Green Jobs and Adult Basic Skills 6
From LiteracyTentWiki
From: DJRosen@theworld.com
Subject: [SpecialTopics 1223] Green Jobs and Adult Basic Skills: Thursday
Date: April 9, 2009 7:23:44 AM EDT
Green Jobs and Adult Basic Skills Colleagues,
Tomorrow one of the topics we will discuss is Next Green Jobs Steps for our Field. Please think about what our field needs and what it should do to make preparation for and access to Green Jobs seamless for adult learners who want them. Our guests and others have suggested lots of good resources, but what's missing? What would advance this work? What role should government agencies play at the national, state or local levels? What new resources -- or organized collections of resources -- do we need?
Our sub-topics and questions for Thursday focus on curriculum and integration of basic skills into training:
Green Jobs training curricula
- The concept of “green” products, jobs, practices, etc. has historically been an interest of those who could afford to think past their immediate need for survival. It seems to me that before we can help students prepare for green jobs, we need to make the entire concept understandable and acceptable and attractive. While we're all waiting for more definitions of green jobs and more training opportunities and more actual jobs to appear, perhaps that could be a starting point for programs wanting to move in this direction. Any curriculum resources for ABE and ESL level classes?
- Has a Green curriculum been developed that prepares people for Green Jobs, which are available now or in the near future?
- Are there sites where we can go for developed curricula for contextualized learning activities that can be used in the classroom?
- How can we begin to align curriculum to the skills needed?
- We have discovered in our research that many jobs related to the green economy in Massachusetts (like photovoltaic installation) are highly skilled and are being filled by contractors and tradespeople who are out of work. These tradespeople are taking certifications courses and intensive boot camps to pass the necessary certification to do these jobs. Many of our students need a pre-curriculum or training to get ready for these training courses and certification courses. They don’t exist yet, to my knowledge. Do they? Are there models for them?
“Green Living” curricula
- In my classes and department trainings, I've added the topic “Green Living” to my agendas. I remind teachers and students to turn off lights, make fewer copies, etc. What resources are available for ESL teachers who are adding the Green Living competency to their syllabi and lesson plans?
Integration of basic skills into Green Jobs training
- How can basic skills best be integrated in Green jobs training for those who are highly motivated to train for these jobs but who need to improve their work-related reading, writing, numeracy, science and other basic skills?
David J. Rosen
Special Topics Discussion Moderator
DJRosen@theworld.com
From: DoughtyHRC@aol.com
Subject: [SpecialTopics 1224] Re: Green Jobs and Adult Basic Skills: Thursday
Date: April 9, 2009 8:11:30 AM EDT
Thanks for the great discussion. One thing that is very concerning is related to Stimulus Funding and green jobs. I am seeing many communities very busy building partnerships with community colleges around green job training and a great deal of interest from local workforce development boards. However, adult learners reading below a seventh or eighth grade reading level are not considered eligible to meet entry requirements ('If we can't turn someone around with training in a two or three month program we can't meet our outcomes for reimbursement. We cannot serve job seekers or incumbent workers with low reading levels!') Yet the funds aren't flowing to adult education programs to help build green job readiness.
If ARRA funding is designed to upgrade skills, especially in growth and green job sectors, and innovation and creativity are needed to support those with the greatest needs, why is funding not filtering down to many adult education programs? This is the best opportunity for system change we may ever have to contextualize learning in the adult education classroom and increase persistence and intensity for real work related outcomes yet on the ground it looks like business as usual in many communities. Those beating on the door to create innovative WIB and college partnerships with green job training and credentials are meeting with little success. The great information shared on the list may be valuable to those serving adults reading above a seventh grade level but how do we build this back to ensure funding goes to help programs create opportunities at the lower end of the spectrum - who are still 'the workforce of the future'? Where are the innovative funded programs we can point to that demonstrate college, WIB and adult literacy provider partnerships training learners in the adult education classroom or in concurrent programming?
Margaret Doughty
501 E Bayshore Dr., Palacios, TX 77465
(832)721-5915
www.literacypowerline.com
From: DMiller@sccd.ctc.edu
Subject: [SpecialTopics 1225] question for green jobs discussion
Date: April 3, 2009 7:01:09 PM EDT
The concept of “green” products, jobs, practices, etc. has historically been an interest of those who could afford to think past their immediate need for survival. It seems to me that before we can help students prepare for green jobs, we need to make the entire concept understandable and acceptable and attractive. While we’re all waiting for more definitions of green jobs and more training opportunities and more actual jobs to appear, perhaps that could be a starting point for programs wanting to move in this direction. Any curriculum resources for ABE and ESL level classes?
