Lancaster-Lebanon IU13 gets funding boost for their adult ESL program | WITF
Lancaster-Lebanon IU13 gets funding boost for adult ESL WITF
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Pennsylvania Department of Education Awards $2.2 Million in Federal Funds for English Language Learners
Date: August 7, 2023 | 8:43 AM
Jeremy Long / WITF
Liliya, left, and Eva Chekh work on a lesson as Laura Stammberger, a volunteer English teacher, teaches English to Ukrainian refugees at Bethany Slavic Church in Ephrata on Tuesday, July 19, 2022.
- The Pennsylvania Department of Education has awarded $2.2 million in federal funds to five organizations that run adult education programs for English language learners.
- Lancaster-Lebanon Intermediate Unit 13, which serves hundreds of English language learners in central Pennsylvania, received $999,000, an increase of $150,000 compared to previous years.
- The funding is provided through the Integrated English Literacy and Civics Education grant, which allows education agencies to offer courses that combine civics education, workforce training, and English language skills.
- The program aims to help students improve their English language proficiency while preparing them for high-demand jobs.
- Lancaster-Lebanon serves 300 students annually through the grant, with 30 students participating in the Integrated English Training program. This program pairs an ESL teacher with an industry-specific instructor to provide faster training and certification opportunities.
According to Tim Shenk, the IU13’s community education program director, this model allows students to receive language support while pursuing training, even if their language skills are not yet at a proficient level.
- The program addresses the increasing need for English language learning services in Lancaster and Lebanon counties.
- It serves a diverse population, including Spanish-speakers as well as speakers of languages such as Arabic, Haitian Creole, Dari, and Pashto.
- Statistics from the National Center for Education show that 5% of Lancaster County’s population is foreign-born, and 14% of the population struggles with English proficiency. In Lebanon County, 4% of the population is foreign-born, and 19% have not mastered English.
Despite the high demand for services, funding limitations pose a challenge. However, the grant received by Lancaster-Lebanon Intermediate Unit 13 provides crucial support to meet the needs of English language learners in the community.
The program is open to adult English language learners of all levels, including those with advanced degrees and previous careers. IU13 also offers a teacher’s assistant program to help individuals with teaching degrees from their native countries find employment in the education field.
However, certain occupations may require individuals to start their careers from scratch due to differences in licensing requirements. For example, doctors from other countries may need to go through residency and pass exams in English to obtain a valid degree in the United States. Many former doctors opt for alternative roles in the medical field, such as nursing or phlebotomy.
Immigrants in Pennsylvania have higher rates of graduate degrees compared to native-born individuals. However, they are also more likely to have less than a high school education. This presents both opportunities and challenges for workforce integration.
The state’s occupational licensure policy poses another barrier for immigrants seeking to utilize their educational and professional experience. A survey conducted by the Pennsylvania Department of State highlighted issues with the application process, website usability, and language support during licensure tests.
Efforts are being made to address these challenges, such as a bill passed by the Pennsylvania State House that would allow non-citizens with valid visas or work authorization to work in Pennsylvania schools. The bill is currently under consideration by the Senate.
The Lancaster County Chamber of Commerce recognizes the potential of highly skilled immigrants who may need additional support to succeed in their careers. Providing assistance with job expectations and navigating the U.S. job market can help these individuals make the most of their skills and qualifications.
Overall, the funding provided by the Pennsylvania Department of Education plays a crucial role in supporting English language learners and helping them access high-demand jobs. However, there is still a need for additional resources to meet the growing demand for these services.
SDGs, Targets, and Indicators in the Article
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
- SDG 8: Decent Work and Economic Growth
- SDG 10: Reduced Inequalities
- SDG 16: Peace, Justice, and Strong Institutions
The article discusses the provision of adult education programs for English language learners, which connects to SDG 4 (Quality Education) as it aims to provide educational opportunities for individuals. It also addresses SDG 8 (Decent Work and Economic Growth) by preparing and placing people in high-demand jobs. Furthermore, the article highlights the importance of reducing inequalities (SDG 10) by providing language support and training opportunities for individuals with different language skills. Lastly, the article mentions the need for recognition of degrees and occupational licensure policies, which relates to SDG 16 (Peace, Justice, and Strong Institutions) in terms of ensuring fair and inclusive institutions.
2. What specific targets under those SDGs can be identified based on the article’s content?
- Target 4.4: Increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship.
- Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value.
- Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status.
- Target 16.9: By 2030, provide legal identity for all, including birth registration.
The article’s content aligns with Target 4.4 of SDG 4, which aims to increase the number of individuals with relevant skills for employment. It also relates to Target 8.5 of SDG 8, which focuses on achieving full and productive employment and decent work for all individuals. Additionally, the article addresses Target 10.2 of SDG 10 by promoting the social and economic inclusion of individuals regardless of their language skills or educational background. Lastly, the mention of occupational licensure policies connects to Target 16.9 of SDG 16, which emphasizes providing legal identity and recognition for all individuals.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill.
- Indicator 8.5.1: Average hourly earnings of female and male employees, by occupation, age group, and persons with disabilities.
- Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex, and persons with disabilities.
- Indicator 16.9.1: Proportion of children under 5 years of age whose births have been registered with a civil authority, by age.
The article does not explicitly mention specific indicators. However, based on the targets identified above, the following indicators can be used to measure progress:
– Indicator 4.4.1 can be used to assess the ICT skills of individuals participating in adult education programs.
– Indicator 8.5.1 can measure the average hourly earnings of individuals who have completed the training and obtained employment.
– Indicator 10.2.1 can evaluate the economic inclusion of individuals from different language backgrounds and educational levels.
– Indicator 16.9.1 can track the proportion of individuals who have their degrees and qualifications recognized by civil authorities.
4. Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.4: Increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship. | Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill. |
| SDG 8: Decent Work and Economic Growth | Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value. | Indicator 8.5.1: Average hourly earnings of female and male employees, by occupation, age group, and persons with disabilities. |
| SDG 10: Reduced Inequalities | Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status. | Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex, and persons with disabilities. |
| SDG 16: Peace, Justice, and Strong Institutions | Target 16.9: By 2030, provide legal identity for all, including birth registration. | Indicator 16.9.1: Proportion of children under 5 years of age whose births have been registered with a civil authority, by age. |
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Source: witf.org
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