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
California Department of Education
Specialized Programs Branch
Youth, Adult and Alternative Educational Services Division
This chapter describes joint planning and coordination with programs conducted under applicable Federal and State programs. The purpose of this coordination is to significantly expand the delivery of adult education services through coordination by agencies, institutions, and organizations including the public school system, business, labor unions, libraries, institutions of higher education, public health authorities, employment or training programs, antipoverty programs, organizations providing assistance to the homeless, and community-based and voluntary organizations. [Section 342(c)(4)] At the State level, coordination will continue between the California Department of Education (CDE), the Chancellor's Office, the State Job Training Coordinating Council, and agencies which provide literacy services to institutionalized adults. In addition to advisory councils which may exist at the local level, local coordination will be encouraged by a set of demonstration programs which will be established as part of the long-term plan for adult education.
Under the Local Assistance Grants program under Section 321, the California Departments of Corrections and Youth Authority may apply for funds to supplement literacy and basic skills programs in state prisons and youth detention centers. Currently CDE contracts with the Department of Corrections to provide federal funds under the Act for the education of inmates in state prisons. A similar contract with the California Youth Authority provides federal Adult Basic Education funds for inmates in youth detention centers.
An interagency agreement between the California Department of Education and the Department of Development Services provides for mutual funding and implementation of a new competency-based curriculum, "STRETCH," in selected facilities. Some of these funds are federal Adult Basic Education funds under Section 353 of the Act. Some adult schools and community-based organizations are currently using CASAS competency-based education materials for participating developmentally disabled students. Implementation consists of staff training and development of training materials and products.
The Greater Avenues for Independence (GAIN) program requires that California welfare recipients have opportunities to remedy basic skill deficiencies and earn a high school diploma or General Education Development (GED) Certificate. Funds are available for adult school and community college GAIN programs. In addition, GAIN programs in adult schools may draw funds from the eight percent setaside of Job Training Partnership Act (JTPA) funds for education programs, and the Department of Finance will match each dollar of eight percent setaside funds used for GAIN. The aforementioned arrangements were formalized in a letter of agreement between the Department of Finance and the California Department of Education.
The Vocational Education Act and the Job Training Partnership Act encourage coordination through state and local advisory committees, and in the case of JTPA, multi-sector governing councils. In some cases, adult educators participate in these committees and councils. Yet in the area of adult basic education for which there are over 1,200 providers statewide, efforts are very uneven across communities to coordinate services.
Efforts shall be made at both the state and local levels to improve coordination between job training programs, such as those funded through Private Industry Councils, and adult basic education programs. At the state level, several private sector, community college representatives, and representatives from private industry councils and regional occupational programs were among those appointed to the Adult Education Advisory Committee, which guides the implementation of this Plan. Their involvement will help assure greater coordination of JTPA and vocational programs with adult basic education. At the local level, coordination will be facilitated by the development of Community Adult Education Information Centers/Skill Clinics, which were proposed in the long-term Strategic Plan and which will involve several agencies in setting up common and electronically linked information, assessment and intake systems. The centers are described in greater detail in Chapter 14.
At the local level, parents with limited English proficiency frequently get involved in ESL programs because of their children's involvement in bilingual programs funded under the Bilingual Education Act. This concept will continue to be nurtured by technical assistance and training programs, including those provided by the Outreach and Technical Assistance Network (OTAN) funded under Section 353 and the ESL Institute funded under the ancillary services provisions of Section 321.
Coordination between adult schools and institutions of higher learning is facilitated by the representation of this level of education on the Interim Steering Committee, much as it was on the Adult Education Advisory Committee which helped formulate this plan.
Literacy and basic skills instruction is being provided under the Stewart McKinney Act to homeless adults in twelve shelters throughout California. The instructors, curriculum and testing materials, however, are the same as for adult education programs funded under state apportionments and the federal Adult Education Act. California will continue to provide basic skills instruction to homeless adults in order to improve their employability and general life skills.
Some communities have multi-agency literacy councils. Some of these provide directories of literacy providers, yet few, if any, provide integrated information, outreach, intake and assessment services.
Another example of joint effort is CDE's funding of literacy programs in federal Job Corps centers. These arrangements have persisted over several years.
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