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Adult Education Administration

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

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Adult Education Administration

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  1. Adult Education Administration EVOC 509

  2. 10 Mandated Program Areas

  3. Parenting Education • Encourage parents of K-12 to enroll • Prenatal mothers • Teenager parents

  4. 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

  5. English as a Second Language (ESL) • AKA English Language Learners (ELL) • Cover basic language skills • Facilitate adapting to American culture

  6. Immigrant Citizenship • Prepare for citizenship test • Adapt to American culture

  7. Substantially Handicapped • Americans with Disabilities Act (ADA) • After age 22

  8. Career Technical Education • High School students 16-17 years old • Adults 18+ years old

  9. Older Adult Education • Proprietary classes • As Instructional Aides • As Volunteers

  10. 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 Apprenticeship Programs:Examples

  11. Home Economics • Basic homemaking skills • Basic consumer skills • Basic life skills

  12. Health and Safety Education • Abuse • Drug addiction • Alcoholism • Child abuse • General Health Issues • Available to: • Parents • High School students • District Staff • Health Care Professionals

  13. Adult Education Delivery Systems

  14. 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

  15. 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

  16. 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

  17. 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

  18. 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

  19. 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

  20. 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

  21. Course Approval Process

  22. 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

  23. Courses Requiring CDE State Frameworks • Elementary basic skills • Secondary basic skills • English as a Second Language (ESL) • Citizenship courses

  24. Courses Not Requiring State Standards • Parenting • Substantially Handicapped • Older Adult • Home Economics • Health & Safety Curricula vary widely due to unspecified content

  25. Courses Following CTE Model Curriculum Standards • Career Technical Education • Must demonstrate industry need and substantial employment opportunities for completing students

  26. 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

  27. 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

  28. 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

  29. Andragogy vs. Pedagogy Adult Learner Characteristics Compared with Children

  30. 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

  31. 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

  32. 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

  33. Adult Learners • Have varied problem-solving strategies • Cognitive • Psychomotor • Affective • Have varied learning styles • Reading • Visual • Auditory • Kinesthetic

  34. Profile of Adult Learners

  35. 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

  36. 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

  37. 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

  38. 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

  39. 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

  40. 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

  41. 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

  42. 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

  43. Profile of Adult School Graduates 1998-1998 Academic Year

  44. Graduate Age as of June 1999

  45. Gender

  46. Ethnicity

  47. ADA Type

  48. Credits at Entry

  49. Year of Entry

  50. Age of Separation from HS 3 students entered with foreign transcripts

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