Hi All,

Sorry for being so late jumping in here, but I have been following the 
dialogue with great interest.  I work with the National External Diploma 
Program that offers a traditional high school diploma based on the  adult's 
ability to demonstrate 65 high school level competencies in an applied 
performance assessment.  The NEDP candidate knows from the beginning that 
they are required to take responsibility for their own learning, but can 
self pace through the program and, while given guidance as to what they must 
learn, must find resources outside of the program to learn the needed 
skills.  Unlike a standardized, multiple choice test, the candidate is asked 
to apply what is learned in the presence of a trained assessor and cannot 
check off  the competency as demonstrated until the skill is validated by 
the NEDP assessor. The NEDP process encourages the candidates to be 
resourceful and independent in their learning and thinking through problems. 

>From the time that the adult enters the NEDP, they are told they must 

demonstrate their high school level skills by applying what they learn 
through projects completed outside the assessment appointment.  The need for 
persistence is explained from the very beginning. The pathway is there, but 
it will be up to the student, with our guidance, to develop the tools needed 
to move along the pathway and be successful in post secondary education and 
life in general.  In other words, developing the ability and appreciation 
for learning/thinking becomes part of the NEDP process.

In RI, where I work, we have a strong Transitions to College Program and 
when a person comes in to inquire about "getting their GED" we council 
everyone that there are two options for completing high school, the GED and 
the NEDP.  At the first appointment, we also explain the Transitions to 
College Program and tell everyone that, although they want to get a high 
school credential, if post secondary is their goal (and it is for many 
people today) then they may plan to enter our high school completion 
programs, but that this is just a step along the pathway to college, and so 
staying with us through Transitions is encouraged.

We are finding great success by linking NEDP to Transitions to College. 
While NEDP begins the process of learning to learn, builds the high school 
level skills, and offers the diploma, the Transitions to College Program 
refines these learning skills and takes the adult closer to being successful 
in post secondary.  The critical element to this success is to council the 
entering student from the very beginning that they are responsible for their 
own success and that the programs can only support the effort that they put 
in, both inside and outside the time spent with the staff.  Early discussion 
of the need for persistence and the reality of what it will take to move 
forward is also key.  Stopping out can be considered a part of the program 
for some, but staying in touch is mandatory.

The pathway from ABE to College can be a long and arduous process for the 
adults in our program as well as the staff, but we are beginning to see very 
positive and encouraging results. Many students who never dreamed that 
college was possible for them are there and staying there.  By not just 
focusing on the high school credential, but rather looking at a bigger 
picture, the staff and the students are encouraged that success is possible 
and we are beginning to prove it.

Ten years ago, even five, we could say that our student population needed a 
high school credential as an end in itself. Today, we all know that the 
vision must go beyond this credential. It is up to us in adult education to 
create a safe, comfortable environment fot the adult student to develop the 
learning and thinking tools needed for success.

Donna Chambers
RI National External Diploma Program Coordinator



Original Message ----- 
From: "Geo LeGeros" <glegeros at alltel.net>
To: "The Focus on Basics Discussion List" <focusonbasics at nifl.gov>
Sent: Saturday, March 03, 2007 12:56 AM
Subject: [FocusOnBasics 740] Re: creating a thirst for knowledge



> Sorry I'm a bit late to get in on the discussion but there was one point

> that I wanted to respond to that I hope will elicit more discussion. 

> Katrina

> Hinson stated, "I think [our] students need to not focus so much on 

> passing

> a "standard" tests but on truly learning the information. The problem 

> often

> comes from outside though - they're being pushed to "pass the test" by

> various agencies or life needs." Yes, we would all hope they truly learn 

> the

> information, because it's the knowledge that provides the foundation for

> post secondary education. But most of our students don't even have any

> interest in even reading unless there is some explicit reward - passing 

> the

> GED test and getting their diploma. Unfortunately, utilizing knowledge in

> life isn't about passing pencil and paper tests.

>

> I teach in a GED program in a prison for incarcerated adults. Many of the

> students seem to lack that natural curiosity and love for learning but 

> seem

> doggedly committed to passing the GED test and getting their diploma. They

> have so little genuine interest in knowledge and spend no time learning

> outside of class but prefer spending their time watching drama and

> action-type serials on television.

>

> Can anyone throw a little wisdom born of experience on this: What 

> innovative

> instructional approaches might light that fire which will motivate, 

> inspire,

> and engage our students to invest themselves in learning and encourage 

> them

> to discover, for instance, the joy of reading.

>

> ----- Original Message ----- 

> From: "Julie McKinney" <julie_mcKinney at worlded.org>

> To: <focusonbasics at nifl.gov>

> Sent: Friday, March 02, 2007 10:06 PM

> Subject: [FocusOnBasics 739] Thanks for a lively discussion!

>

>

>> Hi Everyone,

>>

>> Thank you all for sharing your information, questions, and insights about

>> the transition from GED to postsecondary education. It seems like a topic

>> that we should continue to discuss, and I hope that you all will. Thanks

>> especially to Barb, Cynthia and Sandy for being our guests this week!

>>

>> Although the discussion formally ends today, I hope we can all continue 

>> to

>> discuss questions and successes in this area and share resources. In the

>> next 2 weeks I will get the discussion and a list of the resources posted

>> on the NIFL website and also on the Transitions page of the ALE Wiki.

>>

>> Have a great weekend!

>>

>> All the best,

>> Julie

>>

>> Julie McKinney

>> Discussion List Moderator

>> World Education/NCSALL

>> jmckinney at worlded.org

>>

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>> Message sent to glegeros at alltel.net.

>>

>

>

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>