EdAC 631-Adult &Community Education Spring 2023: April 2023

Tuesday, April 25, 2023

Sarah Dull: The Workforce Focus: History and Implications in Adult and Community Education in the 1990s.

April 23, 2022

Sarah Dull

Name	Commented On
Sarah Dull	Hayden Rawlins

Background

Adult and community education in the United States was influenced by several factors during the 1990s. One of the most significant was the growing awareness of the importance of lifelong learning in a rapidly changing economy. Following the recession and expansion of the 1970s and 80s, focus on workforce development, adult literacy and an increased awareness for greater math and science programming resulted in the need for new programming and resource development (Milana, 2012). As modern technologies emerged and job requirements shifted, individuals needed to continually update their skills and knowledge to remain competitive in the workforce.

Another key factor was the increasing diversity in the United States population. With a growing number of immigrants and minorities, there was a greater need for programs that addressed the specific needs of these groups (Shofer, 2010). With a primary focus on English language learning courses, the need for diversity trainings and cultural awareness were also a part of these new and developing programs. This related to a rise of social activism as well which renewed interest in community development (Milana, 2012). While the focus on adult education would shift to workforce development, community education programs also began to focus on community projects and service activities and would continue to be promoted through programming like AmeriCorps.

Highlights

During the 1990s, several significant changes occurred in adult and community education in the United States, driven by economic, social, and political factors. With the expansion of jobs and technology, the demand for workforce development and training programs skyrocketed. A shift towards more skilled and specialized positions required training programs for adults through community colleges, professional developments, and trade school programs (United States,1993). With the Workforce Investment Act of 1998, legislation was enacted that focused on improving workforce development in the United States. The act established a system of “one-stop” centers where adults could receive a wide range of services, including education and training services, job search assistance and career counseling, and access to other support services (Public Law, 1998). The Workforce Investment Act worked to create a more efficient system to access workforce development programming for a wide range of adults.

The Workforce Investment Act created a shift in funding with federal dollars being diverted to workforce development programs and an increased scrutiny of student aid programming. In the early 1990s, the Department of Education admitted to a huge loss of funds due to default and fraud (Bosworth, 2008). At the time, trade schools were allowed to submit requests for financial aid with little to no confirmation of enrollment. Due to this increased scrutiny, government funding became dependent on the “national goals” first introduced by George H. W. Bush and further expanded by Bill Clinton. While these national goals helped to establish norms for adult education, especially in relation to adult literacy, they also shifted funds away from previously funded organizations while reducing funding for adult and community education (Bosworth, 2008). The reauthorization of the Higher Education Act in 1998 included provisions to promote lifelong learning and to encourage institutions to offer educational programs that meet the needs of nontraditional students, including adults (H.R.6, 1998).

The 1990s saw the largest shift in federal funds as funds were now given primarily in financial aid, military education programs, and trade programs. This also led to the rise of privatized education funding which would have a profound impact on adult education through privatized agendas (Sticht, 2002). However, as funding shifted, the country shifted from questioning the role of the Department of Education, to supporting the ongoing programs provided. The need for adult literacy programming and workforce development created a focused need on lifelong learning and the development of productive citizens in our communities (Sticht, 2002). The Adult Education and Family Literacy Act passed in 1998, provided funding for adult education and literacy programs across the United States. This act aimed to improve adult literacy rates, provide basic education, and job training to adults who need it, and help adults become more engaged in their communities (AEFLA, 1998).

Finally, increased immigration, particularly from non-English speaking countries led to a growing demand for adult education programs that focused on languages and English as second language courses. This would allow immigrants to integrate into American society more easily through cultural and linguistic means (Shofer, 2010). This also helped to expand the workforce by providing the needed language resources to participate in a wider range of jobs. The inclusion of ESL courses for adults would filter down into primary and secondary schooling as well, promoting greater literacy for entire families and providing the building blocks for further development as children and teenagers aged out of their primary schooling (Shofer, 2010).

Overall, the 1990s saw the greatest shift in adult and community education programming since the 1960s. The development of modern technologies, paired with new job skills and a focus on lifelong learning led to a transition from formal, traditional forms of adult education to the now prominent workforce development programming we still find today.

Influential Factors

There were several influential individuals and organizations that shaped adult education in the United States during the 1990s. As the President of the United States during the 1990s, Bill Clinton supported adult and community education through several initiatives and programs. Bill Clinton established AmeriCorps in 1993 which provided opportunities for young adults to serve in education and community programming throughout the United States (United States,1993). In 1996, his introduction of the Welfare Reform Act created a program in which those who receive welfare qualified for training and education programs which would allow participants opportunities to become more self-sufficient and find better employment opportunities (United States,1993). This program continues today. Finally, Bill Clinton established the Adult Education and Family Literacy Act of 1998 which increased funding for a range of adult education programming but focused primarily on adult literacy and its impact on family literacy.