Donna Miller-Parker, Dean for Basic & Transitional Studies
South Seattle Community College
6000 16th Ave. SW
Seattle, WA 98106-1499
(206) 768-6869
dmiller@sccd.ctc.edu
www.southseattle.edu
From: smcgilloway@ccbcmd.edu
Subject: [SpecialTopics 1226] Re: Green Jobs and Adult Basic Skills Discussion Begins Monday
Date: April 4, 2009 5:27:19 PM EDT
We have some questions:
- According to the Maryland Green Economic Recovery Program, it appears that the majority of the jobs will require a high school diploma. For our students in the lower levels who are not at that point - will there be jobs for them while they continue to work toward their diploma?
- Are there sites where we can go for developed curricula for contextualized learning activities that can be used in the classroom?
- So many of our students are out of work and unable to find jobs. How soon can we expect that the recovery will emerge?
- Will there be additional funding for adult education to enable programs to provide additional classes and teachers to develop the skill sets required for these jobs?
- What impact will the emergence of Green Jobs have on the Occupational Outlook Handbook demand and salary projections?
Susan McGilloway
CAFL Career Advisor/VIP Coordinator
Center for Adult and Family Literacy
CCBC
443-840-3933
smcgilloway@ccbcmd.edu <mailto:smcgilloway@ccbcmd.edu>
From: RS-Metternich@wiu.edu
Subject: [SpecialTopics 1227] Green textiles
Date: April 3, 2009 10:02:41 AM EDT
I recently attended a conference session about green jobs, and found out that textiles is one of the four areas where green jobs will be created. The other three were retrofitting, fuels, and organic farming. I hadn't thought of textiles prior to this, but it does make sense. My question is in regard to outsourcing. Since few textile mills remain in the U.S., how will growth in this industry help the U.S. worker and economy?
Rebecca Metternich
Central Illinois Adult Education Service Center
Western Illinois University
Horrabin Hall 5B
Macomb, IL 61455
Email: RS-Metternich@wiu.edu
Phone: 800-572-9033 or 309-298-2285
From: lenore_balliro@worlded.org
Subject: [SpecialTopics 1230] Re: Green textiles
Date: April 9, 2009 9:43:38 AM EDT
About green textiles: I wonder if this is an area where cottage industries can take the lead. Some cooperatives make items out of recycled plastics, turning hundreds of plastic bags into intricately woven handbags and rugs. Imagine if all the plastic bags we how into landfills got a second life as sturdy material?
High end companies are making clothing out of bamboo and organic cotton, but the making of the textiles is probably elsewhere. I wonder if any of the abandoned textile mills here could find new life with a green edge. I'm thinking of all those mills in manufacturing cities like New Bedford and Fall River, Bellows Falls, Vermont, Woonsocket, RI. I wonder where the textile workers union stands on this?
What conference did you attend? I was researching green conferences on line and discovered that some of the big ones have been cancelled due to lack of registration. So sad....
From: Janet_Isserlis@brown.edu
Subject: [SpecialTopics 1231] Re: basic level learners
Date: April 9, 2009 10:08:33 AM EDT
Margaret
Thanks for this critical reminder of the need to leave no one behind — while capitalizing on the available funds, I worry that we will lose sight of those most in need of access to adult learning.
Janet Isserlis
From: sara_jorgensen@ccab.org
Subject: [SpecialTopics 1233] Green Jobs - It's Political
Date: April 9, 2009 4:32:09 PM EDT
Hello Everyone,
We are working on several levels to try to prepare our students for the green economy. We want students to be able to talk the environmental talk that can open doors to jobs that have historically been a fit for yuppies and we are doing this through a “recycling project” that our staff is currently developing. We are also trying very hard to connect with the local community college to have discussions on how our students can be prepared for their “Green Technology Training Programs”. I hope to submit a proposal for a skills training grant soon that would help students successfully transition to the certificate program. But most of all I think that the way we “cut the issue” to students needs to be a political one. This is an opportunity for students, staff and funders to get to the table and get in on these jobs that have not been an option for people in communities of need. The Green For All movement is about putting a dent in poverty and pollution at the same time and students need to get a little upset about the fact that if they don’t learn the lingo, the science and math, the jobs will not be an option for them. Maybe we can seize the moment to build some momentum in this time of creative change.
