History of Adult and Community Education in the 1980s - Sheri Evans

Sheri Evans  Comment on: Emily Echelberry, Jennifer Bradley

Introduction

Adult education has been around for a long time. In America, the term can be traced back prior to 1900, (Stubblefield & Rachal, 1992).  The understanding of the term may have evolved over the years, but the idea has been relatively similar. Adult education, then and now, encompasses the basic idea of learning throughout the lifespan.  The “community” part of adult education is appropriately reflected by the understanding of a neighborhood as being a community, (Brookfield, 1983). Many adult education programs are hosted within an area that is also likely to be close to many of the adult students in attendance, (Brookfield, 1983). Adults learners often choose programs that are centered within the community, or neighborhood, close to where they live. Consequently, many if not all of this adult education programs, are also funded by the same surrounding community, (Brookfield, 1983). Stephen Brookfield (1983) considered three specific  dimensions of community education; adult education for the community, adult education in the community, and adult education of the community.

Adult education for the community is based on consumer needs and demands. If it is determined that adults within a particular community are in need of specific programs, then the community looks to develop the programs to meet these needs, (Brookfield, 1993). For example, if there are many adults within a community population that have struggled with parenting issues and concerns, then leaders in the community may decide to find instructors to facilitate parenting classes to meet the needs of said community. In this dimension the educator listens to community as to what issues and concerns they feel need to be addressed, (Brookfield, 1993).

Learning in the community requires the adult learners to go out within their community to be educated, (Brookfield, 1983). Those adult learners in the medical field often participate in this type of education. Rather than being limited by the classroom structure of reading and lectures, they go out into the hospitals and medical facilities within a locale and directly observe and work to acquire experience and first hand learning. These adult learners are directly integrated within their community while learning.

Adult education of the community puts the determination of subject content on the shoulders of the educator, (Brookfield, 1983). The educator concentrates instruction on what he or she feels is important skills or knowledge for the students to develop to use within the community. In this situation an educator may determine that too much juvenile insubordination in this area is the result of a lack of parenting skills and proper discipline. Therefor the educator decides himself to implement a parenting program to meet community needs.

Social Background

As the concept of adult community education continued to evolve in the 1980s, it centered around an increase demand for adult literacy to positively impact the economy, (Rose, 1991).  The 80s government was a move back to conservative values and with that came concerns of how to improve the weak economy. This was a time of economic recession and both individuals as well as the government was interested in moving the country to a wealthier economy and a more secure future. The Federal government invested funding into programs and states during this time - to encourage adult literacy programs, but it also sought volunteers to help cut costs, (Rose, 1991).  As government funding began to decrease the shift moved to more self-funded programming, (Kulich, 1992). As more individuals became responsible for paying for their learning, many of them also selected classes and programs to improve themselves individually, rather than the community. This led to a greater desire for vocational education, which was a major focus of adult education during this time.

To subsidize the financial burden throughout the decade, the number of adult education volunteers grew significantly. The reported number of volunteers was 34,513 in 1984-85 and 91,388 in 1988-89, (Office of Vocational and Adult Education, 1993). In addition to volunteers, part-time instructors also filled a lot of the needs to keep costs down, (Office of Vocational and Adult Education, 1993). This influx of instructors and volunteers was required to meet the needs of the increasing adult educational population. This era saw the last of the baby boomers enter the workforce. These adults were products of a time of rebuilding with an increased emphasis on education. Because of this, many of them enrolled in classes in community colleges, (Palazesi & Bower, 2006). Baby boomers came from wealthier families than the previous generations.  This meant that many of them had more disposable income to dedicate to furthering their education as adults. Baby boomers also began to realize a longer life expectancy.  A longer life often meant the need to work to an older age to be able to support themselves, (Palazesi & Bower, 2006).  This created a strong sense amongst this generation to reinvent themselves and improve upon the past by acquiring additional skills and knowledge through these adult learning programs, (Palazesi & Bower, 2006).

As the end of the 80s approached many baby boomers began their careers. Surprisingly, though, this did not significantly impact adult education. Even baby boomers who were at an early retirement age still had the desire to better themselves and increase their knowledge through continued education, (Palazesi & Bower, 2006).

Highlights

In 1988 the American Association of Community and Junior Colleges (AACJC) in Washington D.C. held a teleconference to address the future of adult education as it headed into the next century. A major goal of this conference was to address continued issues of racism and disparities in underprivileged populations that continued to plague community colleges, (AACJC, 1988). Many suggestions were made to increase the diversity of students, give support for first year students, and to discourage adults from dropping out of community programs.

Influential Factors

As the AACJC looked to the future, they encouraged community colleges and leaders to adopt the philosophy of John Garder, (AACJC, 1988). In Gardner’s words, “The college can be a valuable source of civic, cultural, and economic renewal for the nation,” (AACJC, 1988). This idea merged the previous goal of economic renewal with the new thoughts of advancing tolerant and pro-social attitudes to create a community of acceptance and understanding. Understanding the Gardner philosophy of learning essentially meant to understand that the learning never stops for the learners or for the educators. The idea was to keep building from a firm foundation to make sure every person, no matter disparity, has the equal opportunity to pursue adult education, (AACJA, 1988).  The belief of this time was that every person had an equal right to continue their education and that this right should not be negated by situations of misfortune or cultural differences. This decade expanded on equal rights initiatives of previous decades with an understanding that to improve the economy it was imperative to allow all individuals to improve themselves to effectively function and contribute to society.

The AACJC also encouraged community colleges to consider the classroom as a community working together for a common goal, rather than individual students who were in competition with one another, (AACJC, 1988). Again, this reinforced the “community” and the importance of working together while also respecting the respecting the individual. This may also have contributed to an acceptance of diversity in the adult classroom.  An understanding that learning is greater than the individual.

Implications

The 80s began seeing baby boomers considering a longer future filled with many opportunities. Economic problems led to many adults seeking vocation and additional schooling to improve their financial situations and prepare for a longer life. The idea of adult community education was broadened and understood in multiple dimensions. It was understood as any way in which adults integrated and collaborated within the community for learning and improving themselves. The importance of everyone having the opportunity to participate in community learning became very important. As the government looked for ways to reduce contributions to this field, the AACJC encouraged community colleges to find ways to aid those individuals and groups who lacked resources to fund their learning so that every person had the same opportunities available to them. In the few years following the recommendations of the AACJC, the number of adult learners enrolled in education programs increased by an average of more than 5% each year, (Office of Vocational and Adult Education, 1993). By 1991, African Americans, Hispanics, Native Americans, and Asians accounted for about two-thirds of adult learners, (Office of Vocational and Adult Education, 1993).

The 80s was a period of adult learning that made great strides to ensure than any adult who wished to further their education would be afforded the opportunity to do so. This was a time of understanding a greater and multipurpose meaning of “community education”. Adult community education at this time respected the individuality of the person while encouraging a sense of responsibility to the community as well. These were important foundations that helped mold the multifaceted concept of adult education we see today.

Social background

• Recession

• Baby boomers

• longer life span

• equal opportunity

Highlights                                                                    

• Broader understanding of what Community education is

Influential factors                                                       

• AAJCJ encourages funding for disadvantaged populations

• John Gardner

Implications                                                                 

• Increasing adult learning population

References

American Association of Community and Junior Colleges, W. D. (1988). Building Communities: A Vision for a New Century. AACJC National Teleconference Live via Satellite (Washington, DC, November 22, 1988). The American Seminar V Teleconference Workbook.

Brookfield, S. (1983). Community Adult Education: A Conceptual Analysis. Adult Education Quarterly, 33(3), 154-60.

Cruce, T., & Hillman, N. (2012). Preparing for the Silver Tsunami: The Demand for Higher Education Among Older Adults. Research In Higher Education, 53(6), 593-613. doi:10.1007/s11162-011-9249-9

Kulich, J. (1992). Adult education through a rear view mirror: The changing face of adult education over the last.. Convergence, 25(4), 42.

Office of Vocational and Adult Education (ED), W. L. (1993). Adult Education Delivery System Trends. Program Year 1990-91. A Statistical Abstract Prepared for State Directors Area/Regional Workshops. Participation in Adult Basic & Secondary Education.

Palazesi, L. M., & Bower, B. L. (2006). Self-Identity Modification and Intent to Return: Baby Boomers Reinvent Themselves Using the Community College. Community College Review, 34(1), 44-67.

Rose, A. D., & ERIC Clearinghouse on Adult, C. O. (1991). Ends or Means: An Overview of the History of the Adult Education Act. Information Series No. 346.

Stubblefield, H. W., & Rachal, J. R. (1992). On the Origins of the Term and Meanings of "Adult Education" in the United States. Adult Education Quarterly, 42(2), 106-16.