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Recommendations for Improved Service DeliveryBuild on adult learners’ motivations
Although a complex variety of
factors often make it difficult for adults to participate in adult education
programs, this study indicates that many respondents were nonetheless strongly
motivated to attend classes. It is
critical that adult education providers recognize and develop the positive
motivators clients bring to adult education classes.
For example, many respondents were motivated to attend adult education
classes because of benefits for children and grandchildren. My grandkids come to me wantin’ me to read to ‘em. It hurts when you gotta push ‘em off like that. I got a grandkid that’s six years old and she brought a book and said, “Papaw, read to me,” and I had to push her away because I couldn’t read it. That really hurts. These respondents wanted to improve their own skills so
they would be able to help their children with schoolwork and model educational
success for them. They clearly
recognized that their own educational achievements might have a positive
influence on other family members. Thus,
when possible, it is important for adult education providers to stress the
positive effects education can have on the well being of all family members such
as providing a role model for children.
Other respondents viewed adult education classes as
necessary preparation for further education.
They hoped to eventually attend college or vocational classes and
obtaining the GED was a critical first-step in that process. After I got my GED I’d like to take some college courses. I like to work with kids, maybe at a daycare or somethin’. Or helping handicapped kids. That’s what I would like to do. Another respondent had been promised a salary increase if
she completed her GED and entered college. That’s why I want to go to college, [to] go into business management. If I was to get into college they’ve already told me it’s gonna make a big difference [in salary]. For these individuals, obtaining the GED is an avenue to
further educational and employment opportunities.
Although only a small number of respondents indicated they intended to
pursue further education beyond the GED, for these individuals this is an
important and powerful incentive.
Finally, a number of respondents indicated that
attending adult education classes would enable them to fulfill personal goals
they had set for themselves. For
these individuals, self-fulfillment is a strong motivator. I done explained to my kids that I need my GED because I want it. I don’t know if it would help me, really, in a job, but I just want that GED. It’s just somethin’ I want, you know. Another respondent indicated he would like to obtain his
GED because he was the only one in his family who had not graduated from high
school and he knew it would make his mother happy if he completed the GED. I want to do it before my mom dies just to let her know that I did it. You know what I’m saying, because she told me a long time ago--I haven’t said this to nobody--she said that all her kids graduated but me and she said if I could just do this before she dies she would be happy. That stuck in my head and I think about it all the time. Another individual wanted to improve her reading ability in
order to increase her confidence in negotiating the workplace. This research suggests that it is important for adult
education instructors to help clients discover the incentives that are most
valuable for them as individuals. Helping
adult education students identify motivators and set positive and realistic
goals are powerful ways providers can encourage and support adult learners.
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