Revised Paper

Lisa Freeman Ball State University 9/28/20 DR. Chang EDAC 631 History of Adult Education Adult Education programs are also known as continuing or recurrent education. They are typically designed for individuals who are no longer in school full time. Some public high schools hold adult classes at night in the same buildings used by school kids during the day. Colleges and universities offer extension courses for adult learners. These courses are offered in the evenings, via correspondence, or through the Internet. These programs may or may not lead to a degree, however they will provide some lifelong basic skills for the workplace or school setting. The first adult education programs began in the 1700s and are still a regular part of many education systems. Programs of the 1900s During the 1900s, the government began taking a more important role in adult education. Many pieces of legislation began popping up, such as the Smith-Lever Act of 1914, which provided federal funds for training in farming and home economics. Three years later, the Smith-Hughes Act was enacted to finance vocational programs. During the Great Depression, the government sponsored adult education programs to help create jobs for out-of-work teachers. At the end of World War II, the government set up a program for veterans wanting to go to school. This program was known as the GI Bill of Rights. The 1962 Manpower Development and Training Act and the 1964 Economic Opportunity Act both provided federal funds for training unemployed adults. The Economic Opportunity Act also established the Adult Basic Education (ABE) program. Modern Day Programs At one time, adult education referred to being taught remedial and basic skills. However, today's programs focus on broader, higher-level skills that include problem-solving, information literacy, and information technology. Students can enroll in adult education programs at adult high schools, community colleges, university extension programs, and even prisons. Educational opportunities are also offered at proprietary schools, which operate like businesses. The government also sponsors adult education programs. For example, the Department of Agriculture provides training in farming for adults in rural areas. Topics covered in today's adult education programs include: • Adult Basic Education (ABE) • Citizenship preparation • English as a Second Language (ESL) • Family literacy • GED classes • Workplace training ABE courses help students increase their basic academic skills, improve their life skills, and make sure they are ready to join the workforce. Citizenship preparation courses provide assistance to applicants for U.S. citizenship. In these courses, students learn about history, civics, and the English language so that they will be prepared for the naturalization test. Some courses also include legal services. ESL courses are for students whose primary language is not English. In a course like this, students will get help speaking and writing English as well as preparation to enter the workforce. Family literacy courses train parents to become the primary teachers of their kids. This course also helps parents become economically self-sufficient. GED classes are for students who did not finish high school and are looking for an alternative to the high school diploma. The same course subjects taught in high schools are learned in GED classes, including mathematics, English, history, science, and government. GED classes also include a practice test in preparation for the GED examination. Workplace training courses are for adults who want to develop the skills needed for particular trades. For instance, those who wish to work as office assistants or secretaries can find adult education courses where they learn to work with documents and spreadsheets. Most modern-day adult education programs are designed for students 18 years of age or older. However, some allow 16- and 17-year-old students not currently enrolled in high school to attend. They may need special permission to enroll, usually from a parent, legal guardian, or local government agency. For some workplace education courses, a high school diploma or the equivalent may be required for admission. Adult Education has long been a part of American culture and adult education opportunities today offer a broad range of training. Adult students can take GED and ESL courses, prepare for U.S. citizenship, and gain training for a specific trade or career. Educational program planning involves a series of decision making which can take place among different organizations, people, and activities (Caffarella, 1994). Adult learners have characteristics which are different from young learners including social roles of adult learners as parents and employees, obligations to work, family, and communities, abundant experience brought into classroom, and purposes of returning to university such as improving their working skills, developing their careers, and making a better life. According to Knowles (1990), adults are autonomous, self-directed, goal-oriented, and practical, and have accumulated work and life experience, family responsibilities and previous education. Besides, adult learners have barriers against participating educational programs such as limited time, transportation, motivation, interest, money, and confidence. Based on these characteristics of adult learners, educators should design curriculum and adopt instruction methods to meet the needs of adults and to ensure the continual process of learning for adults throughout their life. Unlike more traditional kinds of education, adults and continuing education should respond flexibly to the needs and interests of potential adult learners (Long, 1983). The history of AE shows the strong implications of adopting programs for the adult learner. Below is a time frame of the various Adult Education (AE) programs and acts that took place. I focused more on the latter part of the 1900’s than earlier eras. This is merely a basic time frame to implicate the various important programs in AE. 1957 National Commission on Adult Literacy established to raise awareness and promote community action 1962 Manpower Development and Training Act 1964 Adult Basic Education Act (part of the War on Poverty) 1966 Adult Education Act (AEA) adds English as a Second Language to program offerings 1968 AEA Amendment changes eligibility from 16 to 18 years of age and above 1970 AEA Amendment expands services to include Adult Secondary Education 1975 Adult Performance Level Project report identifies levels of adult functional competence, promotes development of competency-based programming 1978 Amendment to AEA defines Program purpose as "all adults acquire basic skills necessary to function in society". This reflects a competency-based approach to assessment and programming, and identifies levels of adult functional competency as an alternative to school-based measures of literacy 1988 AEA amended to include funding for National Workplace Literacy Demonstration Projects, English Literacy Grants Program, Research and Development Projects and requirements for improved planning and evaluation in State adult education programs 1990 Adult Education Act: 1966-1 991, DAEL, 1991 National Literacy Act (NLA) replaces AEA and establishes the National Institute for Literacy 1998 NLA replaced by Title I1 of the Workforce Investment Act Sources: Modeling a Future for Adult Basic Education, James Parker, Adult Learning Magazine, References Adult Education Act: 1966-1991, DAEL, 1991 Retrieved 9/28/20 Caffarella, R. S. (1994). Planning Programs for Adult Learners. San Francisco: Jossey-Bass. Duffy, Mary Lou & Forgan, James W. (2005). Mentoring new special education teachers: A guide for mentors and program developers. Thousand Oaks, Calif.: Corwin Press. Ends or Means: An Overview of the History of the Adult Education Act, Amy Rose, ERIC, 1991 https://files.eric.ed.gov/fulltext/EJ1157810.pdf, Retrieved 9/28/20 Knowles, M.S. (1990). The adult learners: A neglected species (4th ed.). Houston, TX: Gulf Publishing. Retrieved 9/28/20 Long, Huey B. (1983). Adult and continuing education: Responding to change. New York: Teachers College, Columbia University. Retrieved 9/28/20 Modeling a Future for Adult Basic Education, James Parker, Adult Learning Magazine, 1990 https://study.com/articles/History_of_Adult_Education_Info_on_Adult_Education_Programs.html Retrieved 9/28/20

History of Adult Education

Lisa Freeman

EDAC 631

Group 3

9/17/20 

History of Adult Education 

As an Adult Education (AE) employee I have learned several areas pertaining to what it entails. My paper will give you an overview of how Neo came into existence, and other information I gathered from another reference. At one time, adult education was referred to being taught as remedial and basic skills. However, today's programs focus on broader, higher-level skills that include problem-solving, information literacy, and information technology. Students can enroll in adult education programs at adult high schools, community colleges, university extension programs, and even prisons. Educational opportunities are also offered at proprietary schools, which operate like businesses. The government also sponsors adult education programs. For example, the Department of Agriculture provides training in farming for adults in rural areas. 

Topics covered in today's adult education programs include: 

• Adult Basic Education (ABE) 

• Citizenship preparation 

• English as a Second Language (ESL) 

• Family literacy 

• GED classes 

• Workplace training 

ABE courses help students increase their basic academic skills, improve their life skills, and make sure they are ready to join the workforce. Citizenship preparation courses provide assistance to applicants for U.S. citizenship. In these courses, students learn about history, civics, and the English language so that they will be prepared for the naturalization test. Some courses also include legal services. ESL courses are for students whose primary language is not English. 

In a course like this, students will get help speaking and writing English as well as preparation to enter the workforce. Family literacy courses train parents to become the primary teachers of their kids. This course also helps parents become economically self-sufficient. GED classes are for students who did not finish high school and are looking for an alternative to the high school diploma.

 

The same course subjects taught in high schools are learned in GED classes, including mathematics, English, history, science, and government. GED classes also include a practice test in preparation for the GED examination. Workplace training courses are for adults who want to develop the skills needed for any trades. For instance, those who wish to work as office assistants or secretaries can find adult education courses where they learn to work with documents and spreadsheets. 

