Deterrents to Participation in Adult Education. Overview. ERIC Digest No. 59.

Autor/in	Kerka, Sandra
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Deterrents to Participation in Adult Education. Overview. ERIC Digest No. 59.
Quelle	(1986), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Adult Education; Change Strategies; Educationally Disadvantaged; Females; Individual Needs; Marketing; Models; Older Adults; Participant Characteristics; Participation; Postsecondary Education; Reentry Students; Research Design; Rural Areas; Rural Education; Special Needs Students + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Lösungsstrategie; Weibliches Geschlecht; Analogiemodell; Älterer Erwachsener; Teilnahme; Post-secondary education; Tertiäre Bildung; Zweiter Bildungsweg; Forschungsdesign; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Sonderpädagogischer Förderbedarf
Abstract	Changing socioeconomic, cultural, and demographic forces have caused educational nonparticipation among adults to be treated as a social issue. Recent research has attempted to combine dispositional, situational, and environmental factors into composite models of participation. These models have suggested the following categories of deterrence factors: individual, family, or home-related problems; cost concerns; questionable available educational opportunities, negative perceptions of the value of education in general, lack of motivation and/or self-confidence, a general tendency toward nonaffiliation, and incompatibilities of time and/or place. These deterrents can be addressed by providing educational opportunities with low levels of risk or threat, administrative accommodation (such as alternative scheduling or extended hours for counseling), and effective communication of timely and appropriate information about educational opportunities targeted to the needs and concerns of various special needs audiences. Traditional marketing concepts can also be used to reach hard-to-reach learners. These include (1) a market analysis assessing market segmentation, clientele, and competition and (2) a program orchestration effort establishing an appropriate marketing mix of price, product, place, promotion, and partners. (This digest includes specific strategies for addressing the special needs of reentry women, elderly individuals, educationally disadvantaged persons, and rural adults.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC