Critical Issues

Are there problems inherent in ABLE programs and the ABE system that are obvious to participants?

Critical program issues identified by participants included:

• The stigma of illiteracy, still a sensitive issue for many participants.

• The pressure brought upon participants to complete ABLE programs quickly so they can enter the workforce.

• The problems of professionalization impact participants as well as practitioners, namely: the lack of counselors; the replacement of experienced part time teachers with credentialed novices; and the emphasis upon diplomas and credentialing rather than the skills necessary to become functioning members of society.

Treating adult students with the respect, patience and the competence they deserve is the tie that binds all the critical issues raised. The concomitant question brought forth is how can this be done when: 1) adult education programs are being pressured to meet participant outcomes and timetables set by stakeholders with diverse vested interests; and 2) part-time adult education practitioners with proven on-the-job competence are being dumped in the name of professionalization for full time credentialed teachers whose demand for professional wages and secure career paths cannot be met.

What challenges face successful adult learners after completing ABLE programs?

The major problem facing adult learners is an inability to upgrade the basic skills they acquired in ABLE programs by enrolling in higher education. Health, employment, family and, most of all, money present an interlocking web of obstacles that explain why so few GED graduates become college graduates.

Ed, who holds a job as a maintenance worker was helped in his first year by a scholarship presented by his literacy council and the university he attended. Now, he has to find another way and his plea for himself and all ABLE graduates speaks to all of us.

Now that you have gotten us adults to get back into education, is there some sort of funding that we can use to continue our education? Sometimes what can be frustrating is we get these awards and then you start going to school and then you find out the money is not there or that you can only go so far and then you have to stop. So, that’s one thing.

And it’s not just for myself but for all of those who have come before me or will come after me. From what I gather, they want us to further our education, but how far do they want us to go? Maybe someone can talk to the government to ask if there is some sort of funding that can be generated to help the adults that are really trying to make a difference, not only with their own lives, but even to help others out there as well.