Assignment 5: Perspectives of Adult Education

 Assignment 5: Perspectives of Adult Education

Groups Members	Roles	Commented On
Godwin Marcus Okyere (Group Leader)	Write Implications	Groups 1 and 4
Mady Folz	Write Discussion	Groups 3 and 4
Keila Escobedo	Write Introduction	Groups 1 and 4
Jason Spencer	Review each section for errors, APA formatting, etc. and post to blog	Groups 1 and 4

 Introduction

The field of adult education is complex, as those who are involved within the field see it from a variety of perspectives. Through the four interviews with professionals in the field, a few main ideas concerning the field's solidarity, recognition, value, and economic worth were presented. According to the first interview’s speaker Dr. Sharan Merriam, the first main idea claims that the field of adult education cannot be viewed as a unified field, as those who work within the field only view it based upon their own interests and expertise. Those who work in business will view it differently than those who work in education, who in turn will view it differently from those who work in cultural organizations. Therefore, according to this notion, the field is too fragmented to be considered unified. 

Another main idea, noted in the third interview, asserts that adult education programs are not always recognized as such, due to the field encompassing a plethora of diverse types of learning opportunities that are not explicitly labeled as "adult education". A formal example of this concept includes military training, which is not labeled as "adult education", but involves adults learning new skills. An informal example of this includes someone researching the best anti-aging lotions. Both are forms of adult education, but not explicitly recognized as such. As a result, the field is much wider than it is recognized to be. A third main idea, argued by Dr. Carol Kasworm in the fourth interview, is that the field of adult education today does not teach specialized technical skills as it used to. These formerly taught “coveted skills” are the “currency” of adult education, according to Dr. Kasworm. The skills taught today are more common, and the accessibility to the field has increased, resulting in an omnipresence of the field that diminishes its value. 

A final main idea, iterated by Dr. John Boulmetis in the second interview, asserts that the federal government will only fund adult education programs that will have a direct impact on boosting the economy. For example, education concerning adult literacy and vocational training directly link to employment rate increases, therefore boosts the economy and is federally funded. According to Dr. Boulmetis, the same does not apply to social justice education or personal growth programs due to their lack of a direct link to economic growth. Thus, programs such as these are not going to be federally funded. 

This paper will discuss these four perspectives of the field of adult education concerning its solidarity, recognition, value, and economic worth, as well as explore implications for the field based on the discussion. 

Discussion

Dr. Merriam’s first main point was that adult education cannot be viewed as a unified field due to the limited subjective, personal view each person has on it. We decided that we do not completely agree or disagree with this assertion.  Adult education is a multifaceted and non-linear field; so, although we agree that the field as a whole cannot be viewed as unified, adult education is at the core of the field and variances in application may account for its disunity.  Our thought is that the adult education field is comparable to a tree wherein adult education as an idea is the trunk and different applications are the branches. 

The adult education field has progressed over time from basic literacy skills to include technical and specialized skills in order to make use of human resources (U.S. Department of Education Office of Vocational and Adult Education, 2013). Present day adult education covers all aspects of human life. Between the expansion in programs offered to adults and the choice adults must learn only what is relevant to their lives, various applications must be applied to meet diverse needs. Therefore, we find that adult education as a field is not unified in how it is delivered but stems from the same main concept – teaching adults.

As mentioned, adult education as a field has evolved to cover all aspects of human life.  The field is vast and, although the definition is limited to one’s subjective lens, in its broad form it may be defined as “any form of learning undertaken by or provided for mature men and women" (Encyclopedia Britannica, 2021). We agree with the second main point from interview three stating adult education programs are not always recognized as such because the term encompasses so many different learning opportunities, all of which are not explicitly labeled as "adult education.”  Adult education encompasses diverse modes such as consciously pursued independent study, broadcast programs or correspondence courses, group discussion and other “mutual aid” learning in study circles, business or residential conferences, seminars or workshops, and classes or courses in which the lecturer, teacher, or tutor has a formal leading role (Encyclopedia Britannica, 2021). Experiences such as occupational training or health/nutrition counseling, though qualified to stem from the adult education “trunk,” are not referred to as such.  This complicates the ability to unify the field of adult education under one title or through standardized processes.  Despite having different labels, these experiences can still be considered forms of adult education (Henry, 2021).

Dr. Kasworm’s point that adult education no longer teaches specialized technical skills but commonplace skills which causes the field to lose the currency can be argued through our above points. As mentioned, the field has seen a progression from basic to technical which allows for adult education to cover all facets of human life (Encyclopedia Britannica, 2021). This does not cause the field to lose currency but rather allows for modernization within the field.  Examples of this could include training a new employee on writing code or providing a class on the basics of flying a drone.  How would anyone know how to accomplish these things without specialized adult education? 

Dr. Boulmetis’ interview touched on the subject that the federal government will only fund adult education programs that will have a direct impact on boosting the economy. The argument here was that adult literacy and vocational training programs, but not social justice, community education/development, or personal growth programs contributed to economic advancement.  We do not argue that funding in education exists or that only certain parts of adult education are funded based on their perceived impact on the economy, however we disagree that social justice, community education/development, and personal growth programs contribute less to the economy.  Social justice impacts technology, labor, and capital which in turn impacts economic performance (Kavuri & Shao, 2017).  In an empirical study conducted by Anil Savio Kavuri and Hongwei Shao, it was found that social justice indices have a strong correlation with GDP, a common indicator used to assess the health of a nation’s economy, per capita (2017). Additionally, the study found that social justice indices strongly impact physical capital per worker and labor participation.  Even after controlling for endogeneity and latitude, social justice indices still had a significant effect on GDP per capita (Kavuri & Shao, 2017; Brown, 2020).  This supports the idea that social justice does in fact influence the economy and providing funding towards social justice programs and promoting social justice in hiring practices should not be dismissed due to a perceived lack of economic impact.

Implications

Based on what we can see of adult education in the past, we can predict where it is going in the future. The field will only expand and become more vast/accessible; it is not going to narrow. The adult education field has seen many transformations since its introduction to date; therefore, it is not surprising that specific individuals developed a perception about the field that it has lost its focus. From the early stage of adult and community education, individual educators explained the program based on the purpose some feel it will serve. Some defined the field based on the adult category or the adult students (Bryson, 1936). Adult education is the system or process that allows adults to learn (Knowles, 1980). Adult education is "a process involving planning by individuals or agencies by which adults alone, in groups, or in institutional settings…improve themselves or their society'" (Houle, 1972). Other educators also view that adult education is a comprehensive unstructured practical educational intervention with no age limit with no mission (Merriam et al., 2006).

Combining these definitions, one can conclude that the adult education field has no limitation because it encompasses all aspects of life, and consequently, it is the reason certain people who are of the view that the implementation of the program was to serve the purpose of adult illiterates feel the intervention has lost its mission and focus. Contrary to this viewpoint, when one examines the foundations of the adult education and literacy programs, we can say there have been many innovations because of people's growing educational needs. Those involved with the evolution of adult education should be noted and commended for the dynamism of the field because that is what public policies must do to continue to solve the sector needs where it has been proposed and implemented.

In this regard, we can conclude that the adult education field evolves around all aspects of human life. It is why the field has seen the involvement of many educational activities. Therefore, adult education involves all activities that aim to enhance human knowledge and bridge the gaps to allow people to be productive in their endeavors (Bryson, 1936). We assert that adult education is about aiding people through impacting their knowledge and skills to gain meaningful lives through their everyday activities (Courtney, 1989). It is accurate that the modernization of adult education programs serves a far-reaching purpose, targeting all aspects of human life.

Despite its evolution, adult education has not lost its focal point of developing and improving human resources. That is why today, we can identify how broadened adult literacy scope has gone beyond what we saw decades ago, revolving around essential reading and arithmetic. Adult education remains "an agency of progress if its short-time goal of self-improvement can be compatible with a long-time, experimental but resolute policy of changing the social order" (Linderman, [1926], 1989). The adult education field only can continue to impact its original goals while addressing social issues at the same time.

     Adult education programs focused on personal growth and community development impact the economy in a positive way and should be given federal grant money to support them. Given the educational initiative's enormous contributions, its socioeconomic impact cannot be underestimated in today's world because both social and human capital development through adult education initiatives has seen a facelift.

Social capital development allows social connections and understanding between people, enabling them to work together, live together, and learn from people. Social capital is the fuel that energizes the socioeconomic wheel to keep moving (Falk, 2001). Social capital binds society together through coexistence and cooperation between different people (Grootaert, 1998). The benefits of social capital from the early stages of the program leave a mark.  The initiative saw low enrollment but, in the latter, changed because racial matters were dealt with and allowed all races and genders to get involved. The role of adult education in fighting racial injustice was one of the program's influential social factors. Adult education has helped combat racism while it also groomed scholars who were anti-racist campaigners (Colin, 1994).

Social capital impacts socio economic-political, and it is the reason social capital is noted as an "integral to healthy, productive societies" (Westell, 2005). Social capital equally benefits individuals allowing them to achieve their goals and transforming their lives. Social capital improves learning activities by assisting learners to acquire knowledge and the skillsets or the human resources of other people. Therefore, human capital needs social capital to be whole and impact others (Coleman, 1998). It is for this reason, after the second world war, adult education was channeled into developing the human capital into a valuable resource to bring social, economic freedom through the "The Conservation of Human Resources" project. This fundamental has always remained unchanged; that is why adult education programs have since changed their dynamics in solving people's educational needs who seek growth.

