Administration Of Adult Education Research Articles

Serving adults who have difficulty reading: challenges faced by U.S. adult education administrators

AbstractRecent assessments suggest that 43 million adults in the United States have difficulty completing basic reading tasks. Although the federal Workforce Innovation and Opportunities Act (WIOA) prioritizes education for adults with the greatest needs, there is long-standing concern that federally-funded programs might not serve lower-performing students well. This study sought the perspectives of state administrators of WIOA-funded adult education to identify challenges in serving adults who have difficulty reading and areas for future research. Identifying challenges and creating a robust evidence base can center adults who have difficulty reading as important participants in the field of practice and support the creation of effective strategies for their inclusion and success in WIOA-funded programming.

Community Education Mapping as a Tool for Addressing of Out of School Children in Nigeria: The Role of Adult Education Administrators. Muhammad Alkali PhD.

The need to provide education for all Nigerian children has been recognised by all; people, community members, civil society orgainsation, governments and development partners. The phenomenon of out-of-school children and youths in Nigeria remains one of the serious problems confronting educational sector of the country. It appears that there are conflicting figures about the actual number of these children. And people and scholars blamed the problem to inability to have access to the actual number of out-school-children. This is the reason the author advocates for community mapping as a way out. This paper therefore explored the problems associated with the provision of education to out-of-school children and suggested possible potentials of community mapping in addressing the problems. Lastly, the roles of adult and non-formal education administrators were highlighted.

Integrating Creativity in the Facilitation of Adult Learning through Analytic and Synthetic Methods: Study of Adult Basic Literacy Education Program in Enugu State, Nigeria

Adult basic literacy education program requires the integration of creativity into learning activities to increase the rate of adult learning in adult basic literacy education program. The study assessed the extent of integrating creativity in facilitating adult learners in adult basic literacy education program. The study adopted a descriptive survey design. The instrument titled, Integrating Creativity in the Facilitation of Adult Learning through Analytic and Synthetic Methods Questionnaire was administered to 880 adult education administrators, adult literacy facilitators and adult learners. Data were presented through the use of mean, standard deviation and ANOVA. The results of the study revealed that integrating analytic and synthetic methods to a moderate extent facilitated the learning of adults in an adult basic literacy education program. The study recommended that state agency for mass literacy, adult and non-formal education should encourage adult literacy facilitators to create personalized programs of instruction and lesson plans that are based on the adult learners’ skill level and learning styles.

Effect of a cognitive behavioural intervention on depression reduction among community-dwelling adult learners in Nigeria: Implications for adult education administration.

ObjectiveThe study objective was to determine the effect of a cognitive behavioural intervention (CBI) on depression among community-dwelling adult learners in Nigeria.MethodsThis was a 10-week randomized control trial. Participants were 82 community-dwelling adult learners with depression. The Beck Depression Inventory-II was used for data collection. Data were analysed using repeated measures analysis of variance.ResultsThe initial results showed that the participants in both the treatment group and the usual care control group had severe depression. After 10 weeks of the CBI, there was a significant reduction in depression among adult learners in the treatment group compared with those in the usual care control group. The follow-up assessment indicated a further significant reduction in depression among participants in the treatment group compared with those in the control group.ConclusionThe CBI was effective in reducing depression among community-dwelling university adult learners in Nigeria.

Current status of public administration adult education in Ukraine

The article deals with analysis of modern public administration by adult education. The main mechanisms of legislative regulation of public administration by adult education are defined. The attention focusing on the necessity to improve instruments of cooperation between state and community. The essence and contents of the concept «public institutes of adult education» are researched. The main mechanisms of legislative regulation of public management of adult education in Ukraine are outlined.Historical prerequisites of emergence of public institutes by adult education are analyzed. The heritage of the public educational organizations, namely societies «Prosvita» and societies «Znannia» of Ukraine is taken into account. The role of modern public organizations in adult education, including third-age universities which purpose is introductions and practical realization of the principle of life long learning are allocated. Key problems in the sphere of public administration of adult education who lead to a conclusion of global improvement of this sphere are defined.

Social Media Adoption in Adult Education ‒ Administrators' Experience

The rapid development of social media poses a multitude of considerations on this technology adoption. The emphasis in literature is put mainly on student or teacher perspective and less emphasis is dedicated upon administrators who also represent an important group of stakeholders. The aim of the study is to examine the phenomenon of potential educational use of social media at the public institutions of adult education based on administrators’ lived experience, taking into account how administrative factor influences social media adoption in education. The findings reveal that admitting the advantages of social media use, administrators also identify certain problematic areas and have cautious attitudes towards social media in education.

Historical Research Concening California Adult Education Administration

Historical Research Concening California Adult Education Administration

Improving administrative efficiency through technology

AbstractTechnology trends can be identified to improve the efficiency of adult education administration. Five management functions and three technology groups are the focus of this chapter.

An Analysis of Adult Education Administration Literature, 1936-1989

Literature that focuses on adult education administration was identified and analyzed by a slightly revised form of the Sork and Buskey (1986) literature analytical framework. The 75 books, articles, monographs and chapters were categorized into three descriptive dimensions and were examined for the degree of their comprehensive attention to nine administrative functions. A review of the charts indicates differences in the contexts or settings of adult education administration, the sources utilized in the literature, and the extent of coverage given to the administrative functions. Six observations provide a research agenda for improving the adult education administration literature.

SURVEYING ADULT EDUCATION IN AUSTRALIA

One of the results of a lack of overall co‐ordination of adult education in Australia is a very incomplete record of activities. Attempting to use existing data for research can be a very frustrating business. The form of the material available varies from State to State, is incomplete and uneven in quality. The peripheral nature of adult education in relation to education as a whole often results in only brief mention in official reports or no comment at all. The voluntary area, due for the most part to the spontaneous and informal nature of many agencies, is particularly poorly recorded. This paper discusses some of the problems facing researchers and brings together existing studies which have attempted to survey arrangements for the organisation and administration of adult education on a national basis.

PERFORMANCE COMPETENCIES FOR ADULT EDUCATION ADMINISTRATORS

The purpose of this study was to identify performance activities that could be useful in appraising the effectiveness of adult education administrators. A matrix of administrative processes and operations was used to develop competency statements in the performance categories of communications, curriculum, personnel, finance, and community relations. Rank order and statistically significant differences existed between administrators and instructors in competencies deemed most and least appropriate. Differences in level of functioning and role expectations are briefly discussed as tentative explanations of the reported findings, along with possible implications of role conflict, job dissatisfaction, and the effects of stress. A human resources approach to administration and a discrepancy analysis model are recommended to ameliorate these differences.

Overview of counseling and information services for adult learners

Counseling and information services for adult learners exist in technologically developing and developed countries. Counseling services are performed by professional counselors, by adult education administrators and teachers, by practitioners in related agencies, and by paraprofessional counselor aides. Information services include mediated and interpersonal marketing and recruitment activities performed by administrators, teachers, and public information specialists. In developing countries, adult education programs and related counseling services tend to be concentrated on categories of adults whose personal development has high priority in national development plans. In developed countries, a wider range of adult education sponsors serves a higher proportion and a more representative cross section of the adult population.

Marketing's Broadening Concept Is Real in University Extension

Educators are expressing a need for adult and continuing education professionals to develop marketing skills within their own staff or to seek the aid of professional marketers in the man agement, organization, and dissemination of information about their programs. This study offers empirical evidence to continuing and adult education administrators and marketers alike that exten sion service units perform marketing-like activities in carrying out their service mission. A survey questionnaire was administered to member institutions of the National Association of State Univer sities and Land-Grant Colleges (NASULGC) yielding 90 usable questionnaires. A variety of marketing variables is discussed along with their importance to the extension service function of the insti tution. The need for the marketing function to be fully understood and practiced by extension administrators in order to effectively manage transactions in the extension environment is discussed.

Professionalization in Higher Adult Education Administration

Ninety-three higher adult education chief administrators served as subjects in this study which was designed to test whether or not there was evidence of increased professionalization between 1957 and 1967. Utilizing Hall's Professionalization Scales and some background scales to measure attitudinal and structural attributes of professionalization, an analysis of variance technique and a chi square analysis were used to determine the difference between the extent of professionalization of three cohorts of Ss. Findings revealed no significant change over time between the three cohorts at the .05 significance level. The average scores in this study were higher than those reported in previous studies using the Professionalization Scales with other occupations. These unexpected findings were viewed as attributable, at least in part, to characteristics of the field of higher adult education during the past decade which mitigated against further professionalization of the occupation. Using a supplementary questionnaire, addi tional comparsions were made between 93 respondents and a sample of the 143 non-respondents to the initial questionnaire. The differences were not significant.

Changes in the Administration of Adult Education in New Zealand, 1946–62

Since 1915 adult education in New Zealand has been chiefly the responsibility of the Workers' Educational Association. The Workers' Educational Association enjoyed a virtual monopoly in the area until 1946 when National and Regional Councils of Adult Education were established in association with the University of New Zealand. Although the National Council held the purse‐strings, control of adult education rested chiefly with the University—related Regional Councils. Problems arising from the finance, control and stalling of adult education culminated in the passing of the 19G3 Act which eliminated the Regional Councils and established a reformed National Council. The implications of the Act are university acceptance of responsibility for adult education, financial support from the University Grants Committee and a decline of local influence on programmes. A crucial issue with the growth of university interest is whether there is likely to be a disproportionate growth of professional courses at the expense of liberal studies.

Chapter VII: The Organization and Administration of Adult Education

Chapter VII: The Organization and Administration of Adult Education

The Organization and Administration of Adult Education

THE LITERATURE is reviewed for public schools, libraries, co-operative extension service, voluntary organizations, and university extension programs. Public Schools The last five years have seen a significant increase in the number of studies which examine in depth specific aspects of public-school adult education. Financial patterns were examined by Olds (51) under the auspices of the National Commission on Adult Education Finance. Olds found that in 17,000 districts $79 million was spent annually on adult education. However, this amounted to only 1.3 percent of total public-school expenditures in those districts. It was concluded that every state ought to provide specific financial aid to adult education as a part of its foundation program of assistance to public schools and essentially on the same basis as provision for elementary and secondary education. In support of this policy it was noted that in the 10 states with considerable aid three times as large a proportion of adults were enrolled as in 38 states with little or no aid. Fivefold increase of state aid in New York between 1944 and 1952 was accompanied by an increase in adult enrollment 15 times that prior to 1944. Olds found that the average cost of adult education is 46 cents an attendance hour, about 50 percent higher than the cost of elementary education. The study, however, included many small communities and programs with small classes. The unit cost drops substantially where a high enrollment and attendance is maintained in each class. The role of professional leadership was examined in several contexts. In a study of the adult education services of state departments of education Holden (33) examined patterns of professional leadership. His findings confirmed that both professional leadership and state aid are necessary for program growth. Hurlbut (35) reported that California districts employing a full-time administrator had twice the participation of the state average. Of 21 trends in public-school adult education identified by Graff and Edwards (29), the trend toward the appointment of local directors of adult education was the second most pronounced. In terms of historical perspective there has been a decline in state leadership. Holden pointed out (33) that 30 years ago 15 states had full269

The Administration of Adult Education under the Law for the Reconstruction of Finances of Local Public Bodies

The Administration of Adult Education under the Law for the Reconstruction of Finances of Local Public Bodies

The Organization and Administration of Adult Education

THE DOMINANT feature of adult education in this country for purposes of this discussion is the multiple character of its manifestations. This multidimensionality stems from two conditions: (a) the fact that adult education is the task of many agencies, and (b) the fact that it is only one of several tasks in which the agencies are engaged. Adult education, then, is not an institutional exclusive. It is not the function of one organization exclusively, nor is it usually the exclusive job of the organization to which it belongs. Adult education takes place in a shared program of part-time activities operating in a variety of forms. This fact places its stamp on every proposal for the organization and administration of adult education that this reviewer has been able to examine.

Chapter VII: The Organization and Administration of Adult Education

Chapter VII: The Organization and Administration of Adult Education