The American Association of Adult and Continuing Education (AAACE) also played a significant role in shaping adult and community education in the 1990s. The AAACE focused on promoting lifelong learning and education in communities across the United States, as well as advocating for educational policies that would support adult learners (Milana & McBain, 2014). This was done by developing a set of core standards for adult and continuing education programs. These national goals first championed by George H. W. Bush and further promoted by Bill Clinton helped to establish a framework for quality programs and services and provided a basis for evaluating and improving the effectiveness of adult education programs (Milana & McBain, 2014). The AAACE also worked to increase access to adult education and training programs, with an emphasis on underserved populations that included minorities, low-income families, and individuals with disabilities. The AAACE were a driving force to increase funding and support for adult education programs that would allow for the needs of a large number of Americans to be met (Milana & McBain, 2014).

Another organization that influenced adult education in the 1990s was the National Center for Adult Learning and Literacy (NCALL). The NCALL played a significant role in adult education in the 1990s by providing resources, training programs, and technical assistance to adult education providers across the country (Sticht, 2002). The NCALL worked to improve the quality of adult education programs by promoting best practices, conducting research, and advocating for policy changes that would support adult learners. NCALL focused on helping adult learners who faced barriers such as low literacy, lack of access to education, and poverty (Sticht, 2002). Through its efforts, NCALL helped to create a more cohesive and effective system of adult education in the United States.

Implications

The implications of adult and community education in the 1990s still exist today. They are most often found in the increasing demand for lifelong learning. As technological advancements were made, there became an increasing need for updated skills through continuing education classes and professional developments. While this continues today, it first became a necessity in the technology and economic expansion of the 1990s. This transition to lifelong learning became a defining part of adult and community education programs and engrained in the workforce development focus of adult education funding (United States,1993). This also led to an expansion of community college systems and programming. These systems were able to provide a wide range of accessible and affordable programming that could provide relevant skills training to adult learners while also providing English language learning courses and trade specific programming to expand the American workforce. This also provided a road for transferring to four-year colleges with a discounted cost for the first two years of college which allowed greater access to formal advanced education in the United States. This continued to shift the focus of funding for workforce development and created an expansive network of trade school programming and technical degrees that are still popular today.

The increased use of technology also changed the way in which adult education was presented. By focusing on technology use and literacy, adult education programming increased diversity in educational programming by providing greater access to previously underrepresented groups. This was found through the expansion of trade programs and the community college system as well as continuing education through workforce development (United States,1993). The rise of technology also allowed for the use of distance education through online learning programming. This use of technology would continue to expand throughout the new millennia to a point at which adults are now able to earn entire degrees through fully virtual means. By providing distance education, the 1990s served as the jumping off point for increased diversity and a more equitable access to adult learning for the future.

Table 1. Summary of the History of Adult & Community Education in the 1990s

Area	Summary
Background	· Recovery from recession and workforce development · Diversity and the impacts of immigration · Community needs
Highlights	· Workforce Development Act and job training · Higher Education Act Reauthorization and lifelong learning. · “Nation Goals” · The Adult Education and Family Literacy Act and adult literacy programming.
Influential Factors	· Bill Clinton 1993, 1996, 1998 · American Association of Adult and Continuing Education (AAACE) · National Center for Adult Learning and Literacy (NCALL)
Implications	· Governmental management of funds and content · Workforce development and the use of technology. · Access and affordability. · Diversity in education.

References

Adult Education and family literacy act (AEFLA) Resource Guide. (1993). Retrieved April 23, 2023, from https://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/aefla-resource-guide.pdf

Bosworth, B. (2008, June). The crisis in adult education . JSTOR. Retrieved April 22, 2023, from https://www.jstor.org/stable/43314689

H.R.6 - higher education amendments of 1998 - congress. (n.d.). Retrieved April 23, 2023, from https://www.congress.gov/bill/105th-congress/house-bill/6

Milana, M. (2012). Globalization, transnational policies, and adult education. International Review of Education, 58, 777-797.