The adult education field’s foundation of human capital development strives to improve the human knowledge, skillset, competence, and attributes that individuals can discover when given a chance to explore all avenues available. The adult education field has brought liberation to many struggling with their lives, making them take charge and become catalysts for change and development in their communities and societies.

Through numerous adult education programs, people have advanced their careers and attained well-paid jobs through job-related training to face the socioeconomic forces. The business environment's appreciation of the adult education field's contribution as a tool for economic development allowed people to seek job-related programs to enable them to gain new skills and make themselves available to new job opportunities to meet the demand of businesses and industries. Many areas of study for adults resulted from companies and industries requesting a workforce with very specific skills.

These are specific indicators that adult education impacts the economy of a nation positively. The adult education field's contribution during the great recession cannot be underestimated. The government made provisions for people to enroll in technical and vocational programs to help upskill the workforce. The development has seen the federal government make a financial commitment to the program to date compared to other social sectors that lack funding. The adult education program's economic impacts allowed the amendment of the AED-1966 that boosted adult education funding from $30.6 million in 1966 to $ 238.8 million in 1991(Division of Adult Education and Literacy, 1990). These are the indicators that the government has appreciated the essence of the program, hence the investment. With much said about the adult education program's contribution, there is more room for the government to add more financial resources to the program because it still serves a good purpose and positively impacts the economy.

Recommendations

1.     The government should partner with private companies to pool resources for adult education programs.

2.     The cost of education has left a lot of capable people stranded without prospects. The government needs to increase funding for the adult education program through scholarships and other incentives for educators and the facilities. 

3.     Agriculture is the bedrock of every country's economy. And educators and governments must invest in agricultural education.

4.     Adult education should initiate plans to invest more in technological advancement.

5.     Educators should partner with private sector developers to initiate strategies to support people who are willing to upgrade their knowledge and skill.

6.     Organizations and the business environment should be encouraged to give their workers tuition remissions as a support system. This could ease the cost of education on the individual.

Conclusion

The adult education field would not be successful without interest and if the program were not dynamic, it would not receive funding. Adult education works best in the "tree" format with vast applications rather than static and narrow. Urbanization, automation, and globalization are the waves of the day. For people to remain abreast with the trends, there is a need for continuous modernization of the learning systems. That is why the adult education program needs to remain dynamic as a support system to keep impacting knowledge through funding that governments and other donor partners can make available.

In the future, the program will be shifting towards technology because the trends and the needs of people and the business world are pointing in that direction. Adult education will close the gaps and impart knowledge in online and mobile tutorials to keep with the trend. The initiative will allow the program to focus on user interface (UI) and full user experience (UX) to be more mobile responsive and lay the foundation of incorporating augmented and virtual reality. The adult education curriculum will cover artificial intelligence, automated skills assessment, entrepreneurial studies, and more advocacy programs to enhance human development. 

The adult education field will be adopting growth mindsets and social and emotional learning, which seeks to promote self and social awareness, self-management, and responsible decision making.

Summary of Interviews
Introduction	Main idea #1: The field of adult education cannot be viewed as a unified field, as those who work within the field only view it based upon their own interests and expertise. Main idea #2: Adult education programs are not always recognized as such, due to the field encompassing a plethora of diverse types of learning opportunities that are not explicitly labeled as "adult education". Main idea #3: The field of adult education today does not teach specialized technical skills as it used to, but instead, teaches common skills, resulting in an omnipresence of the field that diminishes its value. Main idea #4:  The federal government will only fund adult education programs that will have a direct impact on boosting the economy.
Discussion	Main idea #1 - AGREE / DISAGREE Adult education is not a unified field, but more like a tree. Adult education is at the core. Different applications are the branches. Adult education has progressed from basic to technical to make use of human resources. Covers all aspects of human life to make people useful; builds on itself. Not unified in applications but stems from the same main concept – teaching adults. Main idea #2 - AGREE Now adult education touches on all aspects of human life. Adult education is unified at the core, but has vast applications. Main idea #3 - DISAGREE Adult education progressed from basic to technical to make use of human resources; point one. More modernization attached to it. Writing in code, flying a drone, how would anyone know how to do this? Main idea #4 - DISAGREE Funding in education is based on its impact on the economy. Funding is there; however, only certain parts of adult education are funded (technical skills and training).  Disagree with the fact that social justice and community development do not boost the economy. Empirical evidence shows that social justice indices correlate with GDP. Some examples are personal growth programs, leadership programs, and social justice in hiring practices.
Implications	Perceptions about adult education, dynamisms, and the future of adult education Socioeconomic impacts of adult education and funding Recommendations

References

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