Adult Education Programs and Organizations
- EDAC 631 Group 2
- Apr 12, 2018
- 13 min read
Introduction
The American Association for Adult and Continuing Education (AAACE) and American Job Centers (One-Stop Centers), also known in Indiana as WorkOne are two organizations in the United States, which offer services and workshops, that provide training and educational information to individuals seeking to increase their skills. The AAACE partners with adult educators and other professionals of varying backgrounds to educate practitioners regarding theories in adult education as well as share information regarding trends in current practice in teaching, training, planning and program evaluation. The AAACE also strives to develop strong leadership skills within their group in order to strengthen theory and practice within the field of adult and community education. American Job Centers offers assistance to both adults and older youth in many different areas of career development, including employment training and job readiness as well as other individualized supportive services for those looking to enter or re-enter the workforce or make a career change. This is done through a large variety of services. These services all have the same end goal, which is employment for the individual.
Introduction to The American Association for Adult and Continuing Education
In 1982 The American Association for Adult and Continuing Education was founded when the National Association for Public School Adult Educators (NAPSAE) merged with the Adult Education Association (AEA), (Rose, 2008). The AEA consisted of a large group of adult educators while the NAPSAE consisted of Basic Adult Education (ABE), and General Adult Education (GED) educators and administrators. The AAACE has a long history of evolution and mergers. Originally, what would become known as the AAACE started as the Department of Immigration Education, which was formed by the National Education Association (NEA) in 1921, (Rose, 2008). The organization continued to develop and change its name upon numerous other collaborations, until the current name stuck in 1982, (Rose, 2008). All versions centered around the idea that this organization was a central place for adult educators to collaborate and share ideas to best serve the adult education population.
The mission statement of the AAACE is as follows (AAACE, 2018):
“The mission of the American Association for Adult and Continuing Education (AAACE) is to provide leadership for the field of adult and continuing education by expanding opportunities for adult growth and development; unifying adult educators; fostering the development and dissemination of theory, research, information, and best practices; promoting identity and standards for the profession; and advocating relevant public policy and social change initiatives.”
Among the contributions of the AAACE is the three journals it publishes; Adult Education Quarterly (AEQ), Adult Learning (AL) and the Journal of Transformative Education (JTED), (Schmidt, 2013). Adult Education Quarterly seeks to "stimulate a problem-oriented, critical approach to research and practice, with an increasing emphasis on interdisciplinary and international perspectives," (AEQ, 2013). Adult Learning is "an international, peer-reviewed, practice-oriented journal. The journal publishes empirical research and conceptual papers that approach practice issues with a problem-solving emphasis. The audience includes practitioners and researchers who design, manage, teach, and evaluate programs for adult learners in a variety of settings, (AL, 2013). The Journal of Transformative Education "is a peer-reviewed, scholarly journal focused on advancing the understanding, practice, and experience of transformative education. JTED offers articles that test, build on, and elaborate existing theoretical perspectives; demonstrate innovative and creative applications of the theory in practice; and explore the international and cross-cultural issues of the theory and practice of transformative learning, (JTED, 2013).
The AAACE also holds an annual conference for presentators to come together and speak about theory and practices in the area of adult and community education.
Video retrieved from
Main Programs
Commission Groups
The AAACE consists of two subgroups identified as Commission Groups, and Special Interest Groups (SIG). Commission Groups consists of formal groups developed by the director, and Special Interest Groups (SIGS) are formed by member when there is significant interest in a particular area, (Schmidt, 2013). According to Schmidt (2013) there are 7 commission groups and they are described as follows:
Adult Basic Education and Literacy (CABEL). The mission of the Commission for Adult Basic Education and Literacy is to facilitate the research, discussion and implementation of policies, and to provide the development of professionals in the areas of adult basic education and literacy.
Affiliated Organizations (CAO). The CAO coordinates relationships with state or regional adult and continuing education associations and other organizations that are affiliate members with AAACE.
Community, Minority, and Non-formal Education (CCMNFE). CCMNFE is dedicated to the belief that minority and non-formal life-long learners contribute to professional development and human fulfillment within communities as promoter of productive social change, and advocates of relevant public policy and programs.
International Adult Education (CIAE). CIAE provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe.
Professors of Adult Education (CPAE). The mission of CPAE is to:
Act as a vehicle for strengthening and supporting excellence in academic programs in adult education.
Identify and disseminate resources that support adult education as a field of study, research, and practice.
Provide opportunities for the professional development of professors of adult education.
Study and disseminate positions on social issues of concern to adult education.
Provide a forum for critical reflection and dialogue on scholarship and practice that reflects the diversity in adult education.
Provide a caring, supportive and collegial community for professors of adult education.
Program Management (CPM). CPM provides information and developmental training for adult and continuing education program managers.