Milana, M., & McBain, L. (2014, December 30). Adult education in the United States of America: A critical examination of national policy (1998-2014). Encyclopaideia Journal of Phenomenology and Education. Retrieved April 22, 2023, from https://encp.unibo.it/article/view/4660

Public law 116–321 116th Congress an act - govinfo. GovInfo. (1998). Retrieved April 23, 2023, from https://www.govinfo.gov/content/pkg/PLAW-116publ321/pdf/PLAW-116publ321.pdf

Shofer, S. (2010). The decade of the 1990s: the lost years of opportunity for North Carolina’s ESL students. Retrieved April 23, 2022 https://doi.org/10.17615/j2fm-8b43

Sticht, T. G. (2002). The Rise of the Adult Education and Literacy System in the United States: 1600-2000. Office of Educational Research and Improvement.

United States. Office of Vocational, & Adult Education. (1993). Vocational-technical education: Major reforms and debates 1917-present. US Department of Education, Office of Vocational and Adult Education.

Monday, April 24, 2023

History of adult education in 1980s, by Kassidy Chase

Kassidy Chase

EDAC 631

History Paper

The 1980s

https://docs.google.com/document/d/1bZWT6Rbm6CcXxqqUIVxKfAAQJoQdog15-8OWD6QDdyI/edit?usp=sharing

Introduction

The 1980s was shaped largely by the election of Ronald Regan. He was elected in 1980 and served a second term in 1984. This was important to the social climate of America at the time because of the conservatism of the Republican Party. The goal was to reduce the size of the federal government and to limit their involvement in the lives of citizens. There was instead a focus on businesses, business owners and mass producing goods. Regan supported deregulation of businesses and tax cuts for corporations and businesses. Regan’s values were defined as “supply-side economics” that he shared with the Prime Minister, Margaret Thatcher at the time ( Stock 2018). The 80s was the era of the trickle down economics. This style of economics stated that if the top earning citizens began to earn at a steady rate, that the excess earnings would trickle down to the lower socio-economic classes. However, this was not the result. There was instead a large increase in the budget for the military, and tax cuts for the rich. Due to this style of economy, it was said that at this time, “By early 1982, the United States was experiencing its worst recession since the Great Depression” (Stock 2018). The unemployment rates spiked, businesses tanked, and people lost their homes. This recession largely contributed to the stock market crash in 1987.

Highlights

One of the largest issues during this time was an education crisis. There was a question of if the quality of education in America during the 80s was up to par. Regan’s initial idea when elected was to “ abolish the Education Department and promote prayer in the schools and tuition tax credits'' (Ravitch, 2021). This negatively impacted the standard of education in America. When it came to standardized testing, “Studies showed that American elementary and secondary students consistently tested lower in science and math than their counterparts in Japan” (2022). These results directly related to a literacy problem in America during this time. There was a major decline in reading and writing literacy. For example, in 1982 the Labor Department estimated that 50 to 70 percent of those in unemployment lines lacked the basic skills of communications, personal relations, motivation, self-confidence, reading and calculating” (Washington 2019). The lack of basic skills made it difficult for employees to find workers suitable enough to train and work at their businesses. This played a large role in the unemployment issue of the 80s. Unemployment during the 80s reached “nearly 11 percent unemployment rate reached late in 1982” hence a recession (Sablik 2013). The issue was not the lack of jobs but rather a lack of people qualified to train and fill these positions.

Influential Factors

Despite the statistics of math and science being down, there was an introduction of new types of education. Math and science would be defined as formal education. However there was an influx of informal education. Schools began to offer courses such as “moral education, death education, consumer education, drug education, and driver education” (2022). This type of education became more popular during this time. Alongside this influx of informal education, Regan began a new idea. Regan’s idea known as the Adult Literacy Initiative, alongside the U.S. Department of Education. This initiative focused on improving the reading and writing skills of adults. Within this new initiative, “colleges and universities will be asked to offer their students federal College Work-Study funds and academic credit if they agree to become volunteer tutors” (Mirga 1983). Colleges all around the country volunteered tutors to help carry out this plan. Regan’s Literacy program was the largest program at the time but there were also other initiatives. For example, some organizations such as the Coalition for Literacy. This coalition started a literacy hotline to connect people that needed tutors to help. It was an incredible initiative that resulted in “ 9,000 logged calls” (Washington 2019). Together, these plans worked together to help improve the literacy crisis of the 80s.

Implications

The main idea that I learned from this period of time is just how important education is. Adult education begins at an early age because the need and desire for education begins then. The misconception about adult education is that it is always spontaneous and relies on adults deciding randomly to further their education. However, through my research, I have found that the desire, the need and routine for education usually starts at a young age. Adults that sought education when they were younger are amongst the most likely to seek education as an adult. For many people, seeking education is a habit. Additionally, we understand the importance of putting all forms of education first because we see what happens when we don't. During Regan’s presidency, we learned the ramifications of not investing in the future of education.

It is also important to note that while formal education may have declined, non formal education had an opportunity to emerge. Driving lessons, cooking lessons and moral education were instrumental during this to the lives of people outside of a typical curriculum.

Social background	Labor, increase in work, tax cuts, recession
Highlights	Education crisis, literacy crisis, unemployment
Influential factors	Regan literacy initiatives, literacy coalition hotline, informal classes
implication	Education is the central focus, adult education starts at a young age

References

1980s: Fashion, Politics, Movies, TV & AIDS Crisis | HISTORY. (2023, April 20). History.com. https://www.history.com/topics/1980s/1980s

Eckblad, B. D. B. a. M. (n.d.). Stock Market Crash of 1987. Federal Reserve History. https://www.federalreservehistory.org/essays/stock-market-crash-of-1987

Ravitch, D. (2021, February 23). Education in the 1980’s: A Concern for “Quality” (Opinion). Education Week. https://www.edweek.org/policy-politics/opinion-education-in-the-1980s-a-concern-for-quality/1990/01

"The 1980s Education: Overview ." U*X*L American Decades. . Retrieved April 12, 2023 from Encyclopedia.com: https://www.encyclopedia.com/social-sciences/culture-magazines/1980s-education-overview

Our Reading Problem. (1984, August 2). Washington Post. https://www.washingtonpost.com/archive/politics/1984/08/02/our-reading-problem/ded1b0f7-eae6-4597-9fd8-ceea37e02be8/a

Mirga, T. (2021, October 12). Reagan Proposes Effort To Raise Literacy Level. Education Week. https://www.edweek.org/education/reagan-proposes-effort-to-raise-literacy-level/1983/09

Sunday, April 23, 2023

Perspective of Adult Education by Kassidy Chase

Kassidy Chase

Perspective of Adult Education

Interview Analysis

Dr. Bo Chang- EDAC 631

Introduction

The adult educator that I interviewed is Karla Chase. She is an instructor at a human resources workshop. She works at the Richmond Georgia education center. Her daily routine includes teaching two workshops per day Monday through Friday. She focuses on team building activities as well as racial sensitivity training. She prepares videos and worksheets relating to the content. She also used group discussions to get the students involved.

Perspectives of Adult Education

Tell me your working experience in the field of adult education?

Karla: “My work experience includes developing and implementing education plans with adults and adults with disabilities. I have about 10 years of experience in this field. I got into the field of education in general by first working in an elementary school and I eventually made my way to educating adults.

What are the different types of adult education provided in the organizations or in the community? Who provided them? For what purposes? Can you give me some examples?

Karla: “I find that when adult education partners with our local churches here, we get a large turnout. It helps get people more involved. Oh! And literacy programs. You would be surprised at how many adults benefit from our literary programs as well.”

Based on your experience, please tell me your perspectives of adult education: What is adult education? What are the challenges in adult education? What is the future direction of adult education? Please share some examples with me.

Karla: “I would define adult education as assessing how people learn and allow them to teach you how they want to learn. There is not just one way to teach people. “

Karla: “My experience has been positive in educating adults because I am able to use different supports for my adult students to learn outside of a classroom. I am also able to handle different personalities really well which is important. Some of the challenges are working with some of my other staff members who do not have experience in adult education. Their training may be in something different and it causes a disconnect between them and myself and them and the adult students. I struggle at times to advocate for the fact that our students are still adults and not children. For the future, I think most people will begin to utilize online programs more than anything. I believe there will be less in person workshops and everything will be an online program. I do not see the future of adult education continuing to be in person, no matter the field.”

Conclusions and Discussions

Please describe what you have learned from these interviews

From this interview, I have learned how important respect is. Respect for the adult students that you educate is most important. Building a general respect for one another helps build trust and makes the students more likely to listen and be educated. I also learned how diverse people’s learning styles are and how just teaching one way means that a lot of the students miss out. So diversifying your lesson plans and activities is important to reach everyone.

Please tell us whether you agree with the ideas you learned from the interview(s) or not, and why? Please cite the literature to support your ideas.

I agree with her assessment of the future of adult education. She stated that in the future of education “ there will be less in person workshops and everything will be an online program. I agree with that statement because of the way education is headed after the pandemic, I think most programs will be online. After the pandemic, I think most people found it convenient, and affordable to do most things from the comfort of their home. I think people will find online programs that do not require people to show up in person. I do however think this will compromise the efficacy of some of the programs. For example, I believe that team building would be best accomplished in person and people are more likely to learn things if the information is presented in person. I think people focus better when their environment is geared towards education.