Administration & Evaluation of Adult Education Programs
Similar to other government financed schemes, adult education has met with mounting requests to exhibit its efficacy and the importance of the guidance it presents. Akin to every government-financed service and education programs in current period, the adult education programs has been confronted with growing demands, at the state as well as national platforms, to report to decision makers, legislators and the public at large tangible results arising from program partaking. A lot of states have made, tailored, or taken up standards, yardsticks, and course related outlines for adult, basic and literacy education. The states are Massachusetts, Arizona, Ohio, Pennsylvania, Florida, New York and Texas. (Breen, 1991, p.20)
At the national level, there has been a shift in the direction for accomplishing excellence in learning standards and encouraging responsibility in education. More and more, the funding authorities are evaluating the program's outcome to ascertain future financing. With the gradual advancement of the educational program to the new customer service era, programs should be capable of recording outcomes to draw new customers and to be a component of the local investment board relating to labor. Programs ought to attain the criteria of the state performance, function in accordance with the federal and state rules, and generate an organizational environment of uninterrupted enhancement. (Breen, 1991, p.22)
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In the past years, amendments made to the Adult Education Act, the federal legislation administering the adult education program have reinforced the necessity of answerability. The reauthorization of the Act during 1988 augmented the state necessity for local program review by stipulating six subject areas that the review should deal with and by commissioning the deployment of standardized test results while assessing. The adult literacy policy on the national level is stated in the National Literacy Act and in the Annual Education Act (AEA) which brought about the amendment of AEA in the year 1990. The purpose of the Act is to aid dropout adults attain the literacy required to work effectively in society, obtain advantage from job training and retrain them with a view to obtaining and maintain employment and persist their education to the level of passing out of High School at the minimum. To sustain adult literacy endeavors meant for adult secondary education (ASE), adult basic education (ABE), and English-as-a-Second Language (ESL) inputs, the AEA provides a public funding medium by way of granting federal grants to the state education outfits. (Garrison, 1992, p.137)
The resources are aimed at sixteen-year-olds and higher who do not possess a high school diploma or the like and those who are not presently registered with a school, who possess a diploma, but don't have the ability of English language speaking, listening, reading, or writing proficiencies. The ABE programs are meant for indigenous speakers who studied at below the eighth grade standard; in case of ASE programs, it is imparted to persons above the eighth standard rank. The people for whom the ESL program is meant are learners who do not speak English as their primary language and those who are in need of enhancing their English oral skills- listening and speaking, and also literacy competencies-reading and writing expertise. The National Literacy Act during 1991 went ahead by necessitating states to develop indicators of program quality in two years time and to implement them while assessing their local programs. The indicators were to gauge the program's accomplishment in appointment, preventing attrition and bettering students' literacy proficiencies. (Taylor; Marienau, 1995, 32)
The Act even necessitated the Department of Education to build up standard indicators of program excellence to lead states in the growth of the indicators. The objectives of Adult Education programs, as mentioned in the National Literacy Act of 1991 are to help adults to obtain the fundamental educational proficiency required for behaving as a literate individual; supply these adults with enough elementary education to facilitate them to take advantage from job training and re-training programs and achieve and maintain useful employment to enable them to completely enjoy the benefits and responsibilities of citizenship; and permit adults who wishes to carry on with their education up to the level of secondary school at the minimum. The Title II of the Workforce Investment Act (WIA) of 1998 would come to an end on September 30, 2004. (Berelson; Lazarsfeld, McPhee, 2003, p.11)
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