Sara
From: Mihaela.Cosma@lwtc.edu
Subject: [SpecialTopics 1234] Re: Green Jobs and Adult Basic Skills: Thursday
Date: April 9, 2009 8:58:35 PM EDT
I’m with the ESL/ABE program at Lake Washington Technical College in Kirkland, WA. Like many of you, I’m interested in finding out what curriculum resources and teaching approaches are available in green jobs/basic skills. We are currently in the process of developing some offerings in this area.
Our school’s science division has three short certificate options related to the impact of lab/industry on the environment, the new biological technology in the energy sector, and the technologies behind renewable energies: Industrial/Laboratory Certificate of Completion, Bio-Energy Certificate of Completion, and Energy Technology Certificate of Completion.
Entry in any of these certificate programs requires a science background, which some of our ESL students have from their native countries (as all of you in Basic Skills know, there is quite a diversity in terms of not only cultures, but also levels of education in any ESL class). In other words, with a lot of support to deal with their language barriers, these students would make great candidates for these certificates. The Science Advisory Committee and the Science and Basic Skills faculty considered the option of integrated instruction (I-BEST) to allow high level ESL students (NRS levels 5 and 6) with a science background into this type of training. The enhanced support would consist of a 50% overlap of instruction (an ESL instructor is in the class half of the time the science instructor is in the class), followed by separate ESL classes addressing the language/vocabulary taught in the science classes.
Mihaela Cosma
From: ypeck001@neb.rr.com
Subject: [SpecialTopics 1235] Re: Green Jobs and Adult Basic Skills: Thursday
Date: April 9, 2009 11:09:35 PM EDT
I have been reading the comments associated with teaching ESL students green jobs/basic skills. I would also like to know the method you believe would work. If the students are ESL, the most I suspect they could be taught is the language needed by people in that field, but they would require additional training---possibly also provided by community colleges-----to teach the skills needed to perform on the job. This means the ESL/Basic skills individual would need to have the skills needed by individuals ready to take the GED test, since just knowing the vocabulary would not be enough.
From: DJRosen@theworld.com
Subject: [SpecialTopics 1237] Last day of Green Jobs and Adult Basic Skills discussion
Date: April 9, 2009 9:08:22 PM EDT
Colleagues,
Today is the last day of our Green Jobs and Adult Basic Skills discussion. We have several topics to discuss, and I wonder what subscribers see as the best "take-aways" from this discussion -- what did you learn that was especially useful?
Today's Sub-topics:
Funding and other resources for Green Jobs programs
1. What resources are available to workplace ESL trainers who want to work with the green collar industries? 2. It seems like there is a window of opportunity in preparing students to enter the green economy by doing preparatory work aimed at meeting training and course requirements. Is this true? And who might fund this kind of work? How might ARRA funds (both WIA money and green money) be accessed for our adult students? 3. Will there be additional funding for adult education to enable programs to provide additional classes and teachers to develop the skill sets required for these jobs? 4. So many of our students are out of work and unable to find jobs. How soon can we expect that the recovery will emerge?
Teacher training
1. What additional training do adult basic education (including ESL/ESOL) teachers need to be effective in helping their students access and prepare for Green Jobs? 2. Do workplace ESL trainers need to learn basic math, drafting, and construction terminology to be effective?
Green Jobs policy implications
1. What are the policy implications of Green Jobs? Other than funding, do we need new safety, health, affirmative action, anti-discrimination, labor, training, and/or education policy or regulations?
Other Topics and questions that emerge
1. What are the next Green Jobs steps for our field? What does our field need and what it should do to make preparation for and access to Green Jobs seamless for adult learners who want them. Our guests and others have suggested lots of good resources, but what's missing? What would advance this work? What role should government agencies play at the national, state or local levels? What new resources -- or organized collections of resources -- do we need? For example, do we have a map of Green Jobs career pathways (as Vien described this "stepping stones through short term, occupationally contextualized training programs that help workers at any level gain skills and advance in a high-wage, high-growth industry")? If not, how will we get one?
2. Could online learning help people who have some of the work skills they need to add green skills and knowledge? If so, what would this need to look like? A blended face-to-face and online model? Lots of video examples? Hypertext definitions and pronunciations of difficult new terms? Written in first languages other than English? What else?
