, healthy, environmentally sustainable) workplaces and economic-social systems.
• Can provide focal points for instructional and other supports for learners.
• Will require . . .
• new kinds of strategic thinking and action among multiple partners
• a multi-phase effort geared toward systemic changes
• solid, sustained leadership, policies, and financial and in-kind investments

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Question 2�What would a community-oriented, equity-focused, collaborative approach look like?

An overall focus on solving community problems through development and use of community assets

• A central hub responsible for planning, monitoring, resource development, capacity building, coordinating of a community-wide system
• A network of well-equipped AFE providers who collaborate with other stakeholders in various ways
• Collaborative projects customized to the AFE-related needs of particular learner populations and other stakeholders
• Capacity building of AFE and other stakeholders, to enable them to continuously plan, implement, improve, and expand services, using evidence-based strategies and tools.
• Empowering instructional and other supports that help learners serve as problem-solvers and leaders in the contexts they operate in so they can strategically use opportunities while. . .
• Mitigating and navigating challenges
• Eliminating challenges and creating better (alternative) ways of doing things

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Question 2 (cont’d.)�Some examples

• “Community Workforce AFE” action plans developed for cities and counties, drawing on existing and new information
• Projects customized to selected learners, industries, jobs, skills, contexts
• “ESL for Eldercare”: English and other skills/knowledge needed to provide high quality eldercare services (e.g., communicate with patients, their families, and eldercare agencies . . .)
• “Career Readiness for TLD”: career exploration; development of transferable language, numeracy, and digital skills to perform job tasks while dealing with health, financial literacy, safety, environmental issues….
• “Civil Service Test Prep”: Transit workers develop test-taking skills to succeed on promotional exams
• General career exploration/readiness skills taught in AFE and workforce centers through participatory activities (project-based learning; creative uses of PPT, web browsing, and other common applications)

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Question 3�What would this approach require?

• Financial and in-kind investments (from diverse sources) that are sufficient, timely, easy-to-access, easy-to-use, and sustained

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• Leadership (at all levels) that is both . . .

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• “principled”: collaborative; system-oriented; respectful and responsive to both learners and other stakeholders; committed (and persistent) to high quality, professionalism, leadership development….

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• “practical”: strategic; organized; uses effective practices in creative, flexible ways; able to try new things but also ”say no”

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PJ

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Question 4 �What actions might AFE and partners take to transition to this approach? �

Action 1: Form an initial planning team to . . .

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• Reflect on what community has already done to integrate AFE with workforce and economic development.
• Identify (a) focal points for new projects (e.g., worker populations; relevant foundational skills and technical skills/knowledge; jobs; worker life issues…) and (b) potential partners (e.g., employers, unions, workforce, health, legal, and other services…)
• Dig more deeply with those partners to better understand their perspectives, assets, limitations.

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PJ

Actions (cont’d.)

Action #2: Develop a community-oriented AFE action plan showing…

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• Particular needs and assets (e.g., workers, industries, employers, jobs, skills…) to focus on initially and over time.

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• Resources (e.g., project teams, central coordination, funding, facilities, partnerships…) for a multi-year, multi-phase system-building process that both responds to immediate, specific needs and opportunities while laying a groundwork for future efforts.

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PJ

Actions (cont’d.)

Action #3: Implement and learn from initial pilot phase via…

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• Focused demonstration/pilot projects

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• Capacity-building by creating . . .
• templates of curricula and assessments, counseling/coaching, professional development, community outreach, and other tools that can be adapted to future projects
• professional positions and supports for teams who will do this work

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PJ

Actions (cont’d.)

Action #4: As evidence emerges, advocate for this work within communities and with potential supporters.

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PJ