Perspectives of Adult/Community Education

 

Perspectives of Adult/Community Education

Group 1: Maggie Leitch, Saud Alotaibi, Bryley Deneen, Sara Barker, Nichole Flick, and Lyston Louks

EDAC 631: Adult and Community Education

Dr. Bo Chang

March 6, 2022

 

Figure 1

Assigned Roles

Name	Roles	Commented on
Maggie	Group Leader I will listen to all 4 audio clips. I will write the introduction and cite all 4 audio clips. I will create the Google Doc, so the team can collaborate. I will assign roles to all team members. I will review the entire document for flow and continuity. I will review the document to ensure it complies with APA citation. I will aid Saud and Bryley in the final review, by 3/4/22. I will post the final project onto the blog by 3/6/22.	Group 2 Group 4
Saud	Group Leader I will listen to all 4 audio clips. I will write the paper’s Implications section. I will provide at least 1 scholarly source for the paper’s Implications section.   I will turn in the draft of my assigned part by 3/1/22. I will review the document to ensure it complies with APA citation. I will aid Maggie and Bryley with the final review, by 3/4/22.	Group 3
Bryley	Group Member I will listen to all 4 audio clips. I will write 1-3 Discussion paragraphs in reference to audio clip 1. I will provide at least 1 scholarly resource for the paper’s Discussion section.   I will turn in the draft of my assigned part by 3/1/22.  I will review the document to ensure it complies with APA citation. I will aid Maggie and Saud with the final review, by 3/4/22.	Group 4  (Alice Muhammad) Group 1  (Responded to two posts)
Nichole	Group Member I will listen to all 4 audio clips. I will write 1-3 Discussion paragraphs in reference to audio clip 2. I will provide at least 1 scholarly resource in the paper’s Discussion section.   I will turn in the draft of my assigned part by 3/1/22.	Group 2
Lyston	Group Member I will listen to all 4 audio clips. I will write 1-3 Discussion paragraphs in reference to audio clip 3. I will provide at least 1 scholarly reference in the paper’s Discussion section.   I will turn in the draft of my assigned part by 3/1/22.	Group 3
Sara	Group Member I will listen to all 4 audio clips. I will write 1-3 Discussion paragraphs in reference to audio clip 4. I will provide at least 1 scholarly reference in the paper’s Discussion section. I will turn in the draft of my assigned part by 3/1/22.	Group 4 Group 1 (responded to two posts)

Introduction (Maggie Leitch)

In the 1950s through the 1980s, the federal government poured time and resources into furthering adult education through literacy programs to enable adults to more effectively contribute to society (Chang, n.d.). However, after the 1980s, federal support for literacy programs began to dwindle as the federal government failed to see the desired return on its investment. As a result, a focus on vocational studies began receiving more funding since education, especially for adults, was focused on adding value to the things the government found beneficial to grow the economy. Programs like philosophy and French were/are poorly funded, since education in such areas do not necessarily make people better workers. The focus of federal adult education funding is economy, not community, driven (Chang, n.d.).

That being said, adult education can still be found in various forms and fields, though not necessarily under the name “adult education.” Billions of dollars of federal funding for adult education exist but are labeled as “military training” or “workforce development” (Chang, n.d.). However, this funding is still determined by what the government deems to be most important. It rarely funds programs that are focused on personal growth, social justice, community development, etc., since the government does not find value in what can be gained from people receiving these types of education (Chang, n.d.). Many adults, therefore, seek education in such areas through informal and non-formal education opportunities like book clubs, community groups, or by taking courses that are offered in non-traditional subject matters (Chang, 2019).

Acquiring knowledge in an adult education environment, especially via informal or non-formal education, means that adult education is now so ubiquitous that some adult educators feel that adult education is now delivered in a “liberal arts fashion” and lacks technical, rational teaching of necessary skills (Chang, 2019). Furthermore, some educators feel that such adult education programs create common skills, but not specialized skills; and believe that the current market is more interested in specific, unique skill sets that are simply not being taught (Chang, 2019). When considering that adult education opportunities are limited due to lack of federal funding, however, informal and non-formal education are sometimes the only opportunities that adults have to continue along a path of lifelong learning.

