| Name | Commented On |
| Ashten Lail | Jayne Rohlfing |
Adult and community based education has existed and impacted our societal growth and development from the days of agrarian societies to today’s fast paced, digitally based global economy. The ringing in of the new millennia in 2000, and the years to come, have brought on some of the most exponential technological advances that have radically changed the ideas and methods of delivery for adult and community based education; it has opened new avenues that did not exist thirty years ago, and brought about opportunities for education that had never been conceived. The social backdrop of the 2000’s has been molded by an increasing emphasis on civil rights discourse, financial impacts from economic recessions, and our assimilation into a digital age. Many adults face unprecedented challenges of high healthcare costs, low wages, and increasing student loan debts, which can be barriers for growth and education. Several cultural events and groups have called attention to the need for more accessibility to resources for marginalized communities, and accountability of those who hold leadership positions. In addition, the coronavirus (COVID-19) pandemic has also brought about a unique set of challenges and circumstances that individuals and educators must navigate. This paper will describe changes within the realm of adult and community education, review influential factors in modern adult and community education, and will provide a critical reflection of the future of education as our world grapples with new challenges and revelations. While it is important to understand where we come from, and how we have arrived here, it is also important to analyze where we are now, and what growth the future may hold.
Depending on one’s generational positioning, different viewpoints exist regarding the current digital age and the pervasiveness of technology. Members of younger generations likely cannot recall a time in their lives without Internet access; while others may distinctly recall the transitions from car phones and pagers, to smart phones and tablets. Regardless of one’s age, technology has become interwoven with lives in ways that we cannot imagine (van Deursen et al., 2019). Doctors can visit with their patients via Telehealth avenues; individuals interested in subject matters can Google keywords and be provided with videos, books, websites, and a plethora of other sources of information on the subject. Accessibility of information online has also led to an entirely new avenue of educational opportunities; universities offer online school programs; local organizations offer community education programs online; and social media platforms and podcasts offer informal education through the exchange of dialogue. These avenues for education did not exist several decades ago, and adult and community education programs have had to keep pace with these changes to continually offer new, relevant, needs-based educational opportunities.
With such a shift towards online and digital education, it is important to note that while accessibility has improved for some, it may have become more exclusionary for others. The exponential growth of technology has left several groups in the dust; notably, it has left behind older adults who are now being forced to learn a new system that can be outside of their comfort zones. A recent study conducted by van Deursen et al. (2019) examines how generational attitudes about technology, material access, skills, and usage vary and impact one’s overall accessibility. The subject of material access also has to be considered within the field of adult and community education; individuals from disadvantaged socioeconomic backgrounds may not have the financial capital to obtain the devices and Internet access that is almost necessary to be able to participate in online learning. The unequal access to resources can also threaten to widen the already large gap between different groups of people; as stated by van Deursen, et al. (2019) “Recent studies suggest that differences in these types of access reinforce existing inequalities, as human capital carries over to the online world.” The field of adult and community education will have to contend with the possibility of a widening gap between peoples of different socioeconomic backgrounds, and will have to take on the task of ensuring equitable accessibility to resources (Helsper & van Deursen, 2015).
Throughout the course of the last two decades, there have been several influential factors on the growth and direction of the field of adult and community education. When speaking with members of Congress in 2008, former President Barack Obama established two goals for the next twelve years of American education; the President sought to have the highest proportion of postsecondary-educated adults in the world, and for all citizens to seek out advanced education opportunities through universities, trade schools, or other postsecondary opportunities (An American Heritage—Federal Adult Education: A Legislative History 1964-2013, 2013). As a means to support the inaction of this goal, the Federal Perkins Act was established to offer financial aid and support to adults who seek out postsecondary education; individuals could apply for loans to help offset the cost of schooling. This program was developed with the idea that investing in the education of citizens will yield a more skilled and competent workforce, which will strengthen local, national, and global economies.
In addition to President Obama’s goals for adult education, the Organization for Economic Cooperation and Development (OECD) developed a study intended to survey the skills and competencies of adults, that would provide a benchmark for these competencies that could then be utilized to develop educational programs tailored to meet the needs of different communities and demographics. This survey, or the Program for the International Assessment of Adult Competencies (PIAAC) has been conducted on three separate occasions, originally occurring in 2012 and being repeated in the years 2014 and 2017 with increasingly broad scopes. This program surveyed adults ages 16 to 74, and assessed for competencies in three separate categories; literacy, numeracy, and problem solving. This survey has been administered in 38 countries, and in the United States, data from this survey can be broken down to the state and county levels for a more refined look at adult skills and competencies (Program for the International Assessment for Adult Competencies (PIAAC) – What is PIAAC?). This study is significant for the modern perspective of adult and community education, as it provides a clear starting point for future educational journeys. By utilizing results from this survey, local educational programs can develop tools and resources that can build upon the strengths and areas for opportunities within communities.
The onset of the coronavirus (COVID-19) pandemic in the spring of 2020 has also significantly impacted the world, including the world of education. School systems made the decision to switch to virtual learning while under the threat of the virus, and while many schools and programs have returned to a face-to-face setting, many have continued to offer virtual learning as an option, which may have been considered to be impossible prior to the pandemic. The discourse surrounding the decision to have students, regardless of age, return to in-person learning has brought up several significant points that should be taken into consideration. Referencing an earlier point, material accessibility should be considered with regards to education; individuals may not have reliable access to technology or Internet access. Different individuals also benefit from different instructional or learning styles that may be hard to accommodate strictly in an online setting, which can then negatively impact their educational growth. It should also be noted, that while the field of adult and community education is appropriately focused on adults, the impact of the COVID -19 pandemic on traditional K-12 schooling will likely lead to future deficits in adult knowledge and competencies (Boeren et al., 2020).
The 2000’s have been a time period of unprecedented growth and development for individuals and institutions to grapple with. It has been a time of tension, with an ever growing emphasis on social progress and equitability. Educational opportunities exist in forms that had never been considered before, and almost as quickly as society becomes accustomed to one standard of technology, another is brought forward through innovation. This constant advancement and improvement means that education can be delivered in new and exciting formats such as interactive online modules, or virtual reality teachings. The field of adult and community education is faced with a familiar challenge in a different context; while accessibility and equal access to opportunities is certainly not a new subject, the prospect of ensuring access in a digital age, or during a pandemic, has not been addressed before. It is also imperative that educators keep an eye on the horizon for changes in a community or individual’s needs; this transition into a technology-reliant society may leave some behind, and there may be gaps in knowledge for future adults as a result of the COVID-19 pandemic. When seeking out future opportunities for adult and community education programs, it is important to understand that while these investments and sacrifices may not yield immediate change, they will lead to a better society for those who come after us.
| Areas | Summary |
| Social Background | Focus on time frame of 2000 – 2020. Onset of modern civil rights movement. Economic recessions & financial hardships. Shift into the ‘Digital Age.’ |
| Highlights | Increasing pervasiveness of technology. Disparities in accessibility of knowledge. Increased options for delivery. |
| Influential Factors | President Obama’s goals for adult education. PIAAC Survey conducted. COVID Pandemic. |
| Implications | Ensuring equitable access to education. Impact of COVID on education of future adults. Transient and evolving technologies. |
References
Boeren, E., Roumell, E. A., & Roessger, K. M. (2020, May 5). COVID-19 and the Future of Adult Education: An Editorial – Ellen Boeren, Elizabeth A. Roumell, Kevin M. Roessger, 2020. SAGE Journals. https://journals.sagepub.com/doi/full/10.1177/0741713620925029.
Helsper, E. J., & van Deursen, A. J. A. M. (2015, November 17). Do the rich get digitally richer? Quantity and quality of support for digital engagement. Taylor & Francis. https://www.tandfonline.com/doi/full/10.1080/1369118X.2016.1203454?src=recsys.
Program for the International Assessment for Adult Competencies (PIAAC) – What is PIAAC? National Center for Education Statistics (NCES) Home Page, a part of the U.S. Department of Education. https://nces.ed.gov/surveys/piaac/.
Rasi, P., Vuojarvi, H., & Rivinen, S. (2020, May 25). Promoting Media Literacy Among Older People: A Systematic Review – Päivi Rasi, Hanna Vuojärvi, Susanna Rivinen, 2020. SAGE Journals. https://journals.sagepub.com/doi/full/10.1177/0741713620923755.
Reneland-Forsman, L. (2018, May 31). ‘Borrowed access’ – the struggle of older persons for digital participation. Taylor & Francis. https://www.tandfonline.com/doi/full/10.1080/02601370.2018.1473516.
U.S. Department of Education, Office of Vocational and Adult Education, An American Heritage—Federal Adult Education: A Legislative History 1964-2013, Washington, DC, 2013.
van der Meij, M. G., Kupper, F., Beers, P. J., & Broerse, J. E. W. (2016, July 15). Hybrid e-learning tool TransLearning: video storytelling to foster vicarious learning within multi-stakeholder collaboration networks. Taylor & Francis. https://www.tandfonline.com/doi/full/10.1080/02601370.2016.1197331.
van Deursen, A. J. A. M., van der Zeeuw, A., de Boer, P., Jansen, G., & van Rompay, T. (2019, July 27). Digital inequalities in the Internet of Things: differences in attitudes, material access, skills, and usage. Taylor & Francis. https://www.tandfonline.com/doi/full/10.1080/1369118X.2019.1646777?utm_source=TrendMD.
Ashten, great paper! You bring up a great point about the inequalities that occur with technology depending on your economic status. My paper was written about the 70s which was right after President Johnson enacted the Adult Education Act in 1966. This act was seen as a way to help lift people out of poverty by implementing basic adult education programs (among others). It highlighted the inequalities to people’s access to education. Reading your paper, I hadn’t considered two things: 1) The effect online education (notably COVID) will have on basic, secondary, and ESL adult education programs since many of these people are from poorer communities and may not have access to the technology needed. And 2) I hadn’t considered the effect that online learning through COVID will have on K-8 students and how the cycle might start all over again if they are not able to progress, which means possibly higher drop out rates later on. Then a demand for more adult basic education and secondary adult education programs would occur. If those programs are then online, are we back to what put the students in that position to begin with? Having teacher friends in poorer communities I hear about the hardships of access to technology and also parental involvement with the kids in their schools. I’m not sure how to offer online learning for economically depressed adults while also making sure that it meets the needs and learning styles of the student. It will be interesting to see the studies that come out 5-10 years after the pandemic ends. Thanks for spurring my thoughts 🙂 ~jayne rohlfing
ReplyDeleteHi Ashten,
ReplyDeleteI really enjoyed reading your paper. The way technology has grown and molded itself into our classrooms is fascinating and I am so glad you discussed the economic disparities and inequity that occurs with the use of technology. Throughout this course so far, I have loved how adult education seemed to have something to offer to everyone, regardless of age, socioeconomic status, race, etc. This paper really bring to light the fact that this is just not true in our modern age, especially with COVID-19 impacts. I agree that many adults are being "left behind" in this new wave of online learning. How do you think we can shift our mindset as a community of people that those who don't understand technology need to "catch up" instead of creating programs that fit their needs and understandings? Really interesting to think about and I'm glad I got to read your paper! - Hanna Kadinger :)
Nice job, Ashten! I think in a lot of ways, the struggles older generations have with technology we see today are very similar to those seen in the 1990s when the internet first became commonplace. However, like you pointed out, technology isn't accessible to everyone, which means some people are left behind while others progress because of their ability to afford things we take for granted, like WiFi.
ReplyDeleteI really like that you chose to look at the impacts on adult education taking place right now during the pandemic; it will be helpful in the future to look back and see what we did right and what we did wrong!
Awesome job Ashten! You made some great points in your paper. I won't comment on all of them because I don't want my reply to be another paper, so I'll comment on a couple of them:) You mentioned that the Carl Perkins Act offers financial aid and support to adults seeking post-secondary opportunities, which includes credentials for skilled workers. I agree that this investment in citizens would strengthen the economy at all levels. This reminds me of what's occurring in the State of Indiana with Next Level Jobs. Any Indiana adult resident that does not have a college degree is eligible to enroll and complete a certified program for free! The programs are tied to high demand industries in Indiana, which confirms that Indiana is investing in the education of its citizens with the hopes of gaining skilled workers.
ReplyDeleteYou nailed it when you stated that the impact of COVID-19 on traditional k-12 schooling will likely lead to future deficits in adult knowledge and competencies. I can't begin to tell you how many conversations I have had with educators about the impact of COVID-19 on school-aged children. As we all know, individuals learn differently and remote learning is not for everyone and to be honest with you, it's not for the majority of our school age children. Our children are falling behind academically and socially. Unfortunately, we tend to forget that many of our parents depend on the education system to help develop their child socially. This academic and social gap will continue to widened and filter over into adulthood if the education system ignore the true impact of remote, virtual or e-learning. Again, Awesome job!
Ashten,
ReplyDeleteYou brought up some important points. Like Latanya just said, it would be difficult to not write a paper on your paper. I am sure these same topics are going to come up again in the future :-)
When we recognize the number of learners without access to the internet and other required technologies, including the knowledge on how to use the technology, it has shown to be a major barrier to advancing education. I think the state really needs to acknowledge the problems associated with the digital divide.
At my school, we consistently receive calls from both parents and students regarding access to the internet. We have parents who drive their students to school to sit in the parking lot where there is school wifi in order to do their homework. The internet at home may get shut off, doesn’t work, or there is a problem that the family doesn’t know how to fix and there is homework that will now be late. It has been a real battle. On a side note, many of the students who would benefit most from in-person instruction were the first ones to opt for the virtual option. I guess there is a whole slew of socioeconomic factors that contribute to the success, or lack thereof, of virtual instruction.
Latanya mentioned Next Level Jobs. I agree that the program is wonderful! My friend is using it right now to be trained to get a better career. The only problem with it is that so many of the jobs require driving or are only offered during bankers hours. I think each community needs a more broad spectrum of free training that is offered both during the day and during the evening.
Great job bringing up some important talking points!