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Areas for further studyRecommendations for Further StudyThe present study indicates several areas for additional
research. What other populations should be served?As mentioned above, this study provided little information about ESL
populations, an important area for further study. It is important to gather demographic information about ESL
populations as well as information from providers about the services they
currently offer. While
undereducated adults with limited English skills face many issues in common with
other adult education clients, including work and educational experiences, they
also face unique challenges that stem from language and cultural transitions. What is the culture of the adult education classroom?
The present study gathered limited information
about adult education curricula from a client or provider perspective.
Because many study respondents had experienced earlier school
difficulties, including experiences in adult education programs, it is
especially important to examine the ways adult education settings are “school-like”
and to recognize that such programs may dissuade some clients from
participating. What kinds of alternative curricula are possible?Alternative forms of instruction, perhaps borrowed from
vocational education or workplace training models, may be more appropriate for
adult education students than “book learning” that reinforces earlier school
difficulties. The content of the
current curriculum also contributes to the culture of the adult education
classroom and to the perception of adult education as “school-like”.
Further locally specific research regarding the relevance of program
content for students would help providers serve their constituency. What kinds of alternative credentials are possible?
Further research that explores alternatives to the
GED as a required credential is also indicated.
Many of the individuals who participated in this study clearly believed
the GED to be an inappropriate workplace requirement given the kinds of labor in
which they typically engaged. These
individuals challenged the traditional view of the GED as a commodity.
Additional research should explore alternatives pathways to workplace
credentialing that may include a continuum of post-school educational
experiences.
Similarly, the GED may not be the most appropriate
certification program for individuals who, because of disabilities or other
constraints, may not be able to pass the GED exam within a reasonable period of
time. Although most programs try to
help new students set goals for themselves, the overwhelming image of adult
education as GED preparation may make other goals seem less meaningful and,
without certification, less valuable in the workplace. What about math?When
describing what they might find useful in the adult education curriculum, many
of our respondents mentioned math skills. Further
research regarding fears under-educated adults might hold toward math, obstacles
to success in learning math, and alternatives to the GED math curricula such as
book-keeping or developmental math specific to vocational training should be
pursued. Post-secondary research
indicates that low math skills may pose the greatest obstacle to post-secondary
success, thus indicating the need for increased attention to math skills in all
areas of adult and continuing education. What about computer literacy?Many
respondents mentioned computers and technology as being important to success “these
days”. Most, however, seemed
generally unfamiliar with what computer literacy might mean.
One woman was thrilled to have been selected, through a welfare-to-work
program, for a special computer course. Another
respondent said that a “good” adult education program should include
computer training. Further research
into the interest undereducated adults may have for computer education is
necessary. What kind of media is best for promoting adult education?
Finally, we suggest the need for market research in
media consumption that would disclose potential avenues for disrupting myths and
assumptions about adult education experiences.
Many respondents mentioned television as one source of information about
adult education programming. Often
described as “the Barney Channel,” public television does seem to have an
audience among this population. While
few participants had taken advantage of GED classes via television, this medium
may provide a fruitful way to communicate information about adult education
services to potential clients. Any
research or policy decision regarding media communications should reflect a
total assessment of local media consumption patterns including commercial and
cable stations. For example, when
asked what he thought makes a person educated or intelligent, a retired coal
miner with an eighth grade education responded: Different things, you know. The educational things that’s on TV. Like, The Discovery Channel …just to pay attention and try to learn, watching television, talkin’ to people, reading the paper, reading a book, or something like that. Marketing efforts that reach out to individuals who listen
to local radio shows or who watch Nova and programs on the Discovery Channel may
provide a means to dispel misunderstandings and myths about adult education
programs
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