Discussion

         In an interview with Dr. Bo Chang, Dr. Sharan Merriam, who has published many different, renowned texts on adult education (University of Oklahoma, n.d.), specifically noted her affiliation with the University of North Florida and the Osher Lifelong Learning Institute (OLLI). The OLLI consists of over 1,500 students over the age of 50 who have access to a large number of continuing education opportunities in a variety of topics (University of Oklahoma, n.d.). Dr. Merriam pointed out that the enthusiastic enrollment and participation in these programs are a testament to adults’ desire to make learning a life-long endeavor, and such learning opportunities should be made available to any who wish to expand their knowledge and skills, no matter their age or area of interest.

As Dr. Merriam further noted, the field of adult education encompasses a seemingly endless range of subject matters. However, because adult education is an all-encompassing field, the backgrounds of adult education practitioners significantly differ from one another. Dr. Merriam stated that these contrasting backgrounds can dramatically impact an individual’s perception of education, and how they create and implement furthering educational programs (Chang, 2019).  For example, adult educators with a background in business may prioritize the importance of organizational development and human resource development.  In contrast, adult educators with social and cultural knowledge may prioritize the educational efforts of cultural institutes, such as museums, theaters, and galleries.

            Dr. Merriman makes an important point about how different opinions and lenses through which adult education can be viewed affect how adult education is implemented in different areas of business and interests. Personally, with a master's degree in fine arts, I (Bryley Deneen) constantly think of different ways I can apply adult education concepts and practices to fine art, art history, and visual studies. No matter the focus of adult education programs, research shows that continuing education is highly beneficial to adults; however, many programs are dramatically underfunded (Chang, 2019).

Dr. Chang interviewed Dr. John Boulmetis regarding federal funding for adult education, an essential factor in adults’ access to continuing education. Dr. Boulmetis stated that his research supports his hypothesis that federal funding will only be used to further adult education in ways that directly benefit the economy (Chang, n.d.). He went on to say that vocational continuing education programs receive federal funding since those programs directly enhance the economy. Meanwhile, the federal government deems community education and personal development programs as a poor investment; as a result, such programs do not receive the same funding that vocational programs receive (Chang, n.d.).

The U.S. Department of Education has a division dedicated to Adult Education and Literacy and offers state grants to fund many local programs. These programs include workplace literacy services, family literacy services, integrated education and training, and integrated English literacy and civics education programs (U.S. Department of Education, 2021). The monies are given to state agencies and then distributed to local providers. These local providers offer a wide variety of adult education and literacy programs to adults and those who are 16 and older, and who are already out of primary school. Of course, as Dr. Boulmetis stated, these programs focus on literacy since a literate population is one that can better contribute to a booming economy (Chang, n.d.).

I (Nichole Flick) find it shocking that, despite research that shows that adult and continuing education is important for adults' growth, development, and overall happiness, adult education, especially informal and non-formal educational opportunities, are grossly underfunded and rely heavily on private donations. Regardless of whether adults choose to pursue further education for personal, versus professional, growth, giving people the opportunity to participate in lifelong learning should be readily available and adequately funded.

Dr. Chang continues to discuss the federal support for adult education with Dr. R. and the shift of focus applied to education. Dr. R notes that this support shifted to focusing on economic and employment readiness, rather than student aspirations (Chang, n.d.). Federal student aid caused this shift, and the government expected the granting of federal student aid to be a two-way street, wherein the government provides aid and students provide their labor to improve the economy.

Adults returning to education are often being ignored by the federal government, as federal aid is being poured into students who are going straight to college from high school. Adult education is also not as simple as adults returning to higher education to get a college degree, but also includes continuing education programs such as High School Equivalence, formerly known as the General Educational Development or GED, and adult literacy programs. These programs are often left underfunded and lacking opportunities for adults.

I (Lyston Louks) believe that adults returning to education should be considered for federal aid in the same way that new students are being considered. It can be extremely difficult for adults to return to education, with prices of education and the cost of living consistently increasing, while wages have stayed mostly stagnant. The focus on creating competent workers who can provide growth to the economy ignores that learners are humans with aspirations and desires. Focusing on their economic potential rather than their passions and desires is problematic, and aid should be available whether someone wants to become an artist or a doctor. Underfunding adult education programs can create a generational gap of opportunities, as adults who do not have the education opportunities often lack opportunities for their children, thus creating a cycle that can lead to greater poverty rates and illiteracy (Jenkins & Kirsch, 1994).