David J. Rosen
Special Topics Discussion Moderator
DJRosen@theworld.com
From: kate@eco-ventures.org
Subject: [SpecialTopics 1236] Re: Green Jobs and Adult Basic Skills: Thursday
Date: April 10, 2009 12:28:52 AM EDT
I have seen a lot of discussion about the need for training programs around the basic principles of green jobs, the lingo, etc.
My organization, EcoVentures International, is in the final stages of developing an experiential based curricula with several tools including a simulation, which may be relevant to some of your needs.
If anyone is interested, please contact me at kate@eco-ventures.org
Kate
From: alex@findingearthworks.org
Subject: [SpecialTopics 1239] Re: basic level learners
Date: April 10, 2009 5:56:32 PM EDT
Margaret
You said in your post: Where are the innovative funded programs we can point to that demonstrate college, WIB and adult literacy provider partnerships training learners in the adult education classroom or in concurrent programming?
I think this is one of the best articulations of what we need to make happen – to grow these programs ourselves and make sure that we document them and share them widely for others. The work of Green for All is helping to make program models available, and I think we can share ABE-specific models among ourselves. If not us, who? Thank you for your clarity about this need.
Alex
Alex Risley Schroeder
Principal, Finding Earth Works
413.531.8783
alex@findingearthworks.org
findingearthworks.org
From: alex@findingearthworks.org
Subject: [SpecialTopics 1240] Re: ESL learners and community college certificates
Date: April 10, 2009 5:59:29 PM EDT
Thanks, Mihaela, for describing your approach. At Greenfield Community College, we’ve imagined this kind of approach and tried a very small version of it. I would love to hear more about how your experience has unfolded – as would others, I’m sure. (Although, our week is up, isn’t it!)
Alex
Alex Risley Schroeder
Principal, Finding Earth Works
413.531.8783
alex@findingearthworks.org
findingearthworks.org
From: alex@findingearthworks.org
Subject: [SpecialTopics 1241] Re: Last day of Green Jobs and Adult Basic Skills discussion
Date: April 10, 2009 6:00:51 PM EDT
I want to echo the thanks for this conversation and also David’s request to hear what everyone is taking away. David, are there ways for us to continue this conversation?
Thanks to all, listeners, posters and panelists, and to David for the vision to make it happen. Happy weekend everyone!
Alex
Alex Risley Schroeder
Principal, Finding Earth Works
413.531.8783
alex@findingearthworks.org
findingearthworks.org
From: Mihaela.Cosma@lwtc.edu
Subject: [SpecialTopics 1242] Re: Green Jobs and Adult Basic Skills: Thursday
Date: April 10, 2009 6:17:37 PM EDT
The ESL students are in class with regular college students, but an ESL instructor is present. The vocabulary and concepts taught are then reinforced in the ESL support class, so yes, they get the language needed by people in the field. Another fact worth mentioning is that these students are co-enrolled in regular ESL (NRS level 5 and 6) classes when they begin the technical training. In most cases, upon completion of their technical training, they will have exited ESL and ABE.
From: gbundy@rmi.net
Subject: [SpecialTopics 1244] Re: basic level learners
Date: April 10, 2009 7:19:40 PM EDT
Hi --
Many thanks to everyone on this discussion -- it was very informative.
I've read through the Recovery Act -- and the emphasis on training is clearly focused on community colleges -- which is great and appropriate -- but could make it harder for programs serving ABE students that are not affiliated with a community college. Here are a few thoughts on green jobs and basic skills -- the politics of work -- and applications for the small program.
1. At the core of any "green job" -- or for that matter -- any job -- is the ability to manage resources more effectively and efficiently. On an individual personal and family level, budget-making is at the center -- especially if the budget is examined as an exercise as identifying resource inputs and outputs -- and identifying resources not only as cash, but also as labor, relationships, tangible items and intangible items. What resources do my family and I bring into our lives? What are the costs (tangible and intangible) of those resources? What do we do (or make) with them? What are the outputs? What are the wastes -- both tangible and intangible -- e.g. time? money? labor? paper? etc.
2. Budgeting is where the rubber meets the road for resource decisions in most organizations. The ability to make budgets and smart decisions around the use of the resources related to the dollar inputs and outputs -- is a key skill for gaining power or position in business organizations. I believe firmly that practice in developing budgets - thinking of them as resource input and output maps - is the most basic of all basic skills for the so-called "green economy."
