Adult Education Administration

EVOC 509

10 Mandated Program Areas

Parenting Education

Encourage parents of K-12 to enroll Prenatal mothers Teenager parents

Elementary and Secondary Basic Skills

Remediate basic skills – grade levels 3-7 Complete diploma or GED for drop-outs –

grade levels 8-12 Concurrent enrollment to make up HS credit

with counselor & parental approval Post-secondary adults remediate basic skills

English as a Second Language (ESL)

AKA English Language Learners (ELL) Cover basic language skills Facilitate adapting to American culture

Immigrant Citizenship

Prepare for citizenship test Adapt to American culture

Substantially Handicapped

Americans with Disabilities Act (ADA) After age 22

Career Technical Education

High School students 16-17 years old Adults 18+ years old

Older Adult Education

Proprietary classes As Instructional Aides As Volunteers

Apprenticeship Programs:Examples Barber Bricklayer Carpenter Carpet Layer Cement Mason Electrician Ironworker Meat Cutters

Plasterer Plumber Pipe Fitter Refrigeration Mechanic Roofer Sheet Metal Worker Sound Technician Surveyors Tile Setter

Home Economics

Basic homemaking skills Basic consumer skills Basic life skills

Health and Safety Education Abuse

Drug addiction Alcoholism Child abuse

General Health Issues Available to:

Parents High School students District Staff Health Care Professionals

Adult Education Delivery Systems

Public School Education Reports to California Department of Education Responsible to elected local school boards Receives funds from CDE based on positive student

attendance, student fees, and grants Purpose:  Provide instruction in 10 mandated areas Vocational training is entry and intermediate level

not requiring a BA degree Cannot grant college credit

ROCP: Regional Occupation Centers/Programs Reports to California Department of Education Responsible to elected County school boards Receives funds from CDE based on positive student

attendance and grants Purpose:  Provide occupational training Vocational training is entry and intermediate level

not requiring a BA degree Cannot grant college credit

Community Colleges Reports to California Community College

Chancellor Responsible to elected local community college

boards Receives funds from Chancellor, student fees, and

grants Purpose:  Provide academic and occupational

training Vocational training is certificate level or AA degree

level Can grant college credit

State Colleges & Universities Reports to Chancellor of State University System or

Chancellor or the University of California Responsible to Chancellors Receives funds from Chancellor, student fees, and

grants Purpose:  Provide academic and professional

training Vocational training degree level Can grant college credit

Private Post-Secondary Career Technical Schools Reports to California Commission on Post

Secondary Schools Responsible to Board of Directors or partners -

private business Receives funds from clients who may be eligible for

Federally insured students loans and grants Purpose:  Provide career technical training at a profit Vocational training certificate level or special-AA

degree level Can develop articulation agreements or contract

services with public schools, ROCP, and colleges

CBO: Community Based Organizations Reports and responsible to their local

governing boards Receives funds from donations and grants Purpose:  Serve the community Vocational training at entry level Cannot grant college credit Can develop contract services with public

schools, ROCP, and colleges

Industry Specific Training Reports to leadership of specific company or trust

board Receives funds from industry and/or employees Purpose:  Provide better trained, more productive

workers Vocational training is job specific, entry level to

advanced Cannot grant college credit Can develop contract with public schools, ROCP,

and colleges

Course Approval Process

State Funded Courses Approved by California Department of

Education (CDE) representative and local Board of Education prior to implementation

Must appear on list of approved course titles, or

Application for new title to be created and approval received for specific classes not on list

Specific class requests through CDE each semester and Board of Education annually

Courses Requiring CDE State Frameworks

Elementary basic skills Secondary basic skills English as a Second Language (ESL) Citizenship courses

Courses Not Requiring State Standards Parenting Substantially Handicapped Older Adult Home Economics Health & Safety

Curricula vary widely due to unspecified content

Courses Following CTE Model Curriculum Standards

Career Technical Education Must demonstrate industry need and

substantial employment opportunities for completing students

Apprenticeship Programs State reimbursement for related and

supplementary “academic” classes Content determined by

Joint Apprentice Training Committee Organized by trade Articulated by state

Division of Apprentice Standards

Grants Examples

Adult Literacy GAIN JTPA CalWorks

Must meet grand guidelines Meet CDE guidelines

If substantially same approved course Fund expected from CDE

CTE courses within grants not regulated by CDE

Classes Not Governed by CDE No State reimbursement received Community service/fee-based classes Schools determine nature, duration, location Teachers - Called presenters

