Author: Katie Welch, Ph.D., Literacy Texas Executive Director
One of the most meaningful jobs I have ever held was as a professor in the School of Education at the University of North Texas at Dallas. I taught hundreds of future teachers during my years there, but my time at UNT Dallas also deeply shaped the way I think about education and its role in our communities.
One of the ideas is the concept of economic mobility.
Established in 2010, UNT Dallas was purposefully planted in southern Dallas, an area that has historically been under-resourced. While the DFW metroplex is home to numerous universities, UNT Dallas is the only public, accredited four-year university in the city of Dallas.
From its beginning, the university has embraced a clear mission: to provide an affordable pathway to socioeconomic mobility for residents of urban Dallas communities.
The message at UNT Dallas was clear. Education can open doors. A college degree can provide access to better jobs, higher wages, and greater economic opportunity — not only for an individual, but potentially for an entire family.
That same idea extends well beyond the college classroom. For many adults, an ESL class, GED program, or other adult education setting can be a place where doors begin to open. Adult education can create opportunities that weren’t there before.
We know that adults walk into literacy classrooms for all kinds of reasons. I remember once asking a room full of my own GED students why they were there and being surprised by the range of answers. Some wanted better jobs. Others wanted to help their children with homework, navigate healthcare appointments without the support of their minor children, serve as a role model for their teenage grandkids, or simply prove to themselves that they could do it.
That experience stayed with me because it’s an important reminder: adult literacy is not only about employment. But employment definitely matters.
For many adult learners, greater literacy, stronger English skills, or a high school equivalency credential can be an important step toward a better job and greater financial stability. And when that’s where a learner wants to go, our responsibility should not end at the classroom door.
This is where partnerships fit in.
Partnerships can be an intimidating term. We often think of formal agreements, funding, and people dressed in corporate attire shaking hands. But partnerships don’t have to be that complex. Sometimes they start simply by knowing who else is doing good work in our communities and making a connection.
Did you know that there are more than 170 Workforce Solutions offices across the state of Texas? These offices connect job seekers with employment, training, and other resources. They also work directly with employers to understand their workforce needs. A partnership might begin simply by stopping by your local Workforce Solutions office and letting them know about your program.
Or, perhaps there’s an employer just down the street from you who is looking for workers. They might welcome the opportunity to connect with the learners you serve. That’s another way to partner.
Partnerships can start small. The important thing is to begin building those relationships now, so you know where to turn when a learner tells you they are ready for their next step.
At our regional symposia this year, we’re using the theme “Together for Literacy” and exploring how to build a stronger literacy ecosystem across our state. Workforce partners are an important part of that ecosystem. Not every adult learner enters the classroom looking for a better job, but every learner does deserve the opportunity to pursue the future they envision for themselves.
For some, that future may mean reading a book with their preschooler. For another, it may mean understanding the instructions on a prescription bottle. And for another, it may mean qualifying for a job that changes the economic trajectory of their entire family.
So, what’s one connection you could make this month that might open a new door for the learners you serve?
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