3. Students lacking literacy skills are often shut out of decision-making concerning resources -- yet their jobs are often resource intensive. A key part of literacy training - is helping them acquire skills that will give them confidence to participate in decisions that impact the resources that they use. Business memos -- or documentation of resource saving ideas -- is another core literacy skill.
4. Our students have wisdom to share in terms of resource management. When you are doing labor intensive work, you have ideas about how to do them better. However, many times your ideas are "invisible" -- You may share them in bitch sessions. But the key to success -- is the ability to solve problems -- and DOCUMENT those solutions.
5. We need to help them develop confidence and basic skills in decision making. Ask them to think about any work that they have done, are doing, or want to do. Think about a business that they could run -- in reality or in a dream (e.g.car repair, burrito making, child care, rap recording). Develop resource input and output maps - and think of ways to improve them -- then write a one page memo describing the problem, the solution, and the resource and cost savings. Role play sharing the memo with a boss or supervisor or investor. For those currently in a job, actually deliver the memo to the supervisor.
6. Example, a student who is a housekeeper in a hospital -- dealing with cleaning chemicals -- as well as with the bio-hazards -- developed in class -- several ideas for time and cost savings. A new chemical was introduced that seemed more toxic and less efficient. She researched chemicals and found a better cleaning solution. Memo writing was difficult at first -- it took several drafts to eliminate pent-up anger towards supervisors who did not hear hear her ideas. However, once she had a memo , her advice was accepted. And her confidence soared.
7. The newer GED science books have sections on global warming -- but it is important to pay some attention to the laws of thermodynamics - and to find real life applications -- to help think about topics of energy and resource use.
Just a few thoughts.
Again, thank everybody for the great information.
Gail Bundy
Board member
Native American Multi-Cultural Education School
3600 Morrison Road
Denver, CO 80219
From: JURMO@ucc.edu
Subject: [SpecialTopics 1247] Re: Green Jobs and Adult Basic Skills Discussion coming to a close
Date: April 11, 2009 8:13:54 AM EDT
Hello, Colleagues,
Though I didn't jump into the discussion on "green jobs" this past week, I did try to keep up with it. Thanks to all who participated. There is clearly a growing interest in the US about the concept of green living and green jobs. This is a major potential area for adult educators and the people we serve.
A few extra thoughts:
1. "Green jobs" cover a lot of industries and job titles. Examples include building construction, HVAC (heating, ventilation, air conditioning), creating and installing and maintenance of energy-generating and energy-saving equipment, recycling (of so many different items including bottles, cans, clothing, cooking oil, building materials, shipping pallets, plastic bags, energy bar wrappers, juice boxes, computers, print materials, etc.), forestry and landscaping (including urban forestry), "green transportation" (vehicle maintenance, bicycle systems, public transit), etc. Each of these jobs has particular skill and knowledge requirements, benefits, limitations that we need to understand if we are to provide training for them. We will need to provide some curricula that are particular to particular occupations alongside curricula that are relevant across a number of job titles.
2. As examples of curricula relevant across a number of job titles:
- We are in the beginning stages of developing an "Intro to Green Careers" workshop that helps job seekers understand the range of options open to them so they can make an informed choice about which options to pursue.
- From there, learners might go into a Career Planning course (which we are now piloting, adapting the "Getting There" curriculum (created by the Center for Literacy Studies at the Univ. of Tennessee and available on-line)and similar curricula such as the on-line "Career Coach" program from Women Employed in Chicago). Learners clarify their job goals, their strengths and challenges, investigate(using O*NET and other sources) info about jobs they are interested in, and develop an educational and career plan, skills (e.g., resume writing, job interviewing, research), and tools (e.g., a career portfolio) to pursue the jobs they are interested in.
- Financial literacy is something that everyone needs. This is also a rich area for teaching many kinds of skills and knowledge (math, current events, economics, research, planning, etc.)
- In general, math is relevant to virtually every job -- not only in terms of the financial literacy a worker needs but for the specific math related tasks workers need, especially if they want to move beyond the lowest-paid jobs.
- Customer service skills are also needed by virtually any worker, to be able to serve both "external" customers and "internal" ones, including co-workers, vendors, and others a worker interacts with.
- The kinds of skills covered in the National Work Readiness Credential exam are also broadly needed across most jobs.
- Test-taking skills (for technical exams) are needed to move into and up within most career pathways.
