Perspectives of Adult Education

Perspectives of Adult Education

March 6, 2022

Group Member	Role	Commented On
Shane Lanning	Content Specialist: Review and write Introduction, Discussion, and Implications on Interview 1	Alice Muhammad Group 3
Peggy Dessing	Content Specialist: Review and write Introduction, Discussion, and Implications on Interview 4- list references in APA format	Group 3
Herman Jones	Content Specialist: Review and write Introduction, Discussion, and Implications on Interview 3
Dana Pigg	Content Specialist: Introduction & Conclusion

 

Introduction

Few vocational fields are as broad or mass-affecting as adult and community education. The magnitude and ill-defined scope of this profession together result in an increasingly visible ambiguity that not only shapes the modern landscape of adult and community education, but also creates an ironic paradigm all too familiar to educators around the globe: under the slightest variation in perspective, a dynamic and relatively liberated field encompassing an unrivaled multitude of disciplines is simultaneously a poorly structured and chronically underfunded system unable to adequately adapt to its ever-evolving surroundings. This is true to such an extent that defining the boundaries of specialized subfields and addressing discontinuities within adult and community education remain some of the most difficult challenges facing contemporary practitioners today.

To understand the challenges facing a rapidly developing field more clearly, it is helpful to consider a variety of perspectives—particularly from those who have both witnessed and contributed to its development. Dr. Sharan Merriam, Dr. R., and Dr. Carol E. Kasworm offer thought-provoking insights concerning the unique scope and charge of adult education. In the interview analyses that follow, examinations of these esteemed practitioners’ experiences regarding field fragmentation and its effects, funding opportunities relative to economic policy, and the future relevance of adult and community education help illuminate and give context to the notable obstacles and achievements common to adult educators.

Introduction- Interview 1:

Dr. Sharan Merriam offered a unique perspective about the difficulty of defining and uniting the field of adult and community education. She argued that folks will see the field through whatever lens is applicable to them, “if you’re in business and industry, you’re going to see it as HRD […] or organizational development OD, and if you’re in education, whether it’s higher ed or adult basic education […] you're going to see it as education and developing the person.” Dr. Merriam went on to argue that folks need to work out of a particular lens because they cannot be expected to know the entire field. The interview ended with her posing the question, “Does it matter that everybody who is doing something education with adult calls it adult education? I’m not so sure.” Essentially, Dr. Merriam’s perspective is that the field is large and encompasses a lot of different forms of adult learning, but this is not necessarily a problem; the fragmentation of the field is a matter of necessity.

Discussion-Interview 1:

The advantage to Dr. Merriam’s perspective is that the umbrella of adult education can expand and adapt as new forms of learning arise for adults; however, some adult education researchers describe this as fragmentation and are concerned about the impact this may have on the field. In their bibliographic research, Rubenson and Elfert (2015) found that “the scientific field of adult education finds itself in a precarious situation. This is reflected in a continuing regional fragmentation of the field, an accelerating hollowing out of the field and a seeming inability to respond to what can be labelled as a relevance deficit” (p. 133). The authors discovered that adult education researchers are publishing in regional journals, and there are few conversations occurring across regions. Rubenson and Elfert further explained that the sub-fields are becoming their own areas of research and are conducting research within that field and not in the broader context of adult education. Finally, they stated that adult education research is valued when rooted in policy research, but that research is not reflected in major adult education journals. Furthermore, adult education lacks sophisticated empirical research and is not seriously considered by policymakers (Rubenson & Elfert, pp. 133-135).

Implications-Interview 1:

Dr. Merriam’s perspective is much more optimistic; however, it seems that her perspective might be overlooking future pitfalls for the field. If policymakers do not take the field seriously, truly transformational adult education might be a longshot. Appreciation for the diversity of the field does not help bring the field together for larger conversations and does not promote an advocative spirit within the field, which may lead to further issues with funding and the decline of adult education programs.

Introduction-Interview 3:

Dr. R’s interview highlights a point that we believe has some merit. The idea was that the “federal government was more focused on their return on investment” and the focus was in line with wanting adults to be stronger in the employment sector and create a stronger economy.

Discussion-Interview 3:

As we look at what was happening in the country during the 1990s as it pertains to the economy, we believe the factors that lead to reductions in government adult educational spending and community development were due to lower GDP, public debt, and high unemployment. From 1980 to 1989 public debt rose due to a cut in the tax rates and the increase in military spending. During the period of 1981 to 1989, the debt to GDP ratio rose 20.6 percentage points (Wikipedia). The unemployment rate stood at 5.6 percent in 1990 and increased to 7.5 percent by 1992(Bureau of Labor Statistics 1992). The increase in unemployment and high public debt was the catalyst that fueled the change in federal appropriations. To address this the federal government began to focus primarily on economic growth versus social justice programs. Our argument is not that social justice programs do not have an impact on the economy. We believe that because the federal government made a calculated choice to address the idea of increasing average incomes and lowering unemployment this action would provide a greater and faster return on their investment. The federal government channeled funds into increasing technological job creation. They would reduce defense spending that had a direct impact on GDP. The 1990s was a technological boom period. The traditional blue-collar manufacturing jobs were being replaced by jobs in the skilled white-collar sector higher-paying jobs would fuel the economy and add to tax collections. The justification for this was the idea that tax collections typically amount to 50 percent of the revenue that supports the federal government.  In addition, the federal government believed that higher wages and better jobs would reduce the public debt and increase GDP. During the latter part of the 1990s funding was still being channeled to Adult Education State Administered Base Grants. From FY 1996 to 1998 approximately $1billion (about $3 per person in the US) dollars was allocated to fund Adult Education initiatives in the United States. (U.S. Department of Education, Office of Vocational and Adult Education, Division of Adult Education and Literacy June 1996).

Implications-Interview 3:

Changes in the economy demanded changes in funds appropriated for adult training. The emphasis was placed on training the workforce in the more technical jobs and less on vocational training to increase income and increase tax collections. The Federal Government’s decision to reduce spending, primarily defense spending, reduced debt, and increased GDP to jump-start the economy and increase employment we believe that was the primary reason for the change in priority towards Adult Education.  Adult Education funding is still out there which was indicated by Dr. R we just need to be able to look for it. There is funding available for adult education, it just may not be described as adult education funding which leads people to believe it is not out there.

Introduction-Interview 4

In the interview with Dr. Kasworm, she talks about how much education has changed and how it is hard to define adult education now a days. Adult education has changed dramatically in the United States in a short period of time, organizationally and developmentally, but also seems to be driven by social movements. There are significant movements in education, not only locally, but nationally and regionally. Adult education has become more ubiquitous in opportunities that are created, especially when it comes to the development of staff and human beings. Because of this, it has become more and more hard to understand. Adult Education has changed over history as it has become more common for people to graduate from high school and college. Kasworm mentions how much adult education has changed because it is no longer a specialized entity as it once was. Adult education is no longer specialized, so fewer people are trained and unique to the field. This has also been a trend in elementary and secondary education and where the divide begins, with more people homeschooling and more charter schools opening.

Discussion-Interview 4

            After comparing Kasworm’s interview with a review by Stubbé and Theunissen they both talk about how fast the world is changing and how knowledge is and has already started becoming obsolete. We no longer need to memorize or remember facts because we have the internet at our fingertips. Knowledge becomes outdated and changes over time; it has become more about learning how to be able to find the information, challenge and validate it. (Kingsley) Stubbé and Theunissen (2008) discuss how much on-the-job-training there is now adays and how without this training, most people wouldn’t be able to perform their job to their full potential. They talk about how most adult education is voluntary unless it is required by an employer. Adult education in a college or university tends to focus on personal growth and development and possible career growth. Human resource development is adult education that tends to happen more in the workplace and have more on the job training. Even though technology has taken over and there are less face-to-face interactions, we still have to learn how to work with others. With what we have available today, technology wise, things are rapidly changing. We can educate students all online, but we need to still be able to have “people skills”.  “The key to operating successfully in that environment will be human skills: dialogue, negotiation, adapting, strategizing, and collaborating.” (Kingsley) In this day and age, we need to be able to focus more on skills rather than actual knowledge. “We need to teach investigative, critical and practical skills, and alongside that, the knowledge of how to use them to develop, innovate and collaborate.” (Kingsley)

Implications- Interview 4

            Ultimately, adult education has changed drastically over the years. What once was more of a specialized program is now more common among people.  It is in our everyday lives, and we have been able to adapt to these changes. Back in the day, people would search for adult education programs so that they were able to learn and develop more. There was much more funding for adult education back in the 1960’s but as time went on, the funding has become focused more and more toward on-the-job type training. Within the past two years, we have had to adapt to new learning environments and ways of learning.  Private and public organizations want to put their money into education that will make money in the long run. Training has become more and more commonly accessible and available to individuals especially in the workplace. Specialized adult education has become less of a priority to some as it is not as marketable in the workplace. The workplace is now looking for individuals who can adapt to changes in the workplace and who are willing and able to learn new skills they may not already have but will need to do their jobs. Knowledge is not obsolete, but we need a different type of knowledge.