Workforce and Professional Development (CWPD). CWPD strives to increase competencies, knowledge, career opportunities, and development in workforce and continuing professional education. They achieve these goals through supporting professionals, educators, and educational institutions whose outreach efforts meet the needs of adult learners in organizational settings.
Commission groups are formal groups intended to set policies and procedures as well as facilitate research in specific areas to aid the field of adult and continuing education. This helps standardize practices and keep educators and educational programs uniform. The organization is headed by a Board of Directors consisting of five-member executive committee, two board members-at-large, and seven commission directors, all of whom are volunteer members elected by the membership committee, (Schmidt, 2013). Commission groups are governed by the by-laws of the organization.
Special Interest Groups
Currently there are twenty-eight Special Interest Groups (SIGS) which focus on staff development, cooperative extensions, distance learning, graduate students, religious education, community colleges, and vocational and career education, (Schmidt, 2013).
Their Website (http://www.aaace.org) lists the special interest groups as follows:
Adult Development
Adult Education Staff Development
Adult Psychology and Counseling
Colleges and Universities
Community Colleges
Cooperative Extension
Correctional Institutions
Health Professionals
History and Philosophy of Adult Education
Human Resource Development & Training
Labor/Workforce Education
Military
Minority and Human Rights
Popular Education
Religious Education
Research and Practice
Special Learning Needs/Disabled
Sustainability and Environmental Adult Education
Undergraduate Adult Learner
Vocational & Career Education
Women's Issues, Status & Education
Special interest groups are formed and utilized by members as means for practitioners in the field to problem-solve issues and concerns that come up in every day practice. Both programs provide support to members and serve as a central hub to discuss current issues. SIGS can be developed by members when there is a high enough level of interest in a particular area, (Schmidt, 2013).
Comparisons
The two subgroups of the AAACE each have special roles within the organization. Commission groups are much more formal and are developed by elected directors to meet the needs of Adult and Continuing Education as a whole. These groups seek to work with other organizations to collaborate on pertinent issues and to develop strong working relationships which will benefit those working in the field as well as those learning in the field. Commission groups are designed to set policies and standards across the entire field of Adult and Community Education. These groups help guide practitioners in the field to maintain consistency and to encourage growth and development of each practitioner. Special Interest groups are designed by the members themselves to help meet the needs in individual areas. When there is enough interest in an area of concern, group members develop these groups to work on solutions and problem solving in an attempt to help learners in the field in the best way that they can. These groups help maintain best practices and to ensure the needs of learners are being met.
Both groups seek to help the field and to address issues and concerns of those practicing within the field at large. However Commission Groups are more authoritative in nature and seek to set the guidelines for practitioners to follow. Special Interest Groups are developed to meet the needs of subsections or specialized interests within the field. The goal of SIGS is aid educators in problem solving and collaborating on issues to bring the best experience to learners within the field.
Implications
The AAACE conveniently umbrellas current research, policy, and practices in one organization. Educators, researchers, and others within the field have ease of access to one another and the information shared. The two groups within this organization provide critical roles in the field of adult and continuing education. Commission groups are important to set unified policy and procedures for the field, to ensure consistency. Another important responsibility of commission groups is to make sure professionals within adult and continuing education are continuing to learn themselves. These groups seek to maintain a level of professionalism and development throughout the field.
Special Interest groups give members a voice in the area of adult and continuing education. It allows professionals working in individual areas have a voice on concerns and issues. Additionally, it provides a place to collaborate, research, and share to come up with solutions to meet front line needs. The ability to develop groups when a high level of interest is raised in a particular area, is important for the self-efficacy and growth of professionals working the day to day tasks in the field. These SIGS give a voice to those who understand the immediate concerns and issues adult learners face. It also gives professionals a place to work with others in the field to develop solutions to meet the needs of smaller groups of people.
American Job Centers (One-Stop Centers)
Introduction
Established under the Workforce Investment Act (WIA) of 1998 and reauthorized in the Workforce Innovation and Opportunities Act (WIOA) of 2014 was American Job Centers, also known as One-Stop Centers. Bill Clinton signed the Workforce Investment Act on August 7, 1998 and it became a federal law on July 1, 2000. WIOA, signed into law on July 22, 2014, is t The WIA required states to bring together 17 federally funded employment and training services into one single system, The One Stop System (Smith, 2013). The purpose of the One-Stop Centers is to provide job seekers assistance at one location with comprehensive services and to also be an access point for individuals needing referrals to other agencies and organizations, such as the those diagnosed with an cognitive impairment or other type of disability, so that they can find, secure and retain competitive, community employment. The initiative was to identify best practices for providing high quality, accessible services to job seekers with disabilities through the One Stop Service Center system (Smith, 2013). The US population has a high rate of unemployment for individuals diagnosed with a disability, including those with mental health issues. (Dean, 2011).
The goal of American Job Centers is to bring together workforce and training services that meet the needs of the local employers (Van Noy, 2015), including mobile units for rapid response to mass business closures in order to minimize dislocation of workers. Services that are often provided include information on the current job market including job openings, job career assessments and advising, along with job search assistance, including resume writing and job search techniques, plus support for training and education, including vocational and post-secondary. Job seekers can receive information in person, online, or through kiosk remote access. The services are provided in three tiers. First is core services or services that are openly accessible to everyone such as job search and job market information. Second is intensive services or services were there is more interaction with staff. This includes assessments, counseling, and career planning along with training services. Third is information on education trainings. The third tier is only if job seekers are unable to find a job through core and intensive services (Van Noy, 2015). The Department of Labor’s Employment and Training Administration is responsible for the American Job Center. A complete list of American Job Centers and resources can be found at https://www.careeronestop.org/.
Video retrieved from
One-Stop Centers are the equivalent of one-size-fits-all. They provide comprehensive employment and training services to all. This may include individuals that do not have high school diploma or GED, dislocated workers, those returning to the workforce, the disadvantaged, welfare to work participants, those with disabilities, and older employees (Rosen, 1997), including US veterans, who receive priority service at all locations.
The One Stop System is funded through four federal agencies; Department of Labor, Department of Education, Department of Health and Human Services, and the Department of Housing and Urban Development. These agencies along with others (Vocational Rehabilitation, Job Corps, and federally funded adult and youth services programs) were mandatory partners in working together for the One Stop Centers (Smith, 2013).
These centers also aid job seekers, including students, youth and young adults (ages 14 years to 24 years) to understand both local and national employment trends, including current job vacancies within their community as well as the types of jobs, that will be in high demand in the coming years, in order to ensure their future educational and personal career goals align with the current and future needs of the job market and will meet the needs of the national workforce, since industry varies greatly both state-to-state as well as within the boundaries of each individual state..
Video retrieved from
Main Programs
The One Stop System provides many resources to job seekers as well as hiring teams, looking for qualified employees to fill vacate positions within their organization, corporation or small business. These services can be provided both virtually or in person. American Job Centers offer the following services to their clientele:
Assessment of skills, abilities, aptitudes and needs:
Assistance with questions regarding Unemployment Insurance:
Access to employment services such as the states' job board and labor market information;
career counseling and guidance;
job search and job placement assistance;
information on training, education and related supportive services such as childcare and transportation.
Comparison
American Job Centers have both the comprehensive, full-service sites as well as affiliate sites, which also offer a variety of services; however not all the services of a full-service location are able at the smaller, affiliate sites. “An affiliated site, or affiliate one-stop center, is a site that makes available to job seeker and employer customers one or more of the one-stop partners’ programs, services, and activities. An affiliated site does not need to provide access to every required one-stop partner program” (DWD, 2016). Yet, each service area must have at least one comprehensive one-stop center that provides full access to all services of the core programs (WOIA, n.d.).
Implications
The number one goal of all American Job Centers in the United States is employment and therefore they should not be viewed as unemployment offices, instead they should be viewed as an employment resource. American Job Centers were developed to revolutionize how those looking for employment find jobs as well as assist businesses with finding and hiring qualified employees to fill job vacancies. The American Job Center does this by providing free, quality services that are useful to a job seeker as well as employers, that are convenient and accessible throughout the United States.
One Stop Centers, including the use of mobile centers were created to efficiently distribute services to populations that may not otherwise ask and/or look for assistance, as a result more people have access to the assistance, in which they need in order find, obtain and retain a job. This in turn lowers the unemployment rate in these areas and aids to combat the issues surrounding generational poverty and incidence of high unemployment for persons diagnosed with an impairment or disability, who want to work, including those with mental health issues (Dean, 2011).
AAACE
Location - Atlanta, GA
Founded- 1982
Mission and Goals
To provide leadership, growth, and development in adult and continuing education
Core (Main) Programs
Commission Groups
Adult Basic Education and Literacy (CABEL)
Affiliated Organizations (CAO)
Community, Minority, and Non-formal Education (CCMNFE)
International Adult Education (CIAE)
Professors of Adult Education (CPAE)
Program Management (CPM)
Workforce and Professional Development (CWPD)
Special Interest Groups
Adult Development,
Adult Education Staff Development
Adult Psychology and Counseling Colleges and Universities,
Community Colleges
Cooperative Extension
Correctional Institutions Health Professionals
History and Philosophy of Adult Education
Human Resource Development & Training
Labor/Workforce Education
Military
Minority and Human Rights
Popular Education
Religious Education
Research and Practice
Special Learning Needs/Disabled
Sustainability and Environmental
Adult Education Undergraduate
Adult Learner
Vocational & Career Education
Women's Issues
Status & Education
Program Organization
Commision groups are organized by the director. Special interest groups are organized by members.