In Dr. Chang’s interview with Dr. Carol E. Kasworm, Dr. Kasworm focused on a macro view of the issues that surround formal adult education, specifically, how the field of adult education can be promoted in higher education, and what factors lead to the development of adult education within the context of higher education. Dr. Kasworm mentioned that one of the biggest hindrances to the development of adult education, as a field, is how generalized and fragmented it has become over time (Chang, n.d.).

            Dr. Kasworm stated that, when she first started working in higher education, students were often first-generation college students, and many had parents who may not have even completed their primary education. To produce a more educated generation, fervor and funding for adult education was high, and was described by Dr. Kasworm as “ubiquitous,” with its prevalence of adult literacy programs and English Second-Language opportunities for adults (Chang, n.d.). However, Dr. Kasworm stated that current adult education programs teach more common skills, and do not focus enough on specialized skills and furthering educational opportunities. Dr. Kasworm feels strongly that “the currency now, in the marketplace, is for more specialized skills that are unique, and that is not happening in our programs” (Chang, n.d.).

            While I (Sara Barker) agree that specialized education is necessary for adults whose goal is to change or enhance their careers, I do not believe that education’s only service is to translate into opportunities to succeed in the marketplace. I firmly believe that a combination of “liberal arts” skills, along with specialized skills, should be the focus of continuing education. Although Dr. Kasworm feels that hiring managers are not interested in hiring people who do not have “specialized skills,” current data may suggest otherwise: 

Figure 2

Hart Research Associates “Very Important Skills for Recent College Graduates We Are Hiring.”

Note. Figure 2 summarizes the importance that business executives and hiring managers place on various skills. From Fulfilling the American Dream: Liberal Education and the Future of Work by Hart Research Associates, July 2018 (https://dgmg81phhvh63.cloudfront.net/content/user-photos/Research/PDFs/2018EmployerResearchReport.pdf).

           

            Figure 2 summarizes data from the study Fulfilling the American Dream: Liberal Education and the Future of Work, that Hart Research Associates conducted for the Association of American Colleges and Universities. Researchers interviewed business executives and hiring managers to determine which skills they deemed most important when hiring recent college graduates. Based on their answers, it is clear that employers are actively seeking individuals who possess a combination of many skills and not just “specialized skills” (Hart Research Associates, 2018).

Implications (Saud Alotaibi)

Although the field of adult education has evolved, Mortrude (2020) postulates that the field’s progression has been insufficient to support “life-wide” and “life-long” learning. While federal funding for literacy programs continues to be relatively abundant, a framework of funding should also be established to address adults’ “... skills needs across the length and breadth of life” (Mortrude, 2020). As Dr. Merriam stated in her interview with Dr. Chang, funding exists for “life-wide” learning programs, but the reliance on private donors to fund such programs is not a reliable, long-term option (Chang, 2019). Instead, Mortrude suggests that existing funding should be reallocated to all types of adult education. As the system currently operates, adults’ access to continuing education restricts the level of education they can access and occupations in which they can participate due to those restrictions (Mortrude, 2020).

As Dr. Boulmetis pointed out in his interview with Dr. Chang, federal funding continues to be funneled into programs that support economic success (Chang, n.d.). Despite the funding for formal, higher education, programs that focus on the recruitment of adult learners, such as tax credits and/or tuition reduction, have not had a positive impact on enrollment in higher education environments (LaLumia, 2012). Up to this point, the most effective program to recruit adults into higher education was the direct federal funding of federal child care subsidies (Schochet & Johnson, 2019). Schochet and Johnson (2019) found that women who have low incomes, who can utilize federal child care subsidies, are more likely to attend institutions of higher learning, especially women who have children under the age of 2. Otherwise, federal subsidy programs and tuition reduction plans have failed to produce inclusive adult education opportunities and programs.

The research presented here, and the implications of the lack of funding and access to continuing education, affects any adult who wishes to pursue continuing education. Few adults will pursue formal continuing education without more direct, federal funding. This means that those who wish to continue on a path of life-long learning will be reliant on poorly funded non-formal and informal educational opportunities. As students, our access to formal higher education is currently dependent on the federal funding of Ball State University. As we graduate and become educators, or become otherwise influential in our fields, our ability to deliver and obtain continuing education could be significantly hindered without proper funding. As pointed out by Mortrude (2020), the only viable solution to these concerns is reevaluating and reallocating federal funding more equitably. It will be crucial, in the coming years, that research and advocacy focus on access to educational opportunities, and to focus on the accessibility of education through appropriate and adequate federal funding.

Figure 3

Summary of Perspectives of Adult Education

Introduction	●      Adult education, as a whole, is poorly funded overall ●      The focus of federal funding is programs that will have the greatest economic impact and return on investment. ●      Adult rely heavily on poorly funded non-formal and informal programs to continue learning.
Discussions	●      Enrollment in institutes/programs like OLLI are a testament to adults’ desire for life-long learning. ●      Dr. Sharan Merriam notes that the backgrounds of adult educators affect how they teach, as they will view adult education through the lens of their practice. ●      The group agrees with Dr. Merriam, as our individual areas of study and our professions affect how we view and deliver continuing education. ●      Dr. John Boulmetis notes that federal funding is given to programs that benefit the overall economy. ●      Programs that focus on “soft skills” are generally underfunded and rely on private funding. ●      The group agrees with Dr. Boulmetis’ assessment of federal funding and the importance of adequately funded continuing education opportunities. ●      Federal funding for adult education programs is vital to decrease opportunity gaps for future generations, as noted by Dr. R. ●      The group agrees with Dr. R. and believes federal aid should be distributed equally to any who wish to continue their education, despite age and/or area of study. ●      Dr. Carol Kasworm states that adult education is ubiquitous and unfocused, and employers only recruit those with specialized skills. ●      Research from Hart Research Associates does not support Dr. Kasworm’s view, and the group agrees that a combination of specialized and “liberal arts” skills (or soft skills) are equally vital in a professional setting.
Implications	●      Federal funding should be reevaluated and reallocated to various adult education programs, and not only programs with the greatest economic impact. ●      Indirect funding such as tax credits and tuition reductions have failed to attract adult learners to formal, economically valuable programs of study. ●      Direct federal funding, like the federal child care subsidies, have increased adult participation in continuing education. ●      Inadequate funding can/will negatively impact adults’ access to formal, non-formal, and informal educational opportunities, and make it more difficult for adults to obtain the knowledge and skills they need to grow personally and professionally.

  

References

Chang, B. (Host). (2019, Jan. 16). Adult education with different hats 8 with Dr. Sharan Merriam [Audio clip]. https://bsu.instructure.com/courses/121504/files/9853653/download?wrap=1.

Chang, Bo (Host). (2019, Feb. 26). Part data 18 with Carol E. Kasworm. [Audio clip]. https://bsu.instructure.com/courses/121504/files/9853651/download?wrap=1.

Chang, B. (Host). (n.d.). 10 Result driven financial support with Dr. John Boulemetis [Audio clip]. https://bsu.instructure.com/courses/121504/files/9853649/download?wrap=1.

Chang, B. (Host). (n.d.). 12 Trends of federal support with Dr. R. [Audio clip]. https://bsu.instructure.com/courses/121504/files/9853650/download?wrap=1.

Hart Research Associates. (2018, July). Fulfilling the American Dream: Liberal Education and the Future of Work. https://dgmg81phhvh63.cloudfront.net/content/user-photos/Research/PDFs/2018EmployerResearchReport.pdf.

Jenkins, L. B., & Kirsch, I. S. (1994). Executive summary from adult literacy in Indiana. National Adult Literacy Survey, 1-7. https://nces.ed.gov/naal/pdf/state_summaries/Indianapolis.pdf.

LaLumia, S. (2012). Tax Preferences for Higher Education and Adult College Enrollment. National Tax Journal, 65(1), 59–89.

Mortrude, J. (2020). Examining the Role of Federal Adult Education Funding in Adult Literacy Education. Adult literacy education: The international journal of literacy, language, and numeracy, 54–57.

Schochet, O. N., & Johnson, A. D. (2019). The Impact of Child Care Subsidies on Mothers’ Education Outcomes. Journal of Family and Economic Issues, 40(3), 367–389.

University of Oklahoma (n.d.). Sharan Merriam: Hall of fame 2003. https://halloffame.outreach.ou.edu/inductions/hof-2003/merriam/.

U.S. Department of Education (ED). (2021, January 22). Adult Education and literacy state grant administration resources. https://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/st-grant-admin-resrcs.html.