Reasonable Choices: Understanding Why Under-Educated Individuals Choose Not To Participate in Adult Education. Summary Report for the Department for Adult Education & Literacy.

Autor/inn/en	Jensen, Jane; Haleman, Diana; Goldstein, Beth; Anderman, Eric
Institution	Kentucky Univ., Lexington. Coll. of Education.
Titel	Reasonable Choices: Understanding Why Under-Educated Individuals Choose Not To Participate in Adult Education. Summary Report for the Department for Adult Education & Literacy.
Quelle	(2000), (104 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Learning; Adults; Age Differences; Case Studies; Change Strategies; Comparative Analysis; Economic Climate; Economic Factors; Educational Attainment; Educational Attitudes; Educational Change; Educational Needs; Educational Policy; Educationally Disadvantaged; Enrollment Influences; Focus Groups; High School Equivalency Programs; Interviews; Marketing; Participation; Policy Formation; Predictor Variables; Research Needs; Sex Differences; State Surveys; Student Recruitment; Kentucky; General Educational Development Tests + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Age; Difference; Age difference; Altersunterschied; Case study; Fallstudie; Case Study; Lösungsstrategie; Wirtschaftslage; Ökonomischer Faktor; Bildungsabschluss; Bildungsgut; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsreform; Educational need; Bildungsbedarf; Politics of education; Bildungspolitik; Interviewing; Interviewtechnik; Teilnahme; Politische Betätigung; Prädiktor; Forschungsbedarf; Sex difference; Geschlechtsunterschied
Abstract	The reasons why undereducated individuals choose not to participate in adult education were examined in a comparative, qualitative case study that was conducted in eight nonmetropolitan sites (including the pilot site) in diverse economic regions across Kentucky. Data were collected from the following sources: in-depth interviews with 84 adults (10-15 at each site) who had not chosen to participate in adult education; 4 focus group interviews; and 5 informational interviews. Key findings included the following: (1) adult education programs compete directly with everyday priorities such as work, family, and community responsibilities; (2) the public perceives adult education as General Educational Development (GED) certificate preparation; (3) undereducated adults often do not perceive the GED as an appropriate goal; and (4) there is no single marketing campaign that will reach the diverse population of undereducated nonparticipants in adult education. It was concluded that, to be more effective, adult education providers must assume a client-centered philosophy of practice that respects prior experience, prioritizes relevant content, and emphasizes a problem-solving approach to learning. Eighteen implications for program providers, professional development consultants, and policymakers were identified, along with four areas for further study. (Appended are the following: study methodology; interview protocol; and quantitative results. The bibliography contains 44 references.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC