Educating Professionals
Adult literacy was an issue of disquiet for developing nations where it was regarded as a cause of health, economic development, and civic participation as late as the 1980s. During the 1990s, modernization of the workplace both in industrialized as well as developing nations made the workers most sought after who could retrain fast and without difficulty. Use of computers came to play an important part not only in high technology areas but even in agriculture, resource and service sectors, the same sectors wherein the workers employed over the years had less education. This has laid greater literacy challenges on peoples and societies.1
The Division of Adult Education and Literacy (DAEL) sponsors programs that facilitate American adults to receive the necessary proficiency they require to be prolific human capital, members of the family and citizens. The most important realms of assistance are Adult Basic Education, Adult Secondary Education and English Language Acquisition. These programs stress on fundamental competence like reading, writing, mathematics, English language proficiency and problem-solving. Adult education and literacy projects are financed by federal grants to the states. The quantum of funds allocated to each state is arrived on the basis of a formula set up by Congress.
1. L. Verhoeven. Modeling and promoting functional literacy. Functional literacy: Theoretical issues and educational implications (pp. 3-34). (Philadelphia, John Benjamins, 1994), 62
States then dispense finances to suitable local units to impart adult education and literacy benefits. During 1999, 44.5% of adults 17 years of age and more joined in some mode of adult education program. 1.1% took part in a basic education project; 9% in English as Second language course, 9.3% in non-regular post secondary education; and 22.2% joined in profession or job-oriented disciplines.3 During 1999, 14.7% of adults 17 years of age and higher having 8th standard or less education involved themselves in some mode of adult education program. 25.6% among those with some learning between 9th and 12th standard (non-diploma); and 34.8% of them having a diploma undertook an adult education program. 4
To Educational administrators planning is an integral part; it is also important to adult literacy program directors. The job of preparing the courses of study, employing personnel, joining pupils, and producing graduates needs planning of some type. Slevin identified the distinction between the procedure of planning in a decided manner and carrying it out in a disorderly manner. "Planning is a vital and core function of each manager. If you do not plan, you grow to be crisis manager; replying to instead of governing the mainstay of your job" 5. Nelson mentioned that "educational institutions and other philanthropic organizations have not been ardent in the past in determining their precedence and attaching themselves in the stream of the future convinced of their path." 6
3. Digest of Education Statistics, 2001, Table 359
4. Digest of Education Statistics, 2001, Table 359
5 D.P. Slevin. Management functions: What to do and when. In G. Zaltman (Ed.), Management principles for nonprofit agencies and organizations. (New York: American Management Associations, 1979), 15
6 J.B. Nelson. Planning: Establishing program goals and strategies. In A.W. Rowland (Ed.), Handbook of institutional advancement. (San Francisco: Jossey-Bass, 1986), 54
However, in the business world, managers concerned with propelling the totality of their businesses, determining their precedence and attaching themselves in the stream of future have attained victory with employing the strategic planning technique. Strategic planning could be an important instrument for educational administrator who wants to rejoin to the constantly mounting demands perplexing their programs. The necessity of planning strategically assumes great importance in a fast changing milieu. In more than a decade, educational administrators have been grappling with mounting costs and meager returns. The consequential monetary limitations are happening at a period when public condemnation of the educational efficiency has reached its zenith. Apart from that, added burdens like health care, crime deterrence and lessening, and lowering of deficit are wielding more strain on public spending. 7
Demands for these purposes are competing for funds meant for educational programs. Therefore, advanced and cautious educational administrators have found and continue to be on the prowl for planning and management methods, which will make sure of their programs, and also augment their presence and efficacy. Out of the methods popularly commended as appropriate and supportive to educational administrators is strategic planning. McCune stated that "a small number of intuitive school superintendents researched with strategic planning with different amounts of success" and that "a projected 500 school districts now engage in some type of strategic planning."8
7. Allen M. Tough. The adult's learning projects:...
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