Conclusion

As can be clearly ascertained from the interviews provided by Dr. Sharan Merriam, Dr. R., and Dr. Carol E. Kasworm, perspectives of adult and community education differ and converge depending on the angle from which each practitioner views problems and advantages. When taken into account that these problems and advantages are not mutually exclusive, a spectrum of disarray can be transformed into a pedagogical buffet of idiosyncrasies by which practitioners are able to customize learning experiences. The comprehensive analysis of findings comprised of the perspectives of Merriam, R., and Kasworm— and which are summarized in this project— demonstrates that, while educators generally agree that fragmentation, financial sustainability, and relevance are impediments that demand address, the opportunity for correction through adaptation exists. The future of adult and community education may be unclear and even fragile at times, but the history of adult and community education validates two notions: that adult and community education has a place and a future in the greater education system and that the brilliance of that future depends heavily upon the methods and beliefs of its practitioners.

Introduction	The field of adult and community education is broad and far-reaching, which creates a gamut of perspectives and contemporary issues within the profession.
Interview 1 Introduction	The field of adult education is highly fragmented, but Dr. Merriam suggested that this may not be a bad thing. Dr. Merriam explained that adult educators cannot know everything about the field, so it makes sense for them to stick to their specific domain.
Interview 1 Discussion	Some, like Dr. Merriam, argue that the field being fragmented may not be bad. It allows for a widening of the field and for folks to specialize. Others, like Rubenson & Elfert suggest that this fragmentation does not allow for cross-specialization communication and leads to a decline in political capital for the field
Interview 1 Implications	If Rubenson & Elfert are correct in their assertions, transformational adult education experiences may not be possible because the different areas are not able to advocate for the whole. Instead, they remain siloed.
Interview 3 Introduction	Government Funding and Support for Adult Education.
Interview 3 Discussion	Change of Government focus on funds appropriated to adult education programs and reduced funding from private corporations.
Interview 3 Implications	Changes in Economy demanded change in funds appropriated for adult training the emphasis was placed on training the workforce in the more technical jobs and less on vocational training to increase income and increase tax collections. Federal Government decision to reduce spending primarily defense spending to reduce debt and increase GDP to jump start the economy and increase employment.
Interview 4 Introduction	Dramatic Changes in Adult Education Adult Education is no longer specialized Unique training no longer needed: trending in elementary and secondary education
Interview 4 Discussion	World is changing very fast and knowledge is becoming obsolete  Less face-to-face interactions Focus more on skills than actual knowledge
Interview 4 Implications	Adult Education is more common Funding isn’t as easy to find Knowledge not obsolete, but we now need a different type of knowledge
Conclusion	Challenges in the field of adult and community education are undeniable (fragmentation, financial sustainability, and future relevance), but opportunities to adapt and change are present for practitioners skilled at identifying and seizing them.

 

 

References:

FY 96 Allotments for the Adult Education State Administered Base Grants -- Printable. (1996, June). U.S. Department of Education Office of Vocational and Adult Education Division of Adult Education and Literacy. https://www2.ed.gov/print/programs/adultedbasic/allots.html

Kingsley, A. (2022, March 4). Is Knowledge Obsolete? Forbes. https://www.forbes.com/sites/forbestechcouncil/2022/03/04/is-knowledge-obsolete/?sh=755687604a26

Rubenson, K., & Elfert, M. (2015). Adult education research: Exploring an increasingly fragmented map. European Journal for Research on the Education and Learning of Adults, 6(2), 125-138. https://doi.org/10.3384/rela.2000-7426.rela9066

Stubbé, H. S., & Theunissen, N. T. (2008). Self-directed adult learning in a ubiquitous learning environments: A meta-review. Proceedings of Special Track on Technology Support for Self-Organised Learners, 2008. https://www.researchgate.net/publication/228667440_Self-directed_adult_learning_in_a_ubiquitous_learning_environment_A_meta-review/citation/download

U.S. Unemployment Rate 1991–2022. (2022). MacroTrends LLC. https://www.macrotrends.net/countries/USA/united-states/unemployment-rate

Wikipedia contributors. (2022, February 1). Adult education. Wikipedia. https://en.wikipedia.org/wiki/Adult_education

Wikipedia contributors. (2021, May 3). 1990s United States boom. Wikipedia. https://en.wikipedia.org/wiki/1990s_United_States_boom#Background