Processed through Classified Personnel Dept Not subject to fingerprint scrutiny Approved individually by board of Education for

specific class Wages determined by school

Andragogy vs. PedagogyAdult Learner Characteristics Compared with Children

Adult Learners Are more realistic Have more life-experiences Have more concrete and immediate needs Are not a captive audience Are accustom to being treated as a peer Resent being patronized or talked “down-to” More heterogeneous

Adult Learners cont’ Learn as well as children

Takes more time Requires association with pre-existing knowledge

Perform tasks slower May have limited mobility Use mobility assisting devices

Have mixed Motives: Educational, social, recreational

Adult Learner cont’ Fatigue more quickly

Appreciate strategies that add interest & liveliness

Enjoy sense of humor Need varied pace

May require audio/visual aids May have over-developed Puritanical sense of

duty

Adult Learners Have varied problem-solving strategies

Cognitive Psychomotor Affective

Have varied learning styles Reading Visual Auditory Kinesthetic

Profile of Adult Learners

Barriers Originating in Middle School or High School Attendance Lack of Credits Need for employment Pregnancy/Parenting Gang Affiliation Lack of Support Structure – especially family Social Adjustment Issues Safety Concerns

How Adult Education Facilitates Success Self-paced Instructional Format Flexible Schedule

Extended school day Saturday and evening classes 2-hour blocks of instructional time

Lower teacher/student ratio Challenge testing Absence of Gang Culture Central Location

How Adult Education Facilitates Success Cont’ Multi-support Services

Access Center Counseling Center CalWORKS facilitator Parenting/child care program On-site career technical programs

Community Learning Center: Mature adults provide role models for younger, less mature students

Compact Facility

Profile of a Successful Adult Learner Goal Oriented Strong Work Ethic Good Social and Communication Skills Basic Skills Competency Good Coping Skills Good Time Management Skills Takes Ownership of Own Education Works Well Independently

Profile of a Successful Adult Learner: Additional Contributing Factors Does not work full time Few family responsibilities Enters with 100+ credits Has reliable child care Day time student Attends minimum of 20 hours per week Has reliable transportation – public or private

Profile of Tentative 16-17 Y/O:May Benefit from Pre-Adult Training Failure to thrive in comprehensive educational

setting Requires individualized attention Maslow’s Hierarchy of Needs

Needs to feel connected Does not fit in with peers

Failure to thrive in rigid educational environments Works best in self-paced programs without

homework and tests Problems or fear of social interaction

Profile of Tentative 16-17 Y/O: Cont’May Benefit from Pre-Adult Training Refuses to attend school

Stays home and prefers independent study Does not run the streets

Needs flexible hours Part-time employment Health problems Family Problems Difficulty rising early

High School interrupted – wants to return 8th grade + reading level Some insight into self

Success Indicators Desire to earn diploma Desire to pass GED Motivated to make progress completing courses in

timely manner Clear short-term goals

Enter college Enter career technical program Obtain employment Complete career profile/portfolio

Profile of Adult School Graduates1998-1998 Academic Year

Graduate Age as of June 1999AGE Number

18-20 71

21-30 30

31-40 9

41-50 3

51-54 3

TOTAL 116

Gender

Females 75

Males 41

EthnicityHispanic 57

Black 23

Caucasian 25

American Indian 2

Asian 5

Filipino 2

Other 2

ADA Type

Regular 99

CalWorks 17

Credits at Entry0-49 1

50-99 9

100-149 27

150-169 29

170-179 12

180-189 16

190-200 22

Year of Entry

1998-1999 81

1997-1998 19

1996-1997 7

1995-1996 & < 9

Age of Separation from HS

16 years 8

17 years 24

18 years 71

19 years 9

20 years 1

3 students entered with foreign transcripts

Grade at Separation of HS

9th 1

10th 10

11th 27

12th 75

3 students entered with foreign transcripts

Summary of Adult School Graduate Characteristics for 1998-1999

Age between 18-20 61%

Female 65%

Entered with minimum of 150 credits

68%

Completed in 1 year

2 years

3+ years

70%

16%

14%

Left HS at age 18 71%

Left HS in 11th or 12th grade

89%

References CAROCP Operational Handbook Occupational Outlook Handbook CTE Model Curriculum Standards California State Content Standards Curriculum Framework for State Standards California Educational Code California School Directory Division of Apprentice Standards CAROCP Resource Links

Maslow’s Hierarchy of Needs

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