The Unspoken Crisis in Adult Education: The Dire Need for Professional Development

Adult education is a critical pathway for countless individuals seeking to improve their lives, whether it's through earning a high school diploma, learning English, or acquiring new job skills. The dedication of adult educators is undeniable, but behind the scenes, there's a crisis brewing: a lack of adequate professional development opportunities.?

In March 2023 Elevation Educational Consulting Group (EECG) and Research Allies for Lifelong Learning co-developed an electronic survey for administrators on adult education professional development needs. The data from this research reveals a concerning trend: more than half of the administrators reported that their own learning is primarily self-taught and occurs outside of their regular work hours (Harrison & Patterson, 2023). This alarming statistic underscores a systemic issue that hinders the growth and effectiveness of adult education programs across the nation. The implications of this lack of support are far-reaching. When administrators are forced to rely on self-directed learning, it creates a fragmented and inconsistent approach to professional growth. This can lead to a lack of standardized best practices, uneven implementation of effective teaching strategies, and missed opportunities for innovation. Moreover, the absence of dedicated time and resources for professional development sends a disheartening message to adult educators: their own growth and development are not a priority.

The data further reveals that 43% of the administrators feel they are not given enough time to apply what they learn, and 33% are unsure how to implement new knowledge and skills (Harrison & Patterson, 2023). It must be noted just how concerning this is, particularly in an educational field that is guided by adult learning principles - hence should know how detrimental this disconnect can be for the professionals in the field. The disconnect between learning and application is a pervasive challenge in professional development, creating a significant barrier to progress. When new ideas and concepts are presented in isolation, without the opportunity for immediate application, they often become relegated to the realm of theory. This disconnect can have several detrimental consequences.

Firstly, it can lead to a lack of retention. Research has shown that people are more likely to remember information when they actively engage with it. When new learning is not immediately applied, it becomes easier to forget or misinterpret the information.

Secondly, the disconnect between learning and application can stifle creativity and innovation. When professionals are unable to experiment with new ideas in a safe environment, they are less likely to take risks or come up with novel solutions to problems.

Thirdly, it can lead to a sense of disengagement and frustration. When professionals feel that their learning is not relevant to their work, they may become less motivated to participate in professional development opportunities.

To address this disconnect, organizations need to provide opportunities for professionals to apply new learning to their work. This can be done through various methods, such as on-the-job training, simulations, role-playing exercises, and mentorship programs. Another option is cohort style learning where learning occurs and then the cohort is able to discuss and process the new knowledge together and support each other as they begin to use it in real world situations.

Creating a culture of continuous learning is essential where professionals are encouraged to experiment with new ideas and share their experiences with others. By fostering a learning environment that bridges the gap between theory and practice, organizations can cultivate a workforce that is adaptable, innovative, and committed to ongoing professional growth.

Why Is This So Prevalent In Adult Education: Systemic Challenges

Several factors contribute to the persistence of this professional development gap in adult education. One major challenge is the chronic underfunding of adult education programs. Limited budgets often force administrators to make difficult choices, and professional development is frequently the first item to be cut.

This creates a vicious cycle where the lack of funding perpetuates a lack of training, ultimately impacting the quality of education provided to adult learners. Funders and funding are rarely focused on the professionals within the field of adult education, causing a losing battle between new programming and standards that asks more of our staff without providing the needed funding to increase the abilities, andragogical understanding, and leadership skills of those serving adult learners.?

The fragmented nature of the adult education system, as highlighted by Belzer & Darkenwald-DeCola (2014), makes it challenging to develop and implement consistent professional development programs. Programs vary widely in size, scope, and resources, making it difficult to develop and implement standardized professional development initiatives. Additionally, adult educators often work in isolation, with limited opportunities for collaboration and peer learning. This lack of connection can further exacerbate the challenges of self-directed professional development.

Breaking the Cycle: A Call for Solutions

Addressing this crisis requires a multi-faceted approach that tackles both the systemic challenges and the individual needs of adult educators. First and foremost, increased funding for adult education is essential. Adequate financial resources would allow programs to prioritize professional development, providing educators with the time, training, and support they need to excel in their roles.

Secondly, the development of comprehensive and accessible professional development programs is crucial. These programs should be tailored to the specific needs of adult educators, offering a blend of theoretical knowledge and practical application. Online courses, workshops, and mentorship opportunities can all play a vital role in providing flexible and engaging learning experiences.

Finally, fostering a culture of collaboration and peer learning within the adult education community is essential. Creating opportunities for educators to connect, share ideas, and learn from one another can help to break down the isolation that many experience. Professional learning communities, online forums, and conferences can all serve as valuable platforms for collaboration and knowledge exchange. An important note here is that adult education professionals need more stable job environments that provide adequate pay and more full-time positions allowing these professionals to invest more in their craft.

A Message to Funders and Associations

Funders and associations that support adult education have a critical role to play in addressing this crisis. By prioritizing investments in professional development, these organizations can help to create a more sustainable and effective adult education system. Research by Yin et al. (2022) has shown a correlation between teacher characteristics and student outcomes in adult education, underscoring the need for ongoing professional development to enhance teacher effectiveness. These organizations must provide more support for professional development based on the needs of the professionals and less on the needs of sponsors and those less connected to the field.

While funding for direct support of adult learners is an imperative, a focus on building up the field of adult education, creating a true career ladder for its professionals, and investing in teaching standards for adult educators must be a major priority moving forward. This includes providing grants and scholarships for educators to attend training programs, supporting the development of high-quality professional development resources, and advocating for increased funding for adult education at the local, state, and national levels.*?

Investing in the professional development of adult educators is not just an investment in individuals; it's an investment in the future of our communities. When adult educators have the knowledge, skills, and support they need to thrive, they can create transformative learning experiences for their students. This, in turn, leads to stronger communities, a more vibrant workforce, and a brighter future for all. It's time to break the cycle of neglect and empower adult educators to reach their full potential.

Ponder this: If every adult educator had $1000 for professional development each year what type of changes might we see across the field of adult education? Give us your ideas in the comments!

*We will be writing directly to the funders and advocates in an upcoming newsletter. Stay tuned and subscribe here: https://eecg.info/ElevatedIdeas

#AEFLWeek #PD #ProfessionalDevelopment #AdultEducation #AdultEd #GED #ESOL #CTE #AdultEducators

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References

Belzer, A., & Darkenwald-DeCola, J. (2014). A national scan of entry and ongoing professional requirements and professional development offerings for adult education practitioners. Washington, DC: National Adult Education Professional Development Consortium.

Harrison, D., & Patterson, M. (2023). A Peek into Professional Development for Adult Educators. COABE Journal: The Resource for Adult Education, 12(2).

Harrison, D., & Patterson, M. (2023). Administrator Professional Development Survey Summary. Elevation Educational Consulting Group.

Yin, M., Cronen, S., Condelli, L., & Ogut, B. (2022). Teacher effectiveness in adult education: The relationship between teacher characteristics and student test gains and transitions into postsecondary education. Adult Education Quarterly, 72(3), 262–283.