3. In addition to the above broadly-relevant curricula, a green jobs curriculum also needs to include particular skills and knowledge required for specific jobs. Examples include knowledge of:
- basic electronics required to install and maintain building controls;
- ergonomics and other procedures required to plant and maintain trees;
- safety and health procedures required for transporting waste materials.
4. Putting such curricula together require teams of people with various kinds of expertise, including knowledge of good instructional practice (which is key), basic skills education, and particular types of technical skills. There are great examples around the US of programs that use multi-disciplinary teams to figure out the particular skills requirements of jobs and then develop engaging, effective instruction.
5. As part of our curricula, we should be encouraging learners to engage in self-study on their own (using on-line learning, print materials, mentoring systems) outside our classrooms. All of us need to continually upgrade our skills to remain effective -- and to keep our careers interesting.
6. Our field needs a supportive infrastructure of resource centers (which can train adult educators to do this work, develop and share curricula, and evaluate programs to identify effective practices) and funding to support this work.
The above ideas are, I think, relevant not just to "green" careers but to virtually any career pathway.
I find this interest in green careers very encouraging. Our country needs to move in this direction for many reasons. (I like Thomas Friedman's point that a green economy can create meaningful, rewarding jobs, protect the environment, and enhance our national security). As adult educators, we have lots we can do to help adults and out of school youth prepare for the green jobs that are already out there and will be emerging in the coming years.
Paul Jurmo, Ed.D.
Dean, Economic Development and Continuing Education
Union County College
New Jersey
From: DJRosen@theworld.com
Subject: [SpecialTopics 1248] Winding up the Green Jobs and Adult Basic Skills discussion
Date: April 11, 2009 8:45:02 AM EDT
Colleagues,
Alex Risley Schroeder asked: "Are there ways for us to continue this conversation?"
The National Institute for Literacy sponsors a discussion list on workplace and workforce literacy. Perhaps the Green Jobs and Adult Basic Skills discussion could be continued -- or periodically revisited -- there. To subscribe, go to:
http://www.nifl.gov/mailman/listinfo/Workplace/
Paul Jurmo, thanks for the excellent summary and suggested next steps.
Anyone else have final thoughts, or suggested next steps for our field?
David J. Rosen
Special Topics Discussion Moderator
DJRosen@theworld.com
From: JURMO@ucc.edu
Subject: [SpecialTopics 1249] Re: Winding up the Green Jobs and Adult Basic Skills discussion
Date: April 11, 2009 9:24:00 AM EDT
Should "green jobs" become a thread within the LINCS "workforce" discussion list?
Paul Jurmo
From: lenore_balliro@worlded.org
Subject: Re: [SpecialTopics 1250] Winding up the Green Jobs and Adult Basic Skills discussion
Date: April 11, 2009 12:07:16 PM EDT
Hi All,
Forgive me if someone posted this (I've read many but not all!). In the most recent catalogue from New Readers Press I saw two student books related to the environment and recycling. They may provide useful classroom material.
David, I like your idea for continuing the conversation on another listserv, maybe as a sub group. Thanks everyone, and thanks, Sara, for your perceptive analysis of the political nature of "greening."
Lenore Balliro
From: DoughtyHRC@aol.com
Subject: [SpecialTopics 1251] Re: Community Literacy Journal announcement
Date: April 12, 2009 5:09:22 PM EDT
Thanks for the information, David. I'd also like to mention another publication that resulted from NIFL's Community Literacy Summit that is also available. It is the Guide to Performance Management for Community Literacy Coalitions by Harry Hatry and Elaine Morley and is also free from EdPubs@inet.ed.gov.
There is a session at the National Community Literacy Conference in Buffalo where Harry will walk through some of the strategies with Dr. Ray Hart that some of the list subscribers might be interested in.
Margaret
From: djrosen@theworld.com
Subject: [SpecialTopics 1246] Green Jobs and Adult Basic Skills Discussion coming to a close
Date: April 10, 2009 5:41:59 PM EDT
Colleagues,
I want to thank our guests Vien Truong, Alex Risley Schroeder, Kate Davenport and Chris Cato for their very helpful answers to our questions this week, and to thank subscribers for your thoughtful questions and comments. We have a ton of information on Green Jobs to sift through now. Although the discussion is over, I will accept posts through Monday on what you think the next steps might be. I will also post any comments you might have, through Monday, on this discussion and its value to you. After Monday the Special Topics discussion list will be silent until the next discussion.
David J. Rosen
Special Topics Discussion Moderator
DJRosen@theworld.com
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