• How you teach is as important as what you teach. The practice of adult theory as exemplified by collaborative learning in a “safe” environment is central to adult learner success.

• Adapting curriculum to adult learners’ goals is important but not sufficient. Thought must be given to introducing materials that will expand the adult learner’s universe, and empower each student to take action within the classroom and in the community.

• The use of experienced, concerned adult learners as community outreach, tutors and mentors is both helpful to enrollees and fosters adult learner leadership.

• Practitioners must model the quest for knowledge and the excitement of lifelong learning.

• Never underestimate adult learners’ sensitivity or their capacity for change.

What does this research say to stakeholders?

The outcomes sought by ABLE stakeholders have changed repeatedly with the temper of the times. Since 1965, state agencies and local programs have been required to provide documentation of participant growth in basic skills, high school diploma achievement, competency-based survival or coping skills, employability skills, critical thinking skills, parenting skills and workplace skills. The common denominator has been a record of participant seat time and level of growth within a specified time period. Funding for follow-up on long-term outcomes of adult education program participation has no t been a priority.

Learning for Life challenges this myopic focus on “in situ” results as an accurate prediction of the value of ABLE programs to adult learners and society. In determining the economic, civic and social impact of ABLE participation, stakeholders need to consider that:

• All adults bring a profusion of life experiences, including personal “risk factors” and preconceived notions about education to ABLE programs. Constructive changes in attitudes towards themselves and society are not short-term fixes. Nor can they be measured by seat time or levels of academic growth.

• Adults learn at a different pace than K-12 students — with good reason. They have jobs, families and responsibilities that occupy them. This leaves less time to concentrate on learning. It takes time to make up for the years lost since they were in school. Older ESL students and new readers must build confidence in their abilities before they can blossom educationally. The pressure to complete in order to be placed in entry level jobs is, in the long run, economically and educationally destructive.

• Professional development for practitioners cannot be limited to assessment techniques, goal planning, curriculum development, instructional strategies, program evaluation, technology usage and program operations. Without training in human relations beyond SCANS competencies, some practitioners will never forge the bond with learners that acts as a catalyst for learning.