Goals of the Organization
To unify educators and have a central place to share information, research, and to problem-solve.
Differences and Similarities
Commision groups were organized to have formal groups to establish policy and procedures and an overall awareness of what is going on in the field of adult education. Special interest groups were developed so members had a place to discuss and problem-solve issues directly affecting education and educators.
Implications
Established policies and procedures for educators and organizations. Developed groups to discuss and problem-solve issues within the field. Conduct and discuss research with other professionals in the field. Collaborated with other organizations to continue improving those working in and learning in adult education environments.
Work One
Locations - Each state in United States
Founded - 1989
Missions and Goals
To deliver integrated, easy-to-understand workforce information that helps job seekers, students, workers, workforce intermediaries, and employers develop their capacity and make sound economic decisions in the new economy.
Core (Main) Programs
Workforce Development
Career Planning/Training
Career Advisors
Guidance and Counseling
Short-term Occupational
Industry Recognized Certifications
Adult Education and Literacy
High School Equivalency (HSE) Assistance
English as a Second Language (ESL)
Basic Computer Courses
Skills Assessments
Test of Adult Basic Education (TABE)
WorkKeys - Test of Basic Work Skills
Worldwide Interactive Network (WIN) - Test of Career/College Readiness/Soft Skills
Job Search
Online Database
Veteran Assistance
Job Placement
Training Assistance
Education Assistance
Youth Programs
Jobs for America’s Graduates (JAG)
Vocational Rehabilitation
Counseling and Guidance
Discovery- Job Coaches
Supported Employment
Trial Work Experiences
Assistive Technology
Employer HR Assistance
Job Postings
Candidate Selection
Job Fairs
Offender Reentry
(Felony Convictions)
Job Placement
Expungement Assistance
Program Organization
State divided Workforce Development Regions. Local elected officials appointment of Workforce Development Board (WDB) members. WDB hires administrators and service providers, who coordinate local delivery of partner services through the local offices within each state.
Goals of Program
Collaborate with local, state, private, and public entities that provide comprehensive and innovative employment services and resources to meet the needs of the workforce.
Enable individuals to find the help they need in the areas of job training, employment services, and other related support services, in one location.
To increase job seeker and employer awareness of workforce development resources available across the country.
Differences and Similarities
Developed by the workforce investment act of 1988. Each state must provide an American Job Center. Anyone can go to the center and learn about skills and jobs.
Implications
Provides a variety resources in a free and efficient way allowing the public to use them 24/7 to find, obtain and retain employment.
References
American Job Centers (One-Stop Centers). (2017, January 09). Retrieved March 20, 2018, from
https://www.dol.gov/general/topic/training/onestop
Adult Education Quarterly (AEQ). (2013). Retrieved from: http://aeq.sagepub.com/
Adult Learning (AL). (2013). Retrieved from http://journals.sagepub.com/home/alx
Dean, David, John Pepper, Robert Schmidt, and Steven Stern. “The Effects of Vocational
Rehabilitation for People with Mental Illness.” Working paper, 2011. Available at
http://people.virginia.edu/~sns5r/resint/vocrehstf/vocrehmi.pdf.
Fact Sheet: One‐Stop Career Centers [WIOA Fact Sheet]. (n.d.).
https://www.doleta.gov/WIOA/
Indiana One-Stop Center Certification Review Form [PDF]. (2016, October). Indianapolis:
Indiana Department of Workforce Development (DWD).
Journal of Transformative Education (JTED). (2013). Retrieved from
http://journals.sagepub.com/home/jtd
Rose, A. D. (2008). AAACE: Where are we going and where have we been? The Future of
AAACE in light of its Past. Adult Learning, 19(1/2), 34-36.
Rosen, S. (1997). One stop on the road to full employment. Social Policy, 28(2), 26-30.
Schmidt, S. W. (2013). Perspectives in adult education—The American Association for Adult
and Continuing Education (AAACE): Its history, purpose, and activities. New Horizons
in Adult Education & Human Resource Development 26(1), 55-59.
Smith, T. J. (2013). One stop service center initiative: Strategies for serving persons with
https://search-proquest-com.proxy.bsu.edu/docview/1283771013?accountid=8483
The American Association for Adult and Continuing Education (AAACE). (2018). Retrieved
from: http://www.aaace.org/?page=InterestGroups
Van Roy, M. (2015). The Impact of Co-locating American Job Centers on Community College
Campuses in North Carolina. North Carolina: Center for Analysis of Postsecondary
Education and Employment (CAPSEE).
ความคิดเห็น