Basic Requirements

Most modern-day adult education programs are designed for students 18 years of age or older. However, some allow 16- and 17-year-old students not currently enrolled in high school to attend. 

They may need special permission to enroll, usually from a parent, legal guardian, or local government agency. For some workplace education courses, a high school diploma or the equivalent may be required for admission. 

Adult education has long been a part of American culture and adult education opportunities today offer a broad range of training. Adult students can take GED and ESL courses, prepare for U.S. citizenship, and gain training for a specific trade or career. Below is my company and how they came to be one of Northwest Indiana’s (NWI) number one reason why people choose to come and attain their diplomas and other opportunities that he/she could apply to his career.

NEO’s Roots

  

In 1962, the state of Indiana sent out a call for school corporations to provide educational opportunities for adults who did not have a high school diploma.  Portage Township Schools answered that call. Under the leadership of founder and director Ken Woodruff, the Portage Adult Education Program was conceived. The program began as a few nighttime high school classes for adults who wanted to earn their diploma.  By the early 1970’s, a GED learning center and a GED testing site were added. Over the next four decades, the program expanded its community outreach into six northwest Indiana counties. 

Thousands of adults, age 16 and older, turned to the 24 different adult learning centers each year to prepare for the GED, college, or the workplace or to learn English as a second language.  The nighttime high school credit program expanded into a fully accredited high school program that served 350-450 primarily Porter and Lake County high school students each year. Over the 49-year history of Portage Adult Education, thousands of lives were impacted by the educational programs, the teachers, and the outcomes achieved.  In January of 2011, the Portage Township Schools’ Board of School Trustees voted to end its sponsorship of adult education programs due to financial reasons.

NEO’s Beginnings

 

In the weeks following the PTS vote to end adult education programs and with a June 30, 2011 deadline for closure looming, an alternative plan was formulated to continue the valuable adult education and high school services.   With the support and backing of a local non-for profit organization, Project Neighbors (PN), and with the enlistment of  PN board members and the support of the community, teachers, and students, Neighbors’ Educational Opportunities, Inc. (NEO) was organized as a non-for-profit organization dedicated to the mission of continuing these vital programs. During the spring and summer of 2011, NEO made great strides in securing a viable and sustainable future for Neighbor’s Adult Education.  In its first six months of operation, NEO:

• Secured the lease to the adult education building from PTS

• Obtained 501(c)(3) status with the IRS

• Was awarded the contract to run the adult education GED and ESL classes

• Solidified the contract to serve as an official GED Test Site

• Become a United Way Membership Organization

• Acquired agreements with local superintendents to run a credit recovery program during the transitional year

• Submitted a proposal to Ball State University for Neighbors’ New Vistas High School (to replace the Portage Adult High School)

NEO’s First Year

During the 2011-2012 school year, NEO’s adult education program served close to 400 students, who came to complete credits for their high school diploma, study for the GED, learn English as a Second language, or study for their high school End of Course Assessments or college entry exams.  On December 5, 2011, NEO received word that it was awarded the charter to run New Vistas beginning in the fall of 2012. Over the course of the next few months, NEO administrators and staff prepared for the school’s opening.  On September 4, 2012, NEO opened its doors to the 137 students who made up the initial class of Neighbors’ New Vistas High School.

 NEO's New Vistas High School and Adult Education

REFERENCES

https://www.study.com/articles/History_of_Adult_Education_Info_on_Adult_Education_Programs.html

https://www.neoadulted.org/history

History of Adult Education: Late 1990s-2000s

 History of Adult Education: Late 1990s-2000s

Tazia Williams

Ball State University

Name	Commented On
Tazia Williams	Jacob Gretencord | Group 4 La Tanya Robinson | Group 5

Social Background

Adult education is a well established concept that has evolved overtime. The mid 1990s through the early 2000s was a period full of rapid technological advancement, innovation, fear, uncertainty, as well as political and economical agnst within the United States. Within the first decade of the 21st century, America was able to overcome terrorist attacks (9/11), natural disasters (hurricane katrina), and a recession while simultaneously remaining dedicated to education reform and technological advancement. Technology as everyone knew it was shifting and becoming more accessible in schools and homes. This led to an overall increase in participation of vocational programs, employee training, and educational opportunities. The newfound access to technology had a positive impact on adult education as it was used as a tool to forge education forward. Baby Boomers and millennials were pursuing higher education while reaping the benefits of new kinds of technology, concepts, and devices. 

Millennials began to arrive on college campuses from the late 1990s through the early 2000s. Blackboard began to be used on various college campuses, while improved instant messaging platforms such as: AIM and MSN sustained popularity making it easier to communicate and learn informally from one another. The emergence of social media also allowed the public to stay connected. Individuals began to infiltrate workforces and participate in more vocational/work-related training due to their priviness to technology, while other participants in the adult education journey were either behind the curve with little interest in working to learn technology or following closely behind millennials. 

Educational interest and opportunities in the first decade of the 21st century began to increase. Access to learning, technology, employment opportunities, and community organizations began to be commonly afforded to individuals of all ages causing participation in educational programs to increase.  Despite a 22% increase in adult education participation in vocational programs, the Department of Education reduced the funding by 37%. This then led to an increase in private organizations offering additional educational opportunities. Education was viewed by many as a tool used to stimulate and boost the economy. Political leaders were dedicated to education reform along with providing safe environments for scholars. Acts of terrorism were prominnent and led to scholars feeling unsafe in their learning environments. The Columbine High School massacre and 9/11 occured and played a major role in establishing a new set of standards by which educational institutions were governed. The early 2000s consisted of continuous learning (both formal and informal)  and adaptation from adults everywhere. Society’s expectations along with the political, economic, and social climate, as well as what was considered the norm was constantly evolving during this time: i.e. the shift from landlines to cell phones, dial-up internet to wifi, in person learning environments to e-learning, VCRS to DVDS, floppy discs to CD’s, and cd players/radios to bluetooth connectors all happened within a short range of time. Informal learning was constantly being applied whether it was conscious or subconsciously. The early 2000s was an amazing time for growth in adult education and radical philosophy. Autonomy was given to individuals with how and where they would continue to learn.

Highlights

As time progressed and women and young adults alike gained more freedom while transitioning into more prominent roles in society, the desire and emphasis for higher educational learning rose as well.  During this time the torch was being passed from former impeached president Bill Clinton to George W. Bush. Despite his faults Clinton was dedicated to investing in education and schools in order to demand more from them. Higher standards were set, technological investments were made, and an increase in teachers in order to reduce class sizes for the benefit of the students occured. These were all efforts made prior to Clinton’s exit from office in 2001, however they had a positive impact on education for the decade to come.

In efforts to forge education forward, former President Clinton passed the HOPE Scholarships and Lifetime Learning Tax credits. The HOPE Scholarship was designed to make the first two years of college available by dispensing a tax cut of up to $1,500 for the first two years of college. The scholarships were said to have helped approximately 10 million Americans by the year of 1999 (Edmund Sass, 2020). 

The Workforce Investment Act (P.L. 105-220; 1998) was enacted in 1998 by President Clinton and essentially transformed the direction and support granted to adult education in the United States. The Workforce Investment Act consisted of five titles: Workforce Investment Systems, Adult Education & Literacy, Workforce Investment-Related Activities, Rehabilitation Act Amendment of 1998, and General Provision (U.S. Department of Education,  2013).  This act essentially tethered the success of education and employment programs with the economic needs of the country.  Wirst, Choy, and Gerald (2002) found that participation in learning activities increased from 38 percent of those in the population age 18 or older in 1991 to 50 percent in 1999.

To address the public's apprehensions regarding safety, an independent national campaign was created by Clinton in 1999 to address the issues of youth violence in along with the previously passed Gun-Free Schools Act. These were put into place in attempts to reassure scholars that institutions were a safe space. 

The No Child Left Behind Act went into effect in 2002. This act focused on excellence in learning for primary and secondary education. This act reshaped how institutions viewed and used data and mainly focused on the educational readiness of students in primary and secondary education. 

Although leaps and bounds in education’s progress were being made, many citizens were upset with the effects affirmative action had in the educational setting. Proposition 209 (California Civil Rights Initiative) was passing in 1996 banning that affirmative action from taking place in the education settings. This had a massive effect on people of color and decreased the admission status to prestigious colleges by fifty-five per cent. (Hua Hsu, 2018).

Influential Factors

As time progressed and the social norms began to shift so did the view on education. Freire is responsible for the modern radical movement of adult education that began in the early 1960s. Freire believed that education was a political process, and that educational institutions could be used as tools to benefit individuals’ values and beliefs. This concept was used in attempts to reshape society through education, knowledge, and advocating for social change. Freire’s theories have contributed to adult/community education worldwide. Research studies and Freire’s pedagogy provided a structure for which training programs should be based (Nel, 2014). Paulo was vital in shifting the role of teacher and students. He bypassed the banking method and helped create a relationship that was reciprocal to both students and teachers (Diaz, 2018). Many of these methods have been adapted in today’s educational structure.

Implications

Based on the information I’ve gathered during this time frame several changes to adult education were being made. The role and responsibilities of teachers began to shift from a dictator shift to a shared partnership with the scholar. Technology allowed for some of the responsibility and other advancements allowed for a wider variety of learning. The access of information was no longer limited to textbooks and teachers' knowledge. The rapid availability and actress to the Internet played a massive role in expanding informal and formal education. Social media also expanded the ability for citizens to connect and use others as resources. Many of the policies put into place in the nineties had a positive effect on Gen Y and their educational experiences as well as the generations to come. As technology continues to advance and education continues to be used as a tool to boost the economy adult learners must be ready and willing to adapt. The early 2000s was a decade of technological growth that have had a substantial impact on how the public navigate society and learn. As we move forward, the need for higher education is continuous. The trajectory of the educational paths society has been willing to educate individuals upon has expanded greatly. This is an effort we must take advantage of as we continue to create and develop new educational programs, training, education reform, and curriculum to plunge the adult learner forward. 

Social Background	Terrorist Attacks Technological Advancements Social Media Developments Natural Disasters
Highlights	The Workforce Investment Act No Child Left Behind California Civil Rights Initiative HOPE Scholarships and Lifetime Learning Tax Credit Technology
Influential Factors	Paulo Freire Radical educational philosophy
Implications	Technology and education reform was used as a way to boost the United States economic productivity. The shift in the “teacher vs. scholar” dynamic should be noted. Previous policies i.e. The Workforce Investment Act has a positive effect on adult education and it’s advancement in the long run.

References

Adult Education and Family Literacy Act of 1998. (2013, September 17). Retrieved September 17, 2020, from https://www2.ed.gov/policy/adulted/leg/legis.html

The Clinton-Gore Administration A Record of Progress. (2001). Retrieved September 17, 2020, from https://clintonwhitehouse5.archives.gov/WH/Accomplishments/crime.html

Diaz, K. (2018). Paulo Freire. Retrieved September 17, 2020, from https://iep.utm.edu/freire/

Hamil-Luker, J., & Uhlenberg, P. (2002, November 01). Later Life Education in the 1990s: Increasing Involvement and Continuing Disparity. Retrieved September 17, 2020, from https://academic.oup.com/psychsocgerontology/article/57/6/S324/669659

N. L. (n.d.). Paulo Freire (1921–1997) - Conceptual Tools, Philosophy of Education, Criticism. Retrieved September 17, 2020, from https://education.stateuniversity.com/pages/1998/Freire-Paulo-1921-1997.html

Nel, H. (2014). The evaluation of a training programme based on paulo freire's views on community practice: A south african example. Retrieved September 17, 2020, from http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0037-80542014000300003

Rogers, N. (2020, September 17). ." Encyclopedia of Recreation and Leisure in America. . Encyclopedia.com. 11 Aug. 2020 . Retrieved September 17, 2020, from https://www.encyclopedia.com/humanities/encyclopedias-almanacs-transcripts-and-maps/adult-education-earlier

Sass, E. (2020). American Educational History: A Hypertext Timeline. Retrieved September 17, 2020, from http://www.eds-resources.com/educationhistorytimeline.html

U. (2013). Improving Adult Employment and Training, 1998-2000—The Workforce Investment Act. Retrieved 2020, from https://lincs.ed.gov/publications/pdf/Adult_Ed_History_Report.pdf

Wirt, J., Choy, S. P., Gerald, D., Provasnik, S., Patrick, R., Watanabe, S., . . . Livingston, A. (2002). The condition of education 2000. Washington